zilongwang/ReadingBank huggingface dataset:
his success in Gaul and even crossing into Britain, of which wasn’t entered before by Romans. Caesar became dictator, he made a number of legal reforms: Enlarged the senate Increased number of officials Ensured the same amount of senators and equestrians were responsible for legal administration and judgements. This created a more representative and stable court system. As such, the power was taken away from the Senate as opposed to. The liberties of wealthy men were also decreased as penalties for severe crimes were made more severe e.g. murder. Caesar made wealthy men, who were able to escape with exile, more accountable. "If you must break the law, do it to seize power: in all other cases obey it." "I had rather be first in a village than second at Rome" "I have lived long enough both in years and accomplishments" What these quotes reveal is his wish to be the greatest in Rome and gain the utmost power he could, whilst the last has him acknowledging that he has gained an enormous amount of power. Saviour of Rome The Equestrians supported Caesar through everything and Caesar rewarded them at the end by giving them control of the courts. Caesar’s death was a bigger blow to the republic, as it left Rome in a state of divide, riot and turbulence, resulting in a further 13 years of civil war. His legislation as Consul and reforms as Dictator seriously attempted to redress the wrongs long ignored by the self-interested oligarchs who claimed that he had destroyed liberty single-handled. Roman society was out of control and heading for destruction: Caesar grasped control and restored the balance that made the empire possible. “Caesar was the saviour of Rome.” Octavian “although in other respects Brutus was a great man, he was wrong to have killed Caesar.” Seneca “A selfish oligarchy of nobles and capitalists, who exploited the provincials in the interests of themselves and of an idle urban mob, had failed to preserve law and peace” (Scullard) Ruthless Politician “That Caesar's mind must have been moving towards some form of monarchy as the only practical solution of the constitutional problem is probable enough” (Scullard)
Community Cohesion Team Talk to us Community interpreting and translation service Interpreter request form Public Body and department* Address of meeting including post code* Language required* Date to be carried out* Start time* Duration* Nature of meeting* Individuals in attendance – names if possible* Any technical/complex language required* If ‘yes’ is selected please provide details Cost code and subjective code for charges* NYCC Departments only 100/ / / Cost code and subjective code for charges* NYCC Schools only 100/RE/E / Request number: * Please note: All sections must be completed before the request can be processed by Talk to Us Fees:1 Interpretation: £28.88 per hour, minimum 1 hour – (please note that this figure includes an administration charge. All requests are subject to travel time and mileage). If the session is longer than one hour, the fee is £14.44 for every additional half hour or part of a half hour. Travel: £9.20 per hour. Mileage: £0.40 per mile2 Telephone Interpreting: £0.42 per minute (minimum of 30 minutes) Declaration: I have read and agree on behalf of the above named Public Body to the terms and conditions of the Service. Please sign and date electronically Signed by: Date:
P-IN6. En los últimos 12 meses, ¿usó a un niño menor de 18 años para ayudarle a hablar con alguien del consultorio de su doctor personal? 1 Sí 2 No After P-IN5 Note: Use with P-IN1 and P-IN7. Un intérprete es una persona que le ayuda a hablar con otros que no hablan su idioma. En los últimos 12 meses, ¿necesitó un intérprete para hablar con alguien de su plan de salud? 1 Sí 2 No Si contestó "No", pase a la [core question] pregunta 27 After core question 26 P-IN8. En los últimos 12 meses, ¿con qué frecuencia tuvo un intérprete cuando lo necesitó para hablar con alguien de su plan de salud? 1 Nunca Si contestó "Nunca", pase a la pregunta 2 A veces 3 La mayoría de las veces 4 Siempre After P-IN7 Note: Use with P-IN7 P-IN9. En los últimos 12 meses, ¿con qué frecuencia este intérprete le trató con cortesía y respeto? 1 Nunca 2 A veces 3 La mayoría de las veces 4 Siempre After P-IN8 Note: Use with P-IN7 and
6a New donor acquisition rate 38% 81% 30% 9% 7% 18% 6b Repeat donor rate 16% 24% 18% 8% 6% 8% 6 Overall donor acquisition rate 54% 104% 48% 17% 14% 25% gains, losses & net 5 Donor gains 1,374 840 375 125 24 10 7 Donor losses 892 469 282 115 20 6 9a Net gain in donors 482 371 93 10 4 4 12 Net gain in donors (%) 35% 44% 25% 8% 17% 40% Number of donors 13 Overall donors retained 1,649 335 503 623 154 34 16 Percent of Year2 donors by range 100% 39% 29% 25% 6% 1% Amount of gifts 18 Percent of Year2 gift$ by range 100% 4% 10% 26% 23% 36% 19 Average gift size in Year2 $ 325 $ 35 $ 117 $ 345 $ 1,277 $ 8,000 Dollar gains, losses & net 20 Dollar gains $ 417,772 $ 31,800 $ 55,002 $ 77,314 $ 70,964 $ 182,693 22 Dollar losses $ 404,174 $ 18,078 $ 39,500 $ 56,609 $ 60,609 $ 229,379
Name iMIS# Date of Birth (DD/MM/YYYY) 6. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 7. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 8. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 9. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 10. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 11. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 12. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 13. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 14. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 15. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 16. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 17. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) 18. Guider Girl Primary Contact: (H) (C) (W) Second Contact: (H) (C) (W) Girl Guides of Canada, Ontario Council Revised May 2017
Project table (automatically generated from partner budget sections) Partner Programme co-financing Contribution Total eligible Partner Partner abbreviation Country ERDF ERDF (percent) Percentage of total ERDF Public contribution Private contribution Total contribution Sub-total for partners inside Sub-total for partners outside Total Project budget overview per partner per budget line Partner source Staff costs Office and administration Travel and accommodation External expertise and services Equipment Infrastructure and works budget Net revenue Total eligible Total Percentage of total budget Project budget overview co-financing per budget line Co-financing source Staff costs Office and administration Travel and accommodation External expertise and services Equipment Infrastructure and works Total budget Net revenue Total eligible ERDF ERDF equivalent Project budget overview per partner per period Partner Co-financing source Period 1 Period 2 Period 3 … Total budget Net revenue Total eligible Percentage of total budget Project budget overview per co-financing period Co-financing source Period 1 Period 2 Period 3 Period 4 … Total budget Net revenue eligible ERDF ERDF equivalent Project budget overview per partner per WP
9 enterprise [number of enterprises] 10 SME micro, small, medium [number of SME] 11 business support organisation chamber of commerce, chamber of and crafts, business incubator or innovation centre, business clusters, etc. [number of organisations] 12 EEIG, EGTC [number of organisations] 13 International organisation national law, under international law [number of organisations] 14 General public [number of people] 15 Other Annex Associated partners Project partner to which this partner is associated drop-down list of all project partners Associated partner number automatic Name of organisation in original language Name of organisation in English official translation Address street, postcode, town, country Legal representative contact details - name Contact person contact details - name, e-mail address, telephone Partner’s role in the project
PART E – Project budget (See section 7 of the programme manual) E.1 Budget breakdown per budget line and partner Partner Preparation costs (EUR 15,000 for lead partner) costs Office and administration (15% of staff costs) Travel and accommodation External expertise and services Equipment Revenues Total partner budget Partner 1 Partner 2 Partner 3 Partner 4 Partner n Total % Total Net revenues after project end Will any of the partners receiving funding from the programme generate net revenues from the project after the project has ended? Yes/No
Language control: Self-correction Clarification or (if present) improves comprehensibility Clarification or (if present) usually improves comprehensibility Clarification or (if present) sometimes improves comprehensibility Clarification or (if present) usually does not improve comprehensibility Clarification or (if present) does not improve comprehensibility AP Interpersonal Speaking Rubric
C: Signatures Student Signature: Date: Supervisor(s) signature(s): Date: Date: Date: Head of Department or nominee: Date: International Student Support Office [for Tier 4 students]: Date: Representative from Registry (if appropriate): Date:
PG Programmes: UG Programmes: SMCSE Programmes School of Mathematics, Computer Science and Engineering, City, University of London, Northampton Square, London, EC1V 0HB PG Programmes: UG Programmes: CBS UG Programmes Cass Business School, Undergraduate Programmes, Room E325, Drysdale Building, City, University of London, Northampton Square, London, EC1V 0HB Assessments Manager: Michael Davies () CBS Specialist Masters Programmes Cass Business School, Specialist Masters Programmes, 3, 106 Bunhill Row, London, EC1Y 8TZ Course Operations Manager: Zoe Owen () CBS Charity Programmes Cass Business School, Charity Programmes, Level 3, 106 Bunhill Row, London, EC1Y 8TZ Charities Programme Coordinator: Ute Spittler () CBS MBA Programmes Cass Business School, MBA Programme, 200 Aldersgate, London, EC1A 4HD MBA Course Office Manager: Lorraine Potter () SASS All Programmes School of Arts and Social Sciences, A129, College Building, City, University of London, Northampton Square, London, EC1V 0HB Email: Last Updated: October 2017 Next Update: September 2018
(E) Use leadership and team member skills in problem solving situations. (13)The student analyzes management practices facilitating individuals assuming multiple family, community, and wage-earner roles. The student is expected to: (A) Determine the impact of career choice on family life; (B) Describe the effect of family life on workplace productivity; (C) Determine employment practices and trends that support families; and (D) Explain how technology impacts career options and family roles.
who made the unauthorized use or received the unauthorized disclosure; what the Contractor has done or do to mitigate any deleterious effect of the unauthorized use or disclosure; and: what corrective action the Contractor has taken or shall take to prevent future similar unauthorized use or disclosure. the Contractor shall provide such other information, including a written report, as reasonably requested by the State. The Contractor shall comply with all applicable laws that require the notification of individuals in the event of unauthorized release of PII or other event requiring notification. In the event of a breach of any of the Contractor's security obligations or other event requiring notification under applicable law, the Contractor agrees to assume responsibility for informing all such individuals in accordance with applicable law and to indemnify, hold harmless and defend the State and its officials and employees from and against any claims, damages, or other harm related to such security obligation breach or other event requiring the notification. This Section 3.3.3.3 shall survive expiration or termination of the Contract. ATTACHMENT I – STATE COLLECTION SITES & DAYS CSEA/DNA-16-002-S State Genetic Paternity Testing Collection Sites and Days* Allegany County Local Office: 1 Frederick Street, Cumberland, MD 21502 Last Wednesday of each Beginning at 9a.m Anne Arundel County Local Office: 44 Calvert Street Annapolis MD 21401 Second and fourth Friday of the month 8am 1:30 pm or later if necessary Baltimore City Main Office: BCOCSE, 1 North Charles Street, 5th floor, Baltimore, MD 21201 Courthouse: Baltimore City Circuit Court, 100 N. Calvert St, Room 114, Baltimore, MD 21201 Monday – Friday, 10am – 4pm Baltimore County New Courts Building: 401 Bosley Ave, Room G-10, Towson MD Local office: 170 W. Ridgely Rd, Suite 200, Lutherville MD 21093 Tuesdays at Bosley location and Fridays at Ridgely location Calvert County
Refugee Health Interstate Contact List Leeanne Schmidt CNC Metro South Refugee Health Service QLD Mob: 0418 769 023 Fax: 07 3808 3193 Meryl Jones Clinical Consultant Mater Refugee Health QLD Ph 07 3163 2891 Fax: 07 3163 1969 Refugee Health Connect One port of call in Brisbane to connect patients to GPs – The Refugee Health Connect service through Brisbane South PHN QLD refugeehealth@bsphn.org.au Ph: 07 3864 7580 Sandy Eagar Nurse Manager NSW Refugee Health Service NSW Mob: 0427 480 033 Fax:02 8778 0790 Michele Greenwood Clinical Nurse Consultant Communicable Diseases, Refugee/Muticultural Health Nurse NSW Ph: 02 6656 7676 Lindy Marlow State Wide Facilitator Refugee Health Program VIC Mob:0423 473 714 Merilyn Spratling Refugee Health Nurse Coordinator VIC Mob: 0417 350 462 Jan Williams Clinical Services Coordinator SA Ph: 08 8237 3912 Fax:08 8237 3949 Irene Simonda Refugee Nurse Coordinator Leader NT Ph 08 8985 3311 Brenda Kamau A/clinical Nurse Specialist WA Brenda.kamau@health.wa.gov.au Ph 08 9222 8500 Fax 08 9222 8501 Lisa Clements Clinical Nurse Manager ACT Mob: 0413 177 645 Fax: 02 6254 8448 Sally Madden Clinical Coordinator –Southern Refugee Health Services TAS smadden@primaryhealthtas.com.au Mob: 0417 656 279
REFUGEE NURSES AUSTRALIA (RNA) Interstate Transfer Template For clients from Refugee and Asylum Seeker backgrounds Description Many people from Refugee and Asylum Seeker backgrounds are transitioning between states and territories in Australia. To assist the transition of the more complex clients and provide support we are asking the client’s basic contact details be emailed or faxed to the lead nurses in each state.(details on page 2) The lead nurses will then email the appropriate Refugee Health Nurses depending on suburb of the clients’ future settlement This referral should not include client medical records which will only be forwarded after signed ‘consent for release of information’ has been received from the new health care provider. Client contact details □ Please tick following client’s consent to contact details Last name: First name: ……………………………………………………...…..…………… Gender: M / F Number of dependents: ………… Suburb/State moving to: (please note not street address) Approximate date of arrival: Contact phone number: Explain to the client that a person from a Refugee Health Program will be contacting them assist with accessing health service delivery. Interpreters Please state if a specific interpreter or gender is required. Language: ……………………………………………….…………………………….. M / F
Nurse Details Case Manager General Practitioner Name of referring nurse: number and Fax number: Name of current Settlement case number Name of current General Practitioner: Phone number Refugee Health Nurse Interstate Contact List Leeanne Schmidt CNC Metro South Refugee Health Service QLD Leeanne.Schmidt@health.qld.gov.au Mob: 0418 769 Fax: 07 3808 Meryl Jones Nurse Unit Manager Mater Refugee Health QLD mirhs@mater.org.au Ph 07 3163 2891 Fax: 07 3163 Sandy Eagar Nurse Manager NSW Refugee Health Service NSW sandy.eagar@health.nsw.gov.au Mob: 0427 480 Fax: 02 8778 Michele Greenwood Refugee Multicultural Health Clinical Specialist NSW Michele.greenwood@health.nsw.gov.au Ph: 02 6656 Lindy Marlow State Wide Facilitator Refugee Health Program VIC lindy.marlow@cohealth.org.au Mob:0423 473 Merilyn Spratling Refugee Health Nurse Coordinator VIC mspratling@each.com.au Ph 03 9837
Jan Williams Nurse Unit Manager SA jan.williams@sa.gov.au Ph: 08 8237 Fax:08 8237 Scott Anderson Refugee Health Coordinator NT refugeehealth@melaleuca.org.au Ph: 08 8985 Brenda Kamau Clinical Nurse Specialist WA MigrantHealth@health.wa.gov.au Ph: 08 9222 Fax 08 9222 Megan Enright Clinical Specialist ACT megan.enright@companionhouse.org.au Ph 02 6251 Lou Leol Clinical Nurse Consultant r Refugee Health Services TAS lou.leol@ths.tas.gov.au .
entity between the parties or constitute any party the partner, agent or legal representative of the other. Waivers Subject to Clause 10.4 above, the failure of any party to insist upon strict performance of any provision of this Agreement, or to exercise any right or remedy to which it is entitled, shall not constitute a waiver and shall not cause a diminution of the obligations established by this Agreement. A waiver of any breach shall not constitute a waiver of any subsequent breach. No waiver of any right or remedy under this Agreement shall be effective unless it is expressly stated to be a waiver and communicated to the other party in writing. Whole Agreement This Agreement and the Proposal contain the agreement between the parties relating to the transactions contemplated by this agreement and supersedes all previous agreements, arrangements and understandings between the parties relating to those transactions or that subject matter. No purchase order, statement or other similar document will add to or vary the terms of this Agreement. Each party acknowledges that in entering into this Agreement it has not relied on any representation, warranty, collateral contract or other assurance (except those set out or referred to in this Agreement) made by or on behalf of any other party before the acceptance or signature of this Agreement. Each party waives all rights and remedies that, but for this Clause, might otherwise be available to it in respect of any such representation, warranty, collateral contract or other assurance. Nothing in this Agreement limits or excludes any liability for fraudulent misrepresentation. Third Party Rights A person who is not party to this Agreement has no right to enforce any of its terms. Further Assurance Each party shall, at the cost and request of any other party, execute and deliver such instruments and documents and take such other actions in each case as may be reasonably requested from time to time in order to give full effect to its obligations under this Agreement. Client hereby acknowledges that prior to its execution of this Agreement Intertek thoroughly explained each and every term and condition under this Agreement to Client and each term and condition OF this Agreement has been thoroughly and mutually consulted and negotiated between the two parties, AND THAT as such the terms and conditions under this Agreement do not constitute an adhesive contract IMPOsed by either party but is reflection of the true MUTUAL assent of both parties.
Scoring instructions: All items are forward scored. Enhancing Positive Affect = Sum of items 3, 6, 8, 13, 18; Perspective Taking = Sum of items 2, 7, 10, 14, 17; Soothing = Sum of items 4, 9, 12, 16, 19; Social Modeling = Sum of items 1, 5, 11, 15, 20 Citation: Hofmann, S. G., Carpenter, J. K., & Curtiss, J. (2016). Interpersonal Emotion Regulation Questionnaire (IERQ): Scale development and psychometric characteristics. Cognitive Therapy and Research, 40, 341-356. doi: 0.1007/s10608-016-9756-2
Glossary Assessment consists of the further investigation of a mammographic abnormality reported at screening. Early review, early recall or extended assessment refers to a woman who is assessed and not cleared for routine rescreening, but is referred for further assessment within 12 months of the index screen. Initial screening includes all who attend BSA for the first time. Also referred to as first round screening. Rescreening refers to the next screening examination after the screening episode in the index screening year being evaluated. A screening episode consists of the screening examination and assessment, if necessary. For the purpose of determining interval cancer rates, early review, early recall or extended assessment within 12 months of initial screen is not considered part of the screening episode. Subsequent screening includes all who have previously been screened by BSA. Symptoms refer to the self-report of a breast lump and/or blood-stained or watery nipple discharge.
Sample Recommended NYSED Interval Health History for Athletics – Page 2 Student Name: School Name: DOB: Has/Does your child: Heart Health Yes No 32. Ever passed out during or after exercise? 33. Ever complained of light headedness or dizziness during or after exercise? 34. Ever complained of chest pain, tightness or pressure during or after exercise? 35. Ever complained of fluttering in their chest, skipped beats, or their heart racing, or does he/she have a pacemaker? 36. Ever had a test by medical provider for his/her heart (e.g. EKG, echocardiogram stress test)? 37. Ever been told they have a heart condition or problem by a physician? If so, check all that apply: ☐Heart infection ☐Heart Murmur ☐High Pressure ☐Low Blood Pressure ☐High Cholesterol ☐Kawasaki Disease ☐Other: Injury History Yes No 38. Ever been diagnosed with a stress fracture? Please explain fully any question you answered yes to in the space below. (Please print clearly and provide dates if known. Parent/Guardian Signature: Date:
Interpersonal Reactivity Index (IRI) The following statements inquire about your thoughts and feelings in a variety of situations. For each item, indicate how well it describes you by filling in the appropriate bubble. Read each item carefully before responding. Answer as honestly as you can. Does not describe me well Describes me very well I often have tender, concerned feelings for people less fortunate than me. 0 1 2 3 4 I sometimes find it difficult to see things from the “other guy’s” point of view. 4 3 2 1 0 Sometimes I don’t feel for other people when they are having problems. 4 3 2 1 0 I try to look at everybody’s side of a disagreement before I make a decision. 0 1 2 3 4 When I see someone being taken advantage of, I feel kind of protective towards them. 0 1 2 3 4 I sometimes try to understand my friends better by imagining how things look from their perspective. 0 1 2 3 4 Other people’s misfortunes do not usually disturb me a great deal. 4 3 2 1 0 If I’m sure I’m right about something, I don’t waste much time listening to other people’s arguments. 4 3 2 1 0 When I see someone being treated unfairly, I sometimes don’t feel much pity for them 4 3 2 1 0 I am often quite touched by things I see happen. 0 1 2 3 4 I believe that there are two sides to every question and try to look at them both. 0 1 2 3 4 I would describe myself as a pretty person. 0 1 2 3 4 When I’m upset at someone, I usually try to “put myself in his shoes” for a while. 0 1 2 3 4 Before criticizing somebody, I try to imagine how I would feel if I were in their place. 0 1 2 3 4
GOAL # 1 Core Activities Participants/ Target Group (Who? How many? Where?) Implementing Partners/Stakeholders Brief Description (Content and Purpose) Resources Necessary Timing/Frequency Expected Outcomes Evaluation Measures 1) 2) 3) These columns and rows are expandable. Add as many activities as necessary to achieve your goal. GOAL # 2 Core Activities Participants/ Target Group (Who? How many? Where?) Implementing Partners/Stakeholders Brief Description (Content and Purpose) Resources Necessary Timing/Frequency Expected Outcomes Evaluation Measures 1)
Core Activities Participants/ Target Group (Who? How many? Where?) Implementing Partners/Stakeholders Brief Description (Content and Purpose) Resources Necessary Timing/Frequency Expected Outcomes Evaluation Measures 1) 2) 3) columns and rows are expandable. Add as many activities as necessary to achieve your goal. GOAL # 5 Core Activities Participants/ Target Group (Who? How many? Where?) Implementing Partners/Stakeholders Brief Description (Content and Purpose) Resources Necessary Timing/Frequency Expected Outcomes Evaluation Measures 1)
Phase 2 week 1- s a t p Revise and revisit Teach Practise Apply Monday Have a collection of objects in a feely bag. Pull out the object and say the word. What letter does it begin with? Show objects/pictures beginning with s- snake, scissors, six, sock the letter ‘s’ Practise the letter formation of ‘s’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. Tuesday Flashcards- s Can you think of words beginning with this sound? Show objects/pictures beginning with a- ant, ark, arm Teach the letter ‘a’ Practise the letter formation of ‘a’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. Wednesday Flashcards- s a Can you of words beginning with this sound? Show objects/pictures beginning with t- tap, top, ten, tennis ball Teach the letter ‘t’ Practise the letter formation of ‘t’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard. Thursday Flashcards- s a t Can you of words beginning with this sound? Show objects/pictures beginning with p pen, pencil, paper, pink, pig Teach the letter ‘p’ Practise the letter formation of ‘p’. Can you write it big in the air? Small on your hand? Now have a go on your whiteboard.
Subject / Targeted Group(s) / Grade Level (i.e. Gr. 5 , 8th grade, Biology, top 45%, etc…) Identify the Extended Learning Opportunity (Before School, During School (Push in/Pull out), School, Saturday School, etc. Name of and Room # Curriculum Programs/ Resources Used Progress Monitoring Tools Duration Start Date End Date 5th grade After School tutoring in a small scale setting Tutor 5th Teacher Friday Winter IA IFC, Extended Learning Modules, GIZMOS, EdGenuity Attendance Logs Student work-folders and Exit slips Feb 2014 April 2014 5th grade Home-learning and in class online program use; through computer lab schedule Classroom teachers ongoing Student Winter IA results, GIZMOs Activity reports Jan 2014 April 2014 8th grade Home-learning and in class online program use; through computer lab schedule Classroom teachers ongoing Student Winter IA results, EdGenuity GIZMOs Activity reports Jan 2014 April 2014 8th grade Homeroom Science Content Review Activities and morning tutoring 8th Homeroom Teachers Twice Weekly Morning Time IFC, Discovery Education, NBC Learn, Articles, Extended Learning Modules Exit Slips, Concept maps, Content Review posters Feb 2014 April 2014 5th grade 8th grade Daily bell ringers based on lowest performing benchmarks from the Winter interim assessments Classroom teachers Daily FOCUS Achieves, FCAT Explorer, Fall IA Journal writing; questions and answers written in student notebooks Jan 2014 April 2014 5th grade 8th Grade Differentiated Instruction groups and strategies for lowest benchmarks by period Classroom teachers Weekly reviews GIZMOS, EdGenuity, Essential Labs, Discovery Education Journal writing; in student notebooks, student generated posters showing evidence of benchmark knowledge and Exit slips Feb 2014 April 2014 School Name: Total # of Students:
Central East LHIN Behavioural Supports Ontario Intervention Tool Kit TABLE OF CONTENTS #2 & #2 #2 #2 #2 8 #3 #3 #5 #7 #7 #10 #12 #13 #14 #15 #17 #18 #20 #21 A TO FOR OF THE AND
Intervention group – harmonisation notes Studies with relevant data (4) Ballabeina, CoSCIS, KISS, TAAG Variable(s) created Name Description / Coding ICAD_IntGroup Participant allocation to control or intervention group – intervention studies only. Coding: Control group (coded 0) / Intervention group (1) / Missing (999) Study specific notes MAGIC - Although MAGIC was an intervention study, only baseline data is utilised in ICAD, therefore ICAD_IntGroup was not derived for this study and MAGIC is categorised as ‘Cross-sectional’ in ICAD_StudyDesign.
Curriculum of support and teaching of social skills Extended Day Talent Development reading lab Student Team Literature Freshman Seminar Attendance awards/certificates provided to students with perfect attendance Report Card conferences with biweekly progress check Cooperative Learning Groups during math class Guided Reading Using charts and graphs to teach science EWI Meetings Teaching High Five Lessons 100% breakfast In-class tutoring and behavior redirection Peace Race: Hrm competition to measure how fast they can reach 10 days without suspensions
Transition to Advanced Mathematics (TAM) Weekly Perfect Attendance Certificates Attendance incentives Homeroom attendance competition Report Card Conferences Students receive “school dollars” that can be used to buy items in school store club that provides safe space for students to express themselves through art CATAMA Lab Mastering the Middle Grades Guided Reading Groups After-school group where students discuss personality conflicts Golden Attitude Club VIP Lounge for all students with perfect attendance After-school CY program VIP Lounge Breakfast club with games Computer lab with internet access open during lunch and after-school
Student after school club 100 Book challenge – Independent Reading Program Small group instruction Phone calls home One-on-one counseling with social worker Outside organization does workshops for violence prevention Girls group for students with behavior challenges Lunch Group dealing with discussing teen pregnancy Individualized behavior goals for particular students Monitoring of student behavior in classrooms Parent and student contract After-school credit recovery Home visits with the principal for outstanding citizenship Lunch work(?) for students who misbehave in cafeteria Saturday School
Referral to character development program Student-to-student peer mediation Substance counseling One-on-one mentoring (Big Brother/Sister) Lunch club for male students facilitated by local business owners Home visits for truant students Referral to men’s group Math Teacher pulls out students during homeroom for math intervention Saturday school for extra math and reading help Tutoring during electives Students who do not complete homework attend “homework recovery” during lunch In-school suspension Pull-out students who struggle in reading with resource teacher Mid-year awards ceremony
Lunch group discussing student relationships Mental health consulting for individual students Lunch group with mentors Special Education Teacher provides support during class Academic awards for every student who attains all As and Bs Counseling and Mentoring Referral to AP Special Education Teacher provides small group pullout support
2 a 100 b 120 c 68 3 147 m² 4 360 cm² 5 92 m² 4.3 Prisms and cylinders 1 1080 2 261 3 80 4 3927 5 503 6 423 7 7.56 Chapter 5 Statistics 5.1 Scatter graphs 1 a Other scales are possible. b Negative correlation (or high scores on spelling go with low scores on arithmetic and vice versa) c A possible line is shown in part a. 2 a
Year 11 Revision Timetable – 2018-2019 Monday 19th until the end of the year 11 school year. Afterschool: 3:30 to 4:30 Day Subject Location Monday Options Option classrooms Tuesday Science Upper Level Wednesday Mathematics Dansteed 1 Thursday English Portway Friday Options Option classrooms Lunch time revision: 1:35 to 2:15 Monday to Friday Subject Location/Staff Mathematics Mrs Stephen – D 108 Mrs Newman – D 107 Mr Talib – D 115 Mr Boetang – D 117 Mr Milburn – C 038 Grades 4-5 Grades 4-5 Grades 1-2 Garde 3 Grades 6-9 English Mrs Sogojeva Mrs Szladicsek
STUDY SUMMARY Title Full of protocol Short Title Shortened (match this to title used it ClinicalTrials.gov) Version Include date & amendment number. Study Design Study phase & design attributes such as single blind, double blind or open label; randomized, placebo or active placebo control; cross-over design, Simon two-stage, etc. Study Center(s) If list all projected centers to be involved & indicate who the lead site will be. Objectives At a minimum list all primary & secondary objectives (can refer to body of protocol for any exploratory objectives). Sample Size Number of subjects projected for the entire (may specify by phase if phase I/II trial). Diagnosis & Key Eligibility Criteria Note the main clinical disease state under study and some of the significant inclusion or exclusion criteria (do not list all criteria here) Treatment Plan Brief overview of treatment plan including study intervention(s) and dose/route/regimen or other description of therapy (for non-drug or biologic). Also state overall treatment/intervention timeframe. NOTE: If name-brand agent is used in the study, may reference the marketed name in background or drug info section, but should use generic name throughout majority of the protocol. trial trial
Figure 14. Raw Mediport Schedule Delay: Graph represents raw data from order entry to begin exam for the initial phase of the project. All outlier data points are included for transparency. Figure 15. Median Mediport Schedule Delay By Month- Median wait time December 2011 was 43 days. Median wait time May 2012 was 23 days. This represents a 46% decrease in 5 months.
RCR One Day Meeting Registration Form Meeting title: Interventional radiology for general radiologists Meeting date: 13 October 2017 Title Initials Surname Grade RCR Member Yes No Membership Number (if appropriate): Hospital/Institution: Email address (for correspondence): Address, including daytime phone no. Special dietary/ accessibility requirements: Registration fees: Consultant members £199 Consultant non-member £246 Trainee member £136 Trainee non-member £179 Retired member £136 Allied healthcare professionals, nurses and medical physicists £136 Lay members, medical students and patients £136 Industry £268
16–19 Low Improvement (220–228) 20–21 High Needs Improvement (230–238) 22–24 Low Proficient (240–248) 25–27 High Proficient (250–258) 28–30 Low Advanced (260–268) 31–32 High Advanced (270–280) Grade 10 0–5 Low Failing (200–208) 6–9 High Failing (210–218) 10–13 Low Needs Improvement (220–228) 14–16 High Improvement (230–238) 17–19 Low Proficient (240–248) 20–22 High Proficient (250–258) 23–28 Low Advanced (260–268) 29–32 High Advanced (270–280) Spring 2013 Science and Technology/Engineering Tests Multiple-Choice Score and Likely Achievement Level Total Score on Multiple-Choice Items Likely Achievement Level, Based on Multiple-Choice Items Grade 5 0–8 Low Warning (200–208) 9–18 High Warning (210–218) 19–23 Low Needs Improvement (220–228) 24–27 High Needs Improvement (230–238) 28–31 Low Proficient (240–248) 32–33 High Proficient (250–258) 34–36 Low Advanced (260–268) 37–38 High Advanced (270–280) Grade 8 0–8 Low Warning (200–208) 9–17 High Warning (210–218) 18–23 Low Needs Improvement (220–228) 24–27 High Improvement (230–238) 28–32 Low Proficient (240–248) 33–35 High Proficient (250–258) 36 Low Advanced (260–268) 37–38 High Advanced (270–280)
Hokey Pokey Clinic For verbal and physical aggression. This cannot be taught when the student is drunk on emotion. Teachers have to teach it and model it when the student is in control of their body. The Hokey Pokey Clinic is a place to go to turn yourself around. This is an area with a purple bulletin board with nature pictures and a blue wall (if you follow feng shui). The blue bean bag is in this area. Sixty beats per minute (BPM) music is playing on headphones or very softly for the entire room. The student will be given a Kleenex box (empty) with 20 fuzzy pompons. The student is taught to breathe-in-2-3-4 and (Tongue behind two front teeth and mouth closed). Breathing in and out through the nose. The student is to repeat this 10 in and 10 out by dropping a pompon in the box for each part of the cycle. This brings oxygen to the frontal cortex instead of the brain stem. Students are praised and given a token when they use this instead of getting upset. I like for the teacher to model it as well. Pretend he/she is upset about something like the computer not working correctly and go over and sit in the bean bag and breathe – counting each cycle of breathing by dropping the pompons into the Kleenex box. Ice Cube Break For students who lose their temper. I give each of them one plastic ice cube with the word “break” written on it with a permanent marker. They are allowed to use it once per day. This is a hallway pass and the student is allowed to walk up and down the hallway 3 trips to calm themselves down before returning to class. Power Cards Verbal Aggression is one of the behaviors you can address with a card. The front of the card has a topic of interest to them- the back of the card tells them what to do when they are angry, frustrated, or want attention. I make 12 of them the first time and laminate them because the student will lose them from time to time- that way you have a spare.
This document outlines the next steps required in being able to access the training packages shared at our recent Interventions Fair for TAs, LSAs, HLTAs, PSAs and teachers. Purpose of interventions: Close the attainment gap for struggling learners Enable teachers and teaching assistants to work together to improve outcomes Demonstrate effective use of your Pupil Premium spend Improve effectiveness of support staff Name of Intervention Where to access additional information What does training look like? How to book? Cost of booking for Mobilise schools What is included? Additional Information Email address Contact and telephone number Catch Up Literacy/Numeracy [suitable for ages Consists of an integrated resource and support package for each intervention, centred on three half-day training sessions. Starter bundles for schools with 100+ pupils £945. Quote code : SBLINC17 Catch Up Literacy Starter Bundle – 3 training places plus set of books. Conversations regarding special schools are welcomed where bespoke packages can be arranged. Catch Up Numeracy Starter Bundle – 3 training places plus a set of numeracy apparatus. Any schools of any size that want 1 or 2 trained on a standalone basis would pay £395 per person.
Small school option for schools with under 100 pupils joining together. £945 Quote code: SBLINC17 Two or three schools will be invited to join together to order a Small Schools Group Starter Bundle. 3 training places plus a set of books or numeracy apparatus Each school in the group will have the option to order an additional training place for their school for only £235 (usual price £395 - Quote code: ABLINC17 Switch On Reading and Writing [suitable for KS1, KS2 and KS3] This is a 10-week intervention, aiming to improve children’s reading accuracy, comprehension and fluency. 2 TAs can be trained with a coordinator at a cost of £395 per person. Jose is available to train up to 30 TAs for £750. Schools should provide a venue and contact her directly to arrange a date. Jose Coles 01158040129 NELI Nuffield Early Language Intervention [suitable for nursery and EYFS] www.sjc.ox.ac.uk Training takes place over two days for a pair per school (one teacher/one teaching assistant). Schools can combine to make more cost effective. Schools are The cost of 2 day training is £700 + VAT plus £400 for the full set of resources for each school. Denise is happy to discuss offering a discount on the cost of the resources if a significant number of schools sign up for the training. Denise Cripps 01865277456
Math Number Sense Math Numeracy Readiness Geometry Algebraic Thinking Probability/Statistics Behavior Social/Emotional Cognitive Language Adaptive Skills Acceleration Credit Recovery Content Other Parental Involvement Parent Notified of Intervention Plan Included in Planning Provided Parent with Resources  Parent Attended Intervention Meeting  Parent Provided w/ Student’s Data Referred Eye Exam Medical Exam Dental Exam FRYSC Other (Explain below): ___________________________________ Comments:
COMPREHENSION (LISTENING AND READING) Visualizing and Verbalizing Gander Publishing P.O. Box 780 Avila Beach, CA 93424 Phone: 805-541-5523 or 800-554-1819 Fax: 805-782-0488 www.ganderpublishing.com Manual provides theory and specific steps to develop concept imagery – the ability to image a gestalt (whole); Program applies concept imagery to reading comprehension oral language comprehension following directions higher order thinking skills expressive language and writing; Appropriate for all ages. The Colors and Shapes of Language Neuhaus Education Center 4433 Bissonnett Bellaire, TX 77401 Phone: (713) 664-7676 Fax: (713) 664-4744 21 units with 23 stories for developing oral language and listening comprehension skills as a foundation for reading comprehension and writing composition; Activities provide practice in story retelling, summarizing content, activating prior knowledge, Grades 1-3; CD of stories included. Developing MetaCognitive Skills: Vocabulary and Reading Comprehension Neuhaus Education Center (See address above) Cost: $90.00 Companion Books: Six Way Paragraphs Pauk, Walter Grades 4-12; Develops strategies that help students fully understand what they are reading; Includes 3 reusable magnetic vocabulary webs and rapid word recognition charts to aid instant recognition of irregular words. Word Callers Heinemann 36 Hanover Street Portsmouth, NH 03801-3912 800-225-5800 Fax: 877-231-6980 Assessment and intervention Uses word cards and picture cards Teaches 6 comprehension strategies Uses jokes, riddles, multiple meanings, inference building, storyboards, visualization, imagery VISUAL MEMORY Seeing Stars Manual gives theory and specific steps to teach a new program to
Next, draw lines that bisect (divide the lines in half), and are perpendicular to the lines connecting the points. Note: this was done free-hand in Microsoft Paint, so not all the lines are at the center, or perfectly perpendicular. Next, lengthen or shorten all lines to make them connect. (Hint: they should all come to a single point.) This is not subjective, it should always look the same. Removing all the unnecessary lines, the final product should look like this: Once the final image is obtained, the proportions of each polygon to the whole should be calculated. This can be performed using geometry, or by printing the Thiessen polygons on graph paper and counting the number of boxing in each polygon. These percentages can calculated by dividing the area (or number of grid cells) of each polygon by the total area (or number of grid cells) Once these percentages are obtained, the annual precipitation for the entire area can be calculated by multiplying the annual precipitation of each point with its respective percentage and summed.
What work skills do you already have? PROMPT Team work, using technology, communication, self-management, problem solving, learning, initiative, planning. What skills would you like to develop? A self-reflection… Tell us about your reading, writing and numeracy skills. I can … Yes Sometimes No understand signs fill in a time sheet count and check change when shopping Send a text message
2012/2013 Girls Winter Varsity Track had an amazing season. Erin Murphy Vercillo the coach of the team said “the most memorable meet was the Armory meet when Falilatu Salau ran the 300 meter dash. Crystal Gray ran the 55 Hurdles. The star performs were the 4x200 meter relay team. The relay were Valerie Moise, Crystal Gray, Falilatu Salau, and Destiny Thomas Erin Murphy Vercillo said “some of the young talent just learning. She is looking forward to the next couple of seasons. The only senior on the team is Valerie Garcia. Some of the future stars are Maya Creamer, Valerie Moise, Falilatu Salau, Crystal Gray, and Destiny Thomas. Some of the challenges the team faced this year was commitment. “The track girls are involved in so many things that is hard to give 100% to anyone club/sport” said by Erin Murphy Vercillo. Valerie Garcia a senior at Central Islip High School said “that they are a team no matter what happens”. That they need to practice more to improve. There were a couple of highlights this year. Estefany Delcid a junior at Central Islip High School said” that the teams help each other out”. One thing that she learned from this season was to work hard cause it pays off in the end. Her highlight of the year was getting her times down. She also said the Falilatu is a valuable teammate. Some of the strengths of the coaching staff were that they tell them when they can do something and pushing them farther than their comfort zones. Robyn Frank, Maya Creamer, Jameela Middleton, and Cassandra Moise are the teammates that made county. Falilatu Salau ran the 55 Meter Dash got 7.90 on 12/16/12 Valerie Moise ran the 300 Meter Dash got 46.60 on 12/16/12 Crystal Gray ran the 55 Meter Hurdles got 10.09 on 12/16/12 Falilatu Salau ran the 600 Meter Run got 2:10.45 12/4/12 Kimarah Alcide ran the 300 Dash got 53.94 12/4/12 Emily Ly ran the 55 Meter Hurdles got 11.92 12/4/12 Robyn Frank the 55 Meter Hurdles got 12.70 12/4/12 Central students ran the 4x200 Meter Relay 1:59.50 came in first place Kimarah Alcide
Chan, E. A. (2005). The influence of the human becoming theory on teaching-learningsStories in hangzhou, china. Hong Kong, China. College of Nurses of Ontario. (2011). Practice guideline: Working with unregulated care providers. Toronto. Forehand, M. (2012). Bloom's taxonomy: Original and revised. (M. Orey, Editor) Retrieved September 15, 2012, from Emerging Perspectives on Learning, Teaching and Technology: http://projects.coe.uga.edu/epltt/ Interviewee. (2012, September 14). Revising learning objectives for PSW college program. (M. Morris, Interviewer) Kizlik, B. (2012, June 25). How to learning objectives that meet demanding behavioural criteria. Retrieved September 15, 2012, from Adprima-Toward The Best: Education Information for New and Future Teachers: http://www.adprima.com/objectives.htm Kuhlmann, T. (2008, December 2). Here’s an easy way to create learning objectives. Retrieved September 15, 2012, from The Rapid E-Learning Blog: Ministry of Training, Colleges and Universities. (2004). Personal support worker program standard. Toronto. Ontario Community Support Association. (2009). The history and development of the personal support worker. Retrieved September 15, 2012, from http://www.ocsa.on.ca/userfiles/PSW_History.pdf Rogers, C., & Keller, C. (2009). Roy's adaptation model to promote physical activity among sedentary older adults. Geriatric Nursing, 30(2), 21-26.
Interview Notes Interviewee : Date : Ref : Topic : Their go first Notes : Time code : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : : Ex : TC : Topic : Notes : Ex : TC : Topic : Notes : Ex : TC : Topic : Their go last Notes : Time code :