zilongwang/ReadingBank huggingface dataset:
14.3 Submit policies and procedures regarding the reporting of appraisal results to all candidates, certificants, and other stakeholders. 14.4 Provide evidence that feedback is provided to all failing candidates on their area(s) of performance on the portfolio assessment (e.g., score report for failing candidates). 14.5 Provide documentation of the process for annual reporting of certification activities including number of candidates, number passed, number failed, and number recertified (e.g., organization newsletter, website, press releases). 14.6 Submit the policy and procedure that describes the process through which stakeholders such as employers and the public can verify certification status. 14.7 Submit the policies and procedures, or describe how a candidate/certificant file is updated (e.g., what data are updated, when the file is updated, etc.) STANDARD 15 CONFIDENTIALITY The certifying organization assures that confidential information about candidates and certificants is protected. RATIONALE Confidentiality of sensitive information should be a primary objective of the certifying organization. While the sharing of aggregate information can be justified, the results should be purged of names and of precise scores to protect the privacy rights of individual candidates. Candidates should understand, prior to seeking certification, what candidate information will be strictly confidential and what may become public information. There are times when sensitive confidential information will be shared (e.g., Board meetings, committee meetings, test development committee), and the certifying organization will have mechanisms in place to protect the confidentiality of individual candidates/certificants. Individual candidate scores may be reported to educational institutions only if a release has been signed by the candidate. Candidates must have the right to refuse to sign the release without penalty (e.g., signing a release may not be a condition of completing the portfolio) In other words, individual candidate scores are not released without the candidate’s approval. CRITERIA The certifying organization maintains confidentiality of candidate and certificant information and clearly identifies categories of information available to the public and those that are held confidential. The certifying organization has taken measures to protect confidential information regarding all candidates and certificants.
The portfolio should be uploaded as part of the application to sit the exam and should not exceed 8 MB in size. Please ensure this template is the most up to date version, identical to the document currently available on the Faculty of Occupational Medicine’s website.
Learning Outcomes Assessment Criteria Understand the audience for a chosen creative media production activity Unit 10 LO1 1.1 Analyse the characteristics of the audience for a chosen creative media production activity Unit 10 LO1 1.2 Interpret research activity to develop ideas and creative proposals for a chosen audience. Be able to plan and implement a creative media production activity for an identified audience. Unit 10 LO2 2.1 Demonstrate independence in decision making in planning and developing creative solutions. Unit 10 LO2 2.2 Select appropriate media and processes to communicate ideas for an identified audience Be able to use evaluation in support of creative media production for an identified audience. Unit 10 LO3 3.1 Critically evaluate creative solutions against identified audience characteristics. Unit 10 LO3 3.2 Critically evaluate and reflect on learning to inform personal development Appendix 2 UAL Film and Television Year 2 2017-2018 Students Scheme of Work /Calendar Unit 9 Characteristics and Contexts Unit 10 Engaging with an Audience FOR am I Unit 11 Preparing for Progression
Week 1 w/c 4.9 Induction Week Week 2 w/c 11.9 Show – Copy Transform Combine Videos - discuss UCAS – guidance Intro to key words i.e. analyse, characteristics and contexts. Week 3 w/c 18.9 Contextual Study 1 (Guided) Unit 9 1.1 Personal Statement workshop 1.2 and 2.1 Week 4 w/c 25.9 Contextual Study 2 (Students Choice) Unit 9 1.1 Continue with UCAS – sourcing university courses Week 5 w/c 2.10 Film scene (or elements of it) Unit 9 2.1 and 2.2 and 3.1 and 3.2 Completing of 1st draft of personal statement Week 6 w/c 9.10 Intro to key words i.e. characteristics of the audience PS Completed. Week 7 Progression Week Self-Directed Study Week Unit 9 Characteristics and Contexts Unit 10 Engaging with an Audience ADVANCED SKILLS FOR FILM AND TELEVISION PRODUCTION Who am I research, Myers Briggs etc. Unit 11 Preparing for Progression Week 8 w/c 30.10 Audience Study 1 (Guided) Unit 10 1.1 Evaluate own strengths and ambitions 1.1 Week 9 w/c 6.11 Audience Study 2 (Students Choice) Unit 10 1.1 Investigate skills and progression routes (courses etc.) that
may need to be developed or completed to achieve ambitions detailed in week 2 1.2 Week 10 w/c 13.11 Film Scene (or elements of it) Unit 10 2.1 and 2.2 and 3.1 and 3.2 Produce a career timeline 1.1 w/c 20.10 Community Week Week 11 w/c 27/11 Students produce their own scene combining their knowledge of characteristics, context and audience, using an existing scene and therefore demonstrating their understanding of Copy Transform Combine. Skills Investigate progression routes 1.2 (referring to Timeline) Week 12 w/c 4/12 Week 13 w/c 11.12 Deadline for all work completed and posted and in Portfolio. Appendix 3 Bibliography
Overall, I feel that this task was quite a challenging one to complete, as you had to look very carefully at specific details within the TV show to find out what you needed to research to try and find the context behind why it was created, and I feel that I did quite a good job at some of the things that I found out, because of how difficult the task could be at times. One of the major improvements I could say for myself would be spending a bit more time on each section to try and find out even more information that what I already knew/found out and stretched some of my points a bit. Own Choice Contextual Study – Week 4 Reflective Log Copy Transform Combine Scene 1 – Week 5 Reflective Log Project Review and Evaluation – Week 7 Skins (2007) Target Audience Study – Week 8 Reflective Log Own Choice Target Audience Study – Week 9 Reflective Log
Unit 9 Characteristics and Contexts Unit 10 Engaging with an Audience ADVANCED SKILLS FOR FILM AND TELEVISION PRODUCTION Who am I research, Myers Briggs etc Unit 11 Preparing for Progression Week 8 w/c 30.10 Audience Study 1 (Guided) Unit 10 1.1 Evaluate own strengths and ambitions 1.1 Week 9 w/c 6.11 Audience Study 2 (Students Choice) Unit 10 1.1 Investigate skills and progression routes (courses etc) that may need to be developed or completed to achieve ambitions detailed in week 2 1.2 Week 10 w/c 13.11 Film Sscene (or elements of it) Unit 10 2.1 and 2.2 and 3.1 and 3.2 Produce a career timeline 1.1 w/c 20.10 Community Week Week 11 w/c 27/11 Students produce their own scene combining their knowledge of characteristics, context and audience, using an existing scene and therefore demonstrating their understanding of Copy Transform Combine. Skills Investigate progression routes 1.2 (referring to Timeline) Week 12 w/c 4/12 Week 13 w/c 11.12 Dedline for all work completed and posted and in Portfolio.
Portfolio Disclaimer All of the projects/images presented on this site were designed by Jelani Design & Assoc. / Robert A. Welch. Some were contracted by directly or designed in conjunction with the following companies: - Associated Air Center - Dallas, Tx. - Knight Engineering Products – San Antonio, Tx. - Bombardier Aerospace – Quebec City, Canada - K C Aviation – Dallas, Tx. - Classic Soft Trim – Austin, Tx. - General Bandwidth – Austin, Tx. - Motorola – Austin, Tx. - NetSpeed - Austin, Tx. - Netpliance – Austin, Tx. - Reese Design – Austin, Tx. Photography Credits: Bibb Gault Photography – San Antonio, Tx. Bud Shannon Photography – San Antonio, Tx.
4-H Leadership 15% Gives a clear picture of the responsibilities and duties in each 4-H leadership role. Only 4-H leadership roles are included. Member involved in 4-H leadership roles, but did not clearly explain the responsibilities and duties of the leadership role. Member does not make it clear that the activity is a 4-H role, or includes non-4-H roles. Comments Excellent Good Fair Points Possible Points Awarded 11 - 15 1 - 10 0 15 4-H Community Service 15% Member involved in 4-H community service activities. Provides details to give a clear picture of what was accomplished and involvement. Only lists 4-H community service. 3 or more activities are listed. Member involved 4-H community service activities. Entries lack full details of what was accomplished and involvement. Only lists 4-H community service. 1-2 activities are listed. Member involved in no 4-H service activities. Comments Excellent Good Fair Points Possible Points Awarded 11 - 15 1 - 10 0 15 My 4-H Story 15% Each story is one page, front and back or 2 single pages. Story shows personal growth and development through 4-H project work for the current year and highlights leadership and community service. Gives details to demonstrate how 4-H has influenced life. Story is 1 page long or more. Story shows some personal growth and development through 4-H project work for the current year. Story does not highlight both leadership and community service involvement. Story is less than one page. Few details are provided regarding project work, leadership and community service. Comments Excellent Good Fair Points Possible Points Awarded 12 - 15 8 - 11 0 - 7 15 4-H Photos And Certificate of Achievement 5% Submits 2 pages front and back or 4 single pages utilizing space allotted. Pictures in page protectors & show wide variety and/or depth of projects, leadership, service and activities that represent 4-H involvement this year. Photos have detailed captions. Submits a photo page utilizing most of the space allotted. Photos show good project involvement, but fail to show both leadership and service involvement. Captions are missing or lack details. Photos show limited project involvement. Photos fail to show both leadership and service involvement. Captions are missing or lack details. Comments Excellent Good Fair Points Possible Points Awarded 4 - 5 2 - 3 0 - 1 5 Interview 5% Yes No Comments Excellent Good Fair Points Possible Points Awarded 5 0 5 Demonstration 5% Yes No Comments Excellent Good Fair Points Possible Points Awarded 5 0 5
Howard Kamisky Sports Chalet Richard A. Bergman Bergman Group Portfolio Managers Goerge Abagi Namdar Akrami Elona Amelchenko Arman Aroutiounian Luisa Avila Elizabeth Clark Moumita Das Yanhua Dong Dmitry Gozen Augustus Hernandez Jair Hernandez Hakop Hovhannisyan Roberto Impala Erez Kabaker Sioneh Keshishian Tomasz Krol Gevorg Kyurkchyan Benjamin Lo James Milkovich Even Parry
YUM! YUM 300 $16,419 300 $19,497 5/12/2011 6/15/2012 Total Equity Value $525,610 $534,525 Cash $36,114 $37,229 TOTAL PORTFOLIO VALUE $547,906 $571,754 Performance (combined portfolio since inception) Performance (Graduate portfolio since inception) Analytics
ELG Rubric Text 8.3: Understands how to apply the early stages of drawing and writing to convey meaning. Refer to ELG 3-Year-Old Rubric 4-Year-Old Rubric Kindergarten (5-Year Old Rubric Grade 1 Rubric First Steps for 3s Making Progress for 3s Accomplished for 3s (First Steps for 4s) Making Progress for 4s Accomplished for 4s (First Steps for K) Making Progress for K Accomplished for K (First Steps for Grade 1) Check each box that applies to the context of this observation: Child initiated activity New task for this child Done independently Time spent (1-5 min.) Teacher-initiated activity Familiar task for this child Done with adult guidance Time spent (5-15 min.) Done with peer(s) More than 15 min. NM PORTFOLIO COLLECTION FORM Domain: MATHEMATICS ESSENTIAL INDICATOR 12.1: Sorts, classifies, and groups materials by one or more attributes ELG Rubric Text 12.1: Sorts, classifies, and groups materials by one or more attributes Refer to ELG 3-Year-Old Rubric 4-Year-Old Rubric Kindergarten (5-Year Old Rubric Grade 1 Rubric First Steps for 3s Making Progress for 3s Accomplished for 3s (First Steps for 4s) Making Progress for 4s Accomplished for 4s (First Steps for K) Making Progress for K Accomplished for K (First Steps for Grade 1) Check each box that applies to the context of this observation: Child initiated activity New task for this child Done independently Time spent (1-5 min.) Teacher-initiated activity Familiar task for this child Done with adult guidance Time spent (5-15 min.) Done with peer(s) More than 15 min. NM PORTFOLIO COLLECTION FORM Domain: AESTHETIC CREATIVITY
Portfolio Evidence Table for SLP Course Assignments (Sample Form) Course Number/Title: SLP 6078 Seminar in Professional Issues in SLP Course Instructor: ___________________________ The assignments for this course, which are listed in the table below, satisfy the SLP Program Outcomes, ASHA Standards of CCC, and Accomplished Practices Student Portfolio Evidence Requirements. The student may choose to include some or all of these assignments as evidence in the Portfolio. The Evidence Classification and Reflection (ECR) form is to be submitted to the course instructor with the selected piece of evidence. If a student wishes to include evidence not listed below, the evidence must be approved by a designated Student Portfolio Evaluator. Program Outcome Standard For CCC Accomplished Practice Class Assignment Evidence for Portfolio Criteria Used Evaluation Plan for Remediation # 8 Professional Behavior IV-E Knowledge of standards of ethical conduct # 6 Professional Responsibility and Ethical Conduct After class discussion of the Code of Ethics of the American Speech-Language-Hearing Association, each student will submit a paper describing an original scenario which illustrates a violation of one of the Principles and Rules. The violation as well as an ethical alternative will be presented. Evaluated Ethics Paper and Evaluation Matrix For Portfolio 24/30 pts. Student will resubmit paper with corrections #6 Communication #10 Technology V-A. Communication IV-G Knowledge of contemporary professional issues # 6 Professional Responsibility and Ethical Conduct Using class discussions, chapter 18 in the textbook, the ASHA Website, and other resources, each student will write an advocacy paper addressing a current professional issue or concern. Paper will include an Advocacy Action Plan. Professional Issue Advocacy Paper and Evaluation Matrix for Portfolio 16/20 pts. Student will revise paper and resubmit #10 Technology IV-H Knowledge of professional credentials Using information obtained via websites, students will compare and contrast the requirements for ASHA Standards for Certification, State Licensure, and Teacher Certification. What are the similarities and the differences in requirements? Week 3 Discussion Board Evaluation Matrix 1/1 Student will revise and resubmit with corrections
PORTFOLIO GRADING RUBRIC 4 3 2 1 Content The plan exceptionally communicates the intent or ideas clearly. The content takes into consideration the philosophy of librarianship, patrons’ rights, and the concept of freedom of information. The plan successfully communicates the intent or ideas clearly. The content takes into consideration the philosophy of librarianship, patrons’ rights, and the concept of freedom of information. The plan somewhat communicates the intent or ideas clearly. The content somewhat takes into consideration the philosophy of librarianship, patrons’ rights, and the concept of freedom of information. The plan does not successfully communicate the intent or ideas clearly. The content does not take into consideration the philosophy of librarianship, patrons’ rights, and the concept of freedom of information. Organization The plan is exceptionally organized, such that any reader can clearly understand and execute the plan with great success. The plan contains a simple table of contents, pagination, headings, and subheadings that appropriately follow. The plan is organized, such that any reader can clearly understand and execute the plan without complication. The plan contains a simple table of contents, pagination, headings, and subheadings that appropriately follow. The plan is somewhat organized, but lacks clear structure. The plan is poorly organized, lacks clear structure, and is difficult to discern headings from sub-headings. Sentence Structure Grammar and mechanics are clean, concise. Vocabulary is precise, and jargon is omitted. Grammar and mechanics follow accepted rules of writing. Grammar and mechanics follow accepted rules of writing, with some error. Grammar and mechanics are not structured well, creating difficulty in following for the reader. Overall Performance Plan follows an established template, covers subject matter with efficient and exceptional writing skill, and can be considered ready to be applied to a working library today. Plan follows an established template, covers subject matter, and is well-written. With some modification, cold be used by a working library. Plan follows an established template, covers subject matter, and is generally Plan needs considerable revision in order to be used by a working library. Plan does not follow an established template, lacks content and writing mechanics. Plan needs extensive revision in order to be used by a working library.
What is your study method for language learning? Describe it What can you do now that you weren’t able to do before the course? Is there still something you have not understood? IDENTIFYING YOUR WEAKNESSESS AND STRENGHTS Evidence sample sheet Describe your weakness or problem How does it affect your personal image as a language learner?
No Item Description Instruction Completed Home Log Sheet Read, download and print Translation Tools Google and Microsoft Read Occupational Health and Safety Unit purpose Read 1 Introduction What is OH&S? – Watch video Read & watch Answer Questions 2 Rights and Responsibilities Employees and Employers Read 3 Comcare Watch video – Royal and Sun Alliance Read & watch Answer Questions 4 Finding Hazards Watch video – Complete Task 1 Read, watch and print/complete 5 Ergonomics Watch video – Complete Task 2 Read, watch and print/complete 6 Reporting Accidents Complete Task 3 Read and print/complete 7 Fire Safety Watch video - Prevention of Fires Read & watch 8 Safety Signs Watch video – Complete Task 4 Read, watch and print/complete 9 Stress Watch video – Complete Task 5 Read, watch and print/complete 10 Bomb Threat Procedures Complete Task 6 – read policies online Read, and print/complete 11 Manual Handling Watch Video - Lifting and Carrying Read & watch 12 Controlling Risks a) Watch Video b) Post Comment Read, watch & post comment **** Check Point **** Confirm you have watched video presentations Submit 13 Final Activities Activity 1 – Prestart systems checklist Complete and Print Activity 2 – Safety checklist Complete and Print Activity 3 – Maintenance requisition Complete and Print Activity 4 – Safety at work questions Complete and Print Activity 5 – PPE Complete and Print Activity 6 – Risk Control Complete and Print 14 COMPULSORY! Make a comment on OHS and submit. Facilitator will view comments online. Read + Submit Comment 15 COMPULSORY! Finalise your Portfolio – Tasks and Activities in correct order. Check
B - Barriers Objective: I will start eating three servings of fish weekly and eat one vegetarian meal a day and I will increase my physical activity (climbing all stairs I encounter and walk or work out for 20 min/ 3-4 times a week) starting January 4th. My husband will be my advocate/accountability partner. Barriers: work, kid’s activities, sometimes I will be tired Accountability: my spouse Specifics: Eat 2-3 fish servings weekly and eat vegetarian mean/day Exercise at least three-four times a week including: Flexibility (Monday - yoga and stretching) Strengthening (Wednesdays - upper body and Fridays - lower body) Cardiovascular endurance (Saturday mornings and walk stairs daily) Measures: Will measure by checkmarks on calendar and set phone alarm to 5:30 daily Appropriate: Yes – improves my health and fitness Relevant: Important at middle age Timely: Short term - Start now Evaluate: Self-assessments at baseline vs. 3 months vs. 6 months vs. 12 months Re-evaluate: January 2017 – fitness testing and overall satisfaction with weight, muscle tone, and cardiovascular stamina A – Accountability S – Specific M – Measurable A – Appropriate R – Relevant T – Timely E – Evaluate R – Re-evaluate Write a B-A-SMARTER goal/objective for one behavior or activity you plan to do to improve your professional health and wellness at work and at home. Share with your partner. Home Goal My goal is to: Check List: Objective: B - Barriers Barriers: Accountability: Specifics: A – Accountability S – Specific M – Measurable
Measures: Appropriate: Relevant: Timely: Evaluate: Re-evaluate: A – Appropriate R – Relevant T – Timely E – Evaluate R – Re-evaluate Work Goal My goal is to: Check List: Objective: B - Barriers Barriers: Accountability: Specifics: A – Accountability S – Specific M – Measurable
Check List: Objective: B - Barriers Barriers: Accountability: Specifics: Measures: Appropriate: Relevant: Timely: Evaluate: Re-evaluate: A – Accountability S – Specific M – Measurable A – Appropriate R – Relevant T – Timely E – Evaluate R – Re-evaluate Work Goal My goal is to:
Check List: Objective: B - Barriers Barriers: Accountability: Specifics: Measures: Appropriate: Relevant: Timely: Evaluate: Re-evaluate: A – Accountability S – Specific M – Measurable A – Appropriate R – Relevant T – Timely E – Evaluate R – Re-evaluate
Appropriate: Relevant: Timely: Evaluate: Re-evaluate: T – Timely E – Evaluate R – Re-evaluate Table of Contents Session 6: Goal Setting Topic Page Definition and Goal Setting 32 Personal Integrity Account 32 Principle-Based Goals 33 Barriers and Challenges 33 B-A-SMARTER Goals and Objectives 34 Definition and Goal Setting:
6) EMI 7)AC 8) EM waves 9) Ray Optics 10) Dual Nature 11) Atoms 12) Nucleus Maths Inverse Trigonometric Functions, Continuity and Differentiability, Applications of Derivatives, Integrals, Applications of the Integrals, Differential Equations, Linear Programming, Vectors, Three - dimensional Geometry Ms. Preethy IP Revision Tour to GUI programming OOPs concept Advanced oops Java Database Connectivity SQL (DDL,DML) DCL Commands Ms. Dona
Examination Portions 2018-19 (Term 1) Grade 11-Science English Name of book Chapter Page Additional notes such as worksheets and handouts Holt Adapted Interactive Reader Unit 1, “From the Speech in the Virginia Convention" by Patrick Henry 1 & 86 - 95 Copybook notes, worksheets, all material posted on Schoology Holt Adapted Interactive Reader Unit 1, "From the Declaration of Independence", by Thomas Jefferson 96 - 105 Holt Adapted Interactive Reader Unit 2,“Psalm of Life" and “The Tide Rises, The Tide Falls” by Henry Wadsworth Longfellow 107 & 122 - 129 Holt Adapted Interactive Reader Unit 2, “The Raven" by Edgar Allen Poe 152 - 161 Write Source Student Edition Marking Punctuation (Semicolons, Colons, Hyphens, Apostrophes, Quotation Marks, Italics, Parentheses, Diagonals, Dashes, Ellipses, & Brackets) 618 - 647 Comprehension Unseen Passage Math Name of book Chapter Page Additional notes such as worksheets and handouts Algebra 2 Ch.6 L.7 Pgs. (429-433) Ch.7 L.2 L.3 L.4 L.5 L.6 L.7 Pgs. (461-467) Pgs. (468-474) Pgs. (478-481) Pgs. (485-490) Pgs. (492-497) Pgs. (501-505) Ch.8 L.1 Pgs. (429-436)
Physics Name of book Chapters Pages Additional notes such as worksheets and handouts Physics Holt McDougal Chapter 9 Section 1 temperature and thermal equilibrium page: 301-303 Worksheets All notes taken in the class Chapter 9 Section 2 Defining heat Pages: 305-309 Chapter 10 Section 1 Relationship between heat and work Pages: 332-336 Chapter 10 Section 2 The first law of thermodynamics Pages: 338-342 Chapter 10 Section 3 The second law of thermodynamics Pages: 348-351 Chapter 11 Section 1 “ Simple harmonic motion Pages :364-371 Chapter 11 Section 2 “Measuring simple harmonic motion” Pages 372-377 Global History & Geography2 Name of book Chapter Page Additional notes such as worksheets and handouts N/A Landforms (Mountains, Hills, Plains, Plateaus, Rivers, Streams, Lakes, Deserts) See Revision Practice Booklet Copy book notes, revision practice booklet, worksheets, all material posted on Schoology
نصوص شعرية ونثرية خارجية 51-56 قصة قصيرة نظارة طبية 164-167 التشبيه التمثيلي اسم الالة 152-155 اسم المكان والزمان 139-144 12-21 42-52 90-97 98-111 أحكام النون الساكنة والتنوين والمدود والقلقة واحكام التجويد السابقة Non-Arab Students 73-78 Lesson nine: Taj Mahal الدرس التاسع : تاج محل أصدقاء العربية )كتاب الطالب) Arabic Friends 80-84 Lesson ten: My Pretty Fish الدرس العاشر : سمكتي الذهبية. All worksheets أوراق العمل المهارات السابقة Pervious) Skills) 70 الهمزة المتطرفة at the end of the word) 35-44 book ) Islamic Grade ( 11 A – 11 B ) Name of book Chapter Page Additional notes such as worksheets and handouts Islamic Education Unit One: Lesson four: Financial contracts in Islam 46- 57 Unit One: Lesson five: Arabic language and culture 62- 71
An independent t- test showed that the group that watched the scary movie spent more nights sleeping in parent’s bed after watching movie (M = 3.00, SD = 1.7) than the group that watched the happy movie (M = .70, SD = 1.06). The two group’s results were statistically different from one another t(18) = 3.63, p = .002, 95% CI[.969, 3.63] (two-tailed).
CONTACT: Cynthia Kirk cynkirk@syntaxpdx.com 503.330.1886 About Haruka Weiser at The Portland Ballet Haruka Weiser first attended The Portland Ballet in August 2012 when she was accepted into the Masters Program. For two weeks, she was part of a cohort of advanced young dancers, with the daily schedule and expectations of a professional company. The guest choreographer that year was The Portland Ballet’s artistic advisor, Balanchine protégé John Clifford. During that session, choreographer and dancers created the elegant Goldberg Variations, set to Bach, which premiered at Portland’s Lincoln Hall on August 26, 2012. Haruka returned to the Master’s Program in August 2013 performing in La Sylphide and reprising Goldberg Variations, then joined TPB’s Curriculum Program that fall. Haruka was 16 when she joined TPB. In 2013, she was accepted into Level 6, the most advanced level and graduated in 2015. She declined to join TPB’s Youth Company because of her existing commitment to Dance West at Beaverton’s Arts and Communications Magnet Academy. That decision is emblematic of Haruka’s maturity and dedication. She participated in TPB’s 2014 Thanksgiving Weekend production, dancing principal roles as Commander and Tarantella Lead in Clifford’s The Enchanted Toy Shop. The Portland Ballet's Founding Artistic Director Nancy Davis commented, "Haruka was not only a gifted and talented dancer but a gentle and kind spirit that everyone at TPB loved, teachers and students alike. Our hearts go out to her family and friends." The Portland Ballet nurtures young dancers from age three to 22. TPB students are trained with professional intent by a faculty that includes some of the nation’s finest dancers and choreographers, with experience at companies such as the National Ballet, the original Los Angeles Ballet, San Francisco Ballet, Oregon Ballet Theatre, Royal Danish Ballet, Trey McIntyre Project and BodyVox. Professionally produced performance experience is at the core of TPB training and TPB is well known for its annual Thanksgiving Weekend production. TPB graduates have gone on to professional dance careers with companies such as Grand Rapids Ballet, Pacific Northwest Ballet, Oregon Ballet Theatre, Nevada Ballet Theatre, Pittsburgh Ballet Theatre, Sacramento Ballet, Houston Ballet, St. Louis Ballet, Royal Swedish Ballet, Batsheva, LEV, Ballet Memphis and Ballet. - 30 -
Portal/WAMAS Combined Steering Committee Meeting AGENDA Item Topics Time Lead Notes/Follow-up Welcome/Introductions 1:00 PM 10 min. Joy Paulus 1 Portal Steering Committee Items: Update on Server Environment Fix Develop List of Data & Service Creation Back Log: Develop Hand Over Tasks List & Detailed Documentation One Note – tabs based documentation ASK /WaTech SharePoint / Secure Box/ Other items as identified New item: Serving WA Base maps – Mobile base maps DNR, ECY, DOT, LNI – base maps built for their review and Work to build a Base Map Library for WA on AGOL For mobile devices need Sync able service hosted on AGOL Steve Vaughn Don Saul Jenny Konwinski Rich Kim Notes: Net Ops worked with vendors on switches, and upgrades. iSCSI mismatch resolved and data loading is happening easily now. What’s moving Kent data, StreetMap, 6 City/Co. imagery data sets 7010 server test/dev maxed out and being cleared of un-needed data Parcels & city/UGA will be next once Rich finishes the gaps DNR & LNI will talk more at the next Portal meeting about base maps 2 WAMAS Steering Committee Items: User Support - challenge with NAT IP’s Status on MAF & Melissa Data Needs – Need updated MAF Mapping QA/QC Tool – Nathan, Jenny, Mark, Don Steven, Michael working on this 11/23 Other items as identified - Melissa add on called Right Fielder Object (parcer) – approved for adding to site license (DSHS purchase) - Ewan wants to hit REST services - Steve will have that and GeoJason output ready in month or so Joy Paulus Jenny Konwinski Technical Team Standing up WAMAS server will be the next item for Sys Ops. Things to consider… Figure out the approach for doing failover & consider clustering so the data stays in sync. Melissa data & locator file are loaded We need to test the locator on test on 23rd – Steve to send Joy & Jenny a files to test. Jenny will be working with Mark on getting the Map QA tool up on WAMAS test server
Portal/WAMAS Combined Steering Committee Meeting AGENDA Item Topics Time Lead Notes/Follow-up Welcome/Introductions 1:00 PM 10 min. Joy Paulus 1 Portal Steering Committee Items: Open Data & Vector Basemaps – opportunity Update on Server Environment Update the list of Data & Service work from Back Log Http vs Https Services on State & Public Portal Other items as identified 1:10 pm (60 min) Scott Moore, Esri Stephen Vaughn Jenny Konwinski Group discussion Notes: 2 WAMAS Steering Committee Items: Updates from developer team – MAF, etc. Mapping QA/QC Tool Update Review of Story Map for WAMAS Training WAMAS Address Point to Centerline – option for testing? Other items as identified 2:10 pm (75 min) WAMAS Devel. Team Jenny Konwinski Jenny Group discussion Notes: 4 Closing Comments/Adjournment Next Meeting – January 10, 2016 – 2nd Thursday of every month 3:25 PM (5 min) All Participants
STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82 (HB 1901). Classroom Context 1a. Name 1b. School 1c. District 1d. Class/ Course Title 1e. Grade Level 1f. Total # of Students 1g. Typical Class Size 1h. Class Frequency 1i. Typical Class Duration SLO Goal 2a. Goal Statement 2b. PA Standards 2c. Rationale Performance Measures (PM) 3a. Name PM #1: PM #2: PM #3: PM #4: PM #5: 3b. Type District-designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Student Portfolios Other:___________________________ 3c. Purpose PM #1: PM #2: PM #3: PM #4: PM #5: 3d. Metric Growth (change in student performance across two or more points in time) Mastery (attainment of a defined level of achievement) Growth and Mastery 3e. Administration Frequency PM #1: PM #2: PM #3: PM #4 PM #5: 3f. Adaptations/ Accommodations IEP ELL Gifted IEP Other 3g. Resources/ Equipment PM #1: PM #2: PM #3: PM #4: PM #5: 3h. Scoring Tools PM #1: PM #2: PM #3: PM #4: PM #5: 3i. Administration & Scoring Personnel PM #1: PM #2: PM #3: PM #4: PM #5: 3j. Performance Reporting PM #1: PM #2: PM #3: PM #4: PM #5: Performance Indicators (PI)
4a. PI Targets: All Student Group PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4b. PI Targets: Focused Student Group (optional) PI Target #1: PI Target #2: PI Target #3: PI Target #4: PI Target #5: 4c. PI Linked (optional) 4d. PI Weighting (optional) Elective Rating 5a. Level Failing 0% to ___ % of students will meet the PI targets. Needs Improvement ___% to ___% of students will meet the PI targets. Proficient ___% to ___% of students will meet the PI targets. Distinguished ___% to 100% of students will meet the PI targets. Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ 5b. Rating Distinguished (3) Proficient (2) Needs Improvement (1) Failing (0) Notes/Explanation Teacher Signature _________________________Date______ Evaluator Signature _____________________Date______ PERFORMANCE TASK FRAMEWORK
This template is used to organize performance tasks used in the SLO process. [OPTIONAL] Performance Measure #2 Performance Measure a. Performance Measure Name SLO Alignment b. Class/Course Title c. Grade(s)/ Level d. PA Standards e. Performance Measure Purpose Section 1. Administration (Teacher) 1a. Administration Frequency 1b. Unique Task Adaptations/ Accommodations 1c. Resources/ Equipment Section 2. Process (Student) 2a. Task Scenarios <add text in space below> 2b. Process Steps 2c. Requirements 2d. Products Section 3. Scoring (Teacher) 3a. Scoring Tools <add text in space below> 3b. Scoring Guidelines 3c. Score/Performance Reporting PERFORMANCE TASK FRAMEWORK
An agreed vision and associated principles Plans on how we will facilitate the development of a Recovery Community. Effective and meaningful representation from Experts by Experience at all relevant meetings across AMH that relating to crisis care concordat. Create opportunities for peer support/mutual aid in supporting and maintaining peoples recovery beyond services. 1. 12 Agree TOR for Crisis Care Concordat Group. This is to include reporting standards for the Crisis Care Concordat Group meeting to review, identify those responsible for reporting and timetable the reports for the year 2015/16. January 2015 Complete Crisis Care Working Group Ensure standards of Crisis Concordat drive and transform service delivery. Ensuring the right numbers of high quality staff 1.13 Partner agencies to conduct a review of mental health related training to inform an action plan addressing gaps and opportunities to enable staff to respond effectively to people experiencing a mental health crisis in the different agency contexts. In Portsmouth the aim is to target Supported Housing/Carers initially as part of action 1.15 September 2015 Hampshire wide May 2015 Portsmouth Action Hants Crisis Care Working Group Sarah Roadnight, Solent NHS Trust • Ensure right number of staff and right skill mix Share best practice
2.5 Explore how wellness plans could be used in the recovery community and whether these plans could be used in a standardised way across appropriate voluntary sector providers. August 2015 Don Robertson, ICU Sara Mullins, Richmond Fellowship Emma Fernandes, Solent Mind • Create opportunities for peer support/mutual aid in supporting and maintaining people's recovery beyond services. Better shared understanding between all stakeholders Promotes good partnership working and collaboration. 2.6 Police and MH services to develop shared plans to triage enquiries which relate to mental health/sub misuse in the Hampshire Constabulary Call Centre/111 (i.e. Serenity/Blue Light Projects) July 2015 Hampshire wide Crisis Care Concordat Group Queries to Hampshire Constabulary are diverted to enable a more effective response when supporting someone in MH Crisis. 3. URGENT AND EMERGENCY CARE ACCESS TO CARE Improve NHS emergency response to mental health crisis 3.1 Portsmouth Hospitals to provide a position statement on the provision of a safe place for those who present in mental health crisis, to agree standard reporting to the group and identify any commissioning need. August 2015 Simon Mullett Portsmouth Hospitals 3.2 Formulate a programme of restraint training for Ambulance staff and agree standard reporting to the group March 2015 Sue Putman, SCAS Positive and safe campaign on restraint (Apr 2014) are implemented. When physical restraint is used it is done safe, supportively and lawfully and by people who understand mental illness and know what they are doing. 3.3 Introduce mental health training leads in each staff training group. March 2015 Sue Putman, SCAS Increase the capacity and expertise in the service to deliver mental health training.
Where our family has identified one or more of the following as a problem (see above), how significant an issue is/are: Any violence/aggression exhibited by a child or children to their parent(s) or other family members? Making progress Needs to improve Area of concern A lack of school-readiness? Making progress Needs to improve Area of concern The need to improve parenting capacity? Making progress Needs to improve Area of concern A lack of appropriate support around domestic abuse? Making progress Needs to improve Area of concern Any barriers to adults making progress towards employment? For example, childcare, mental health, low literacy/numeracy, lack of IT skills or work experience etc. Making progress Needs to improve Area of concern Any mental health issues experienced by members of our family? Making progress Needs to improve Area of concern Any difficulty managing our family's health needs? For example, missing health appointments, reliance on emergency or unplanned care (i.e. walk-in clinics) etc.? Making progress Needs to improve Area of concern
Family Plan What are we going to change/ improve/ strengthen? (Link to needs identified in 'What's going on in our family?) What are we going to do to make this happen? (Activities) Who in our family needs to do this and what support will we need? By when? (Specific timescales) Outcome for our family (How will we know when things have improved / what will life be like for the family)?
Ports Australia considers that the third priority that the Government should focus on is reforms to coastal shipping policy including abolishing the current cabotage regime. Unlike the other two priority areas which necessitate partnership across all levels of government, coastal shipping can be unilaterally implemented by the Commonwealth Government and will result in significant benefits for the consumers, the economy and the environment. Additionally, Inland Rail requires billions to build to cater for the increased freight task between Melbourne and Brisbane. However, the infrastructure already exists at our ports and with the broader maritime sector to significantly ease the burden on our existing freight and supply chain networks. Coastal shipping reforms can be undertaken at negligible cost and deliver reduced end costs to consumers. It will reduce the inefficiencies of the current transport network by reducing the number of trucks on roads in our major cities, thereby reducing congestion and saving $1.5 billion. Improved coastal shipping policies will also:  lead to less Government spending on road infrastructure;  result in improved environmental outcomes due to less CO2 and noise emissions; and  result in cheaper products due to the economies of scale gained through mass volume shipping. Reforms in this space could also lead to jobs growth outside many of our major cities. Increased coastal shipping will lead to fewer trucks carrying freight long distances, but more short haul journeys in regional areas to/from the local port. As a result, regional jobs in the trucking and complementary sectors should receive a boost as will regional economies. Ports Australia is not suggesting that significant reforms to coastal shipping policies will be the panacea to resolving the current issues facing the freight and supply chain network. We are merely suggesting that this is a key option in a suite of measures that the Government should consider in helping solve the issues facing the network, and one that will deliver significant benefits for little cost. Ports Australia has outlined three priority areas that we consider will improve our freight and supply networks. Ports Australia is advocating a multi-modal solution to the challenges facing freight transportation, with a primary focus on increasing coastal shipping. Ports Australia has outlined below in further detail our focus on the three national freight and supply chain priorities.
Instructions for Portuguese research teams: Portuguese PIs should submit proposals in English by email using the attached "Application for Research Grant" form to (link for FCT’s online form). The proposals should be submitted by January 10th 2019 17:00 (GMT), and will not be accepted under any circumstances after the specified date and hour. It is strongly recommended to submit the application well in advance of the application deadline. In the case of a positive funding decision, all Portuguese applicants will be asked to submit a formal national application. For Portuguese institutions affiliated participants the national regulations will apply, namely with regard to: eligibility of participants and eligible costs. The aforementioned regulations are available at . Portuguese teams also need to send a Declaration of Commitment to the National Programme Manager(s) from FCT, duly signed, dated and stamped by the Head of the Portuguese applicant organization and by the Principal Investigator. ELIGIBLE EXPENSES Funding provided by this Call is intended to enhance joint collaboration between Portuguese and Israeli scientists. Funding will therefore be provided mainly in support of the collaboration vectors and of the local research that is necessary for the collaboration. In any case, each budget item or expenditure for which reimbursement is requested must conform to the respective national rules of each applicant. For Israeli researchers: Funding can be provided by MOST for: (1) Stipend or salary for graduate students, post-doctoral fellows, technicians and/or laboratory workers retained specifically for the purpose of the project for a temporary period of up to 2 years, not including salaries for permanent staff and PI's; (2) Consumables. In case they exceed 750 Euro, a detailed explanation regarding their necessity and quantities is required; (3) Small scale equipment needed only for the specific research project. MOST will enable purchase of computers or laptops only in special cases in which they are part of the research project or are of unique capacities needed for the specific research; (4) Travel and visiting costs; (5) Joint seminars and workshops; (6) Overhead expenses up to 15% of the total amount of the research project inclusive of the funds provided on the basis of this Call. For Portuguese researchers: The eligible expenses are displayed in Article 8 of the Regulation on Projects Funded Solely by National Funds - . MUTUAL VISITS
Friends), Mike D (Everything Cool), and longtime collaborator Casey Bates (the one consistent producer since the first record). In this newfound creative territory, the album that became Woodstock rolled out naturally from there. Now would be another good time for you to play that air-horn sound effect. Ok, let’s stop wasting time and get into the songs. First, there’s “Feel It Still,” an anti-anthem about a clueless rebel wandering aimlessly through the world. Before the release, the band jokingly referred to it as “The Long Awaited Global Smash Hit.” And then it became their most popular single to date—climbing to the top of Billboard’s Adult Alternative chart. Go fucking figure. The next tracks of note are “Rich Friend” and “Keep On”—a mid-album duo of songs about the tendency of the old and moneyed to leech off of the young and hungry. Or maybe John’s still working through issues with his dad. Tough to tell. Toeing the line between homage and “I’m too lazy to write my own shit,” is “So Young.” With a lyric lifted right out of “Live Forever” by Oasis, the song is a nod to the English band’s early work—a key influence for P.T.M. during their formative years. Finally, there’s the intense “Noise Pollution” trying to reconcile the difference between what the modern world promised us and what we got. We were sold on a more peaceful, empathetic, knowledgeable, and connected world. And we ended up with . . . well, whatever the opposite of that is. Which brings us back to that flaming mountain we were talking about. It’s central to what’s going on with this album. Woodstock is an album that—with optimism and heart—points at the giant pile and says, “Hey, this pile is fucked up!” And if you think that pile is fucked up too, you owe it to yourself—hell, to all of us—to get out there and do something about it. Oh, and you owe it to the band to buy this album, because, as we mentioned, it’s awesome.
Name: ______________________________ Date: _______ SAQ: _______________________________ Requirement Point Section Pts Claim States a clear response to the prompt that is correct. _____/1 Evidence Provides support for the claim. _____/1 Support for argument Explains the significance of the claim. _____/1 Total Points Earned: ______/3 Grading Scale: Comments: 3 = 100 2 = 75 1 = 50 Score: ____/ 3
improved but remain challenging due to staff turn-over. As the relationships between the Authority and private sector firms evolve, particularly those relationships with firms involved in development activities, the formation of public-private partnerships will become more important. The Authority will need to exercise caution in this activities. Actions related to these activities included: The Authority initiated actions to identify, market and promote sites within Jefferson County to existing and prospective industrial concerns interested in river related access. The Authority will continue this action in the future. The Authority continues to explore alternative funding options to generate funds to accomplish the goals and objectives of the Authority. Of particular interest to the Board of Commissioners of the Port Authority is funding through the Missouri Legislature. The Authority will develop plans for presentation to local legislators in conjunction with Board members who will take the lead in this activity. The Authority will continue to assist firms in locating and acquiring sites for the development and operation in the Port District. This may include projects to expand existing operations, relocate to new facilities within Jefferson County and recruit new firms from outside of the area. This may include locations that do not provide access to the Mississippi River but are located within the Port District. The Authority will continue to work with local corporations and individuals to encourage them to donate property, goods and service to the Authority. 5. The Authority will continue to seek input from area ports, user groups, and agencies to develop a comprehensive port system in Jefferson County to serve the needs of local firms and river uses and complement existing regional port resources. The Authority will continue this in the future.