zilongwang/ReadingBank huggingface dataset:
1 week after approval event Draft conditions, recommendations and good practice are shared with partner 3 weeks after approval event Draft report shared with panel for approval 4 weeks after approval event Draft report shared with partner for checking of factual accuracy Report confirmed at CPC Conditions completed and approved by panel. Collaborative Provision Register updated First cohort registered on programme/s Programme/s included in University quality assurance processes (Staff Student Liaison, External Examiner reports, Academic Development Review, Periodic Review). 1 year after first cohort begins Partner review *At an in the the with Assurance Manager to agree a timescale for preparation of the proposal and for its consideration by the School, University Committees and the approval panel
How to use the Practice Guide This document provides a step-by-step approach to the preparation of a brief for the provision of architectural services. It provides information about: how to prepare a brief what is required in a brief how to identify who is required on a project what their roles should be what the phases of a project are what is required from the Client during the project At its core the document provides a series of checklists to be completed throughout the development of the brief. These are meant to be aide-memoires to assist those preparing a brief to ensure they have addressed all the issues required to complete the brief. When the brief has been developed, it can be used to define the services in the Procurement System for Construction Consultancy Services standard form documents, available from the NSW Government Procurement website. Terminology Section 6 of this document provides definitions and explanations of key terminology used in the practice guide. In line with NSW Government practice, this document adopts the terminology of ‘Professional Services Providers’ to describe generally architects and other professional groups, as against the more commonly used term ‘consultants’. Referenced Documents This document is to be read in conjunction with the publication, ‘’ published by the Australasian Procurement and Construction Council (APCC) and the Australian Construction Industry Forum (ACIF) dated March 2010. This document is intended to be used with the Standard Form documents available from the Procurement System for Construction section on ProcurePoint. Step 1 Understanding the Briefing Process What is a brief The project brief is the document that provides the instructions to the project team of what the Client expects from a project. The project brief is developed for inclusion in tender documents, available from the Procurement System for Construction on Procurepoint. It is a document that provides the necessary information to describe the rationale, purpose, goals, costs, risks, constraints and time and performance requirements of a project.
2 The learner will know how to clear areas for counter and takeaway service The learner must know: Assessment Requirements Evidence Location 2.a Safe and hygienic working practices when clearing areas for counter/takeaway service and why these are important Learners should outline safe and hygienic working practices when clearing areas for counter/takeaway service and why these are important. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Learner log/reflective journal Observation of practical ability Expert witness evidence Professional discussion Report This list is not exhaustive and other appropriate assessment methods may be used. 2.b Why certain electrical and gas equipment should be turned off after service Learners should state why certain electrical and gas equipment should be turned off after service. 2.c Why waste must be handled and disposed of correctly Learners should state why waste must be handled and disposed of correctly.
2 The learner will be able to handle and segregate hazardous items at trauma scene The learner must be able to: Assessment Requirements Evidence Location 2.a State the current legislation for handling clinical waste The following assessment method must be used in the assessment of this standard: Observation of learner practical ability Additionally, the following assessment methods may be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b Handle hazardous items according to organisational requirements 2.c Describe handling procedures for different types of hazardous items 2.d List factors that could make the work environment more dangerous 2.e Describe the importance of segregating hazardous items 2.f Safely segregate hazardous items according to organisational requirements 2.g Remove contaminated PPE and handle as clinical waste during disposal Further Information for Tutor/Assessors 2.a Legislation: Environmental Protection (EPA) 1990, Hazardous Waste Regulations, Health & Safety at Work Act (HASAWA), Controlled Waste Regulations 1992.
Applicants should note this service is not intended to fast-track the formal subdivision application process. What information do I include in my preliminary assessment request? Tick if provided A completed ‘preliminary assessment of proposed subdivision’ form (attached). The preliminary subdivision assessment fee of $73. Two sets of the proposed subdivision plan drawn to a scale of 1:100 or 1:200 which include details such as, but not limited to, the following: The existing natural ground levels The existing parent lot boundary location and dimensions The proposed lot configuration, dimensions and areas The existing building, crossovers, fencing, driveway and street trees (and whether they are proposed to remain or be removed) If known, the location of any proposed crossover(s) The north point The scale to which the plan was drawn. How do I lodge my preliminary subdivision assessment request? Email, post or in person The preliminary subdivision assessment request and fee is submitted by the applicant to the City: Via the applicable email address (), which is to include the applicable credit card details for payment of the fee, or Via post, which includes a cheque or the applicable credit card details for payment of the fee, being sent to City of Nedlands, PO Box 9, NEDLANDS WA 6909, or In person. Note: As an alternative to providing credit card details in writing, the applicant can pay the required fee by calling the City on 9273 3500. How and when will the preliminary comments be provided? The City will provide comment on the preliminary plan within 10 working days of the request and fee being received. The City’s advice will be emailed or posted unless specifically requested to be collected by the applicant.
This map contains the location of three assembly areas to be used after an evacuation from St. Gabriel due to an emergency. If these assembly areas are not considered safe because of close proximity to St. Gabriel or inclement weather, the incident commander will designate another assembly area that will be used for this purpose. The location of this assembly area will be communicated as soon as possible after the decision to evacuate has been made. The North Assembly Areas are located in the playground area north of the parking lot and the empty field used for overflow parking west of the playground. These are the primary assembly areas to be used in most cases. The South Assembly Area is located on the paved driveway south of St. Gabriel as far west as possible. This area will be used if the north areas are unusable or unsafe for evacuation. Assembly Areas
rubric beforehand so the students understand on what they will be graded. Have them present their oral reports. After the reports are done emphasize how the individuals used some of the things learned in the classroom in their careers. Also emphasize how people prepare for careers and the importance of an education and training plan. Related Academic Skills: 1.6.3C Related SCAN/Soft Skills: Information C Related SCANS/Soft Skills Resources None Interpersonal None Information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information Systems None Technology None Thinking Skills None Personal Qualities None Related Worksite/Work Based Activities None Additional Resources None ______________________________ This planning guide was written by Charisse Sick, Third Grade Teacher, J. Henry Cochran Elementary, Williamsport, PA.
Accepted professional Established professional Senior and leading professional Consistently good teaching and developing outstanding professional practice Will regularly support activities Most pupils will meet expected levels of make good progress/achievement Will take an enthusiastic and proactive role in the school Performance Management objectives met each year Demonstrate and model good practice within own classes for other members of staff Contribute to the professional development of colleagues through coaching and mentoring, demonstrating effective practice and providing advice and feedback especially with those new to the profession Evaluate and develop the planning and delivery of the curriculum by contributing to schemes of work and developing resources Over a sustained period: Consistently good teaching and increasingly outstanding professional practice Will lead activities Some pupils will exceed expected levels of good progress Will take an enthusiastic and proactive roles in school Performance Management objectives met each year Will demonstrate and model good practice for other members of staff and contribute to policy and practice which has improved teaching and learning across the school Contribute to the professional development of colleagues across the school through coaching and mentoring, demonstrating effective practice and providing advice and feedback enabling teachers to improve their teaching practice. Evaluate and develop the planning and delivery of the curriculum across the school, taking the lead on schemes of work and developing resources Consistently good teaching and regularly outstanding teaching and professional practice Will create, develop and lead activities Over a sustained period, many pupils will exceed expected levels of good progress Will take an enthusiastic and proactive role within the school and with wider stakeholders Challenging Performance Management objectives met each year Will coach and mentor staff to excellence and/or lead on the development of policy and practice which will improve teaching and learning across the school Contribute to the professional development of colleagues across the school through coaching and mentoring, demonstrating effective practice, and providing advice and feedback; moving teachers to Good or Outstanding teaching Evaluate and develop the planning and delivery of the curriculum across the school; taking the lead on schemes of work and developing resources, including cross-curricular themes APPENDIX 4 - APPEALS PROCEDURE Introduction As part of the overall appraisal process, a pay recommendation is made by the appraiser (normally the line manager) and discussed with the employee at their review meeting prior to being submitted to the school’s Pay Committee or relevant decision maker. At this particular stage of the pay determination process, if the employee wishes to better understand the rationale for the pay recommendation or bring any further evidence to the attention of the appraiser/reviewer, they should be given the opportunity to do so before the final
5 Day CFI Program Daily Schedule Day 1 Day 2 Day 3 Day 4 Day 5 Ground I FOI A Human Behavior B Learning Process C Teaching Process D Assessment & Critique E Instructor Responsibilities F Techniques of Flight Inst G Risk Management II TECHNICAL AREAS A Aeromedical Factors B Runway Incursion Avoidance C Visual Scanning D Principles of Flight E Flight Controls F Weight & Balance G Nav & Flight Planning H Night Operations I High Altitude Operations J 14 CFR & Publications K National Airspace System L Navigation Systems M Logbook Entries & Certificate Endorsement VI AIRPORT OPERATIONS A Radio Com/Light Sig B Traffic Patterns C Airport/Runway Taxiway Signs, Markings, Lighting III PREFLIGHT PREPARATION A Certificates & Docs B Weather Information C Operation of Systems D Performance & Limitations E Airworthiness Requirements IV PREFLIGHT LESSON Present ground lessons Select One Private & One Commercial Lesson Flight V PREFLIGHT PROCEDURES A Preflight Inspection B Cockpit Management C Engine Starting D Taxiing G Before Takeoff Check VIII FUNDAMENTALS OF FLIGHT A Straight & Level B Level Turns C Climbs/ Climbing Turns D Descents/Descend Turns X GROUND REFERENCE MANEUVERS A Rectangular Course B S-Turns C Turns Around a Point D Eights on Pylons XIV POSTFLIGHT PROCEDURES A Postflight Procedures XI SLOW FLIGHT STALLS, & SPINS A Slow Flight B Power On Stalls C Power Off Stalls D X-Control Stalls E Elevator Trim Stalls F Secondary Stalls G Spins (if necessary) H Accelerated Stalls XII BASIC INSTRUMENT MANEUVERS A Straight & Level Flight B Constant A/S Climbs C Constant A/S Descents D Turns to Headings E Unusual Attitude Recovery IX PERFORMANCE MANEUVERS A Steep Turns B Steep Spirals C Chandelles D Lazy Eights XIII EMERGENCY OPERATIONS A Emerg App & Landing B Systems & Equip Mal C Emerg Equip & Gear D Emergency Descent VII TAKEOFFS, LANDINGS & A Normal & X-W T.O. B Short Field T.O. C Soft Field T.O. F Normal & X-W Landing G Slips to Landing H Go-Around I Short Field Landing J Soft Field Landing K Power Off 180 Teach the Selected Flight Lessons Practice Any Maneuvers Not to PTS Standard
4 Day CFII Program Daily Schedule Day 1 Day 2 Day 3 Day 4 Ground INTRODUCTION MATERIAL I FOI A Learning Process B Human Behavior C Teaching Process D Teaching Methods I FOI (Cont’d) E Critique & Evaluation F CFI Responsibilities G Planning Instruction II TECHNICAL AREAS A Instruments & Nav Equip B Aeromedical Factors C Regulations & Pub D Logbook Entries IV A PREFLIGHT LESSONS III PREFLIGHT PREPARATION A Weather Information B X-C Flight Planning V ATC CLEARANCES A ATC Clearances B Dep, ER, Arr Clearances IV A PREFLIGHT LESSONS IX EMERGENCY PROCEDURES A Lost Communications B Loss of Primary Flight Inst C Engine Failure During Flight Additional Discussion Material IV A PREFLIGHT LESSONS Flight III C Instruments Check VI INSTRUMENT FLIGHT A Straight & Level B Turns C Change of Airspeed D Constant A/S Climb/Descent E Constant Rate Climb/Descent F Timed Turns G Steep Turns H Unusual Attitude Recovery VII NAVIGATION SYSTEMS A Intercepting & Tracking & DME Arcs B Holding Procedures VIII INSTRUMENT APPROACHES PROCEDURES A Non Precision B Precision C Missed Approach D Circling Approach E Straight In Approach Landing VIII INSTRUMENT APPROACHES PROCEDURES A Non Precision B Precision C Missed Approach D Circling Approach E Straight In Approach VIII INSTRUMENT APPROACHES PROCEDURES A Non Precision B Precision C Missed Approach D Circling Approach E Straight In Approach Additional Discussion Material TSA citizenship documentation/security training rules How and why ODP’s are established Instructor registration with TSA Determination of airworthiness Use of scenarios Risk Management & ADM Part 61 simulator use for currency and instrument training GPS vs WAAS preflight & operating requirements Proper preparation of an instrumenrt student – failure experiences from examiners (PPT)
PREPARING SENIORS FOR EMERGENCIES Whether it is an older relative or neighbor, it is important to plan and to help inform seniors in our lives about emergency preparedness. CREATE A SUPPORT NETWORK If you think a senior relative, neighbor, or loved one will need help during a disaster, it is important to help them create a support network within their community. Write down and share each aspect of your emergency plan with them so they are aware of what you intend to do during an emergency. Encourage them to create their own emergency kit and plan, and then share it with you. Have them show you how to use any lifesaving equipment they may have and how to appropriately administer medicine in case of an emergency. KNOW IMPORTANT SERVICE PROVIDERS EMERGENCY PLANS If your loved one relies on regular services such as in home care, treatment or transportation services, make sure you ask the provider what their emergency plan is. If a provider has not created one, encourage them to do so or it may be worth looking for one that already has one in place. Gather information on how you can get in contact with the service provider in case of an emergency. EMERGENCY DOCUMENTS While you hope you will never have to need these documents, collect a copy or encourage your loved one to share these with another member of their support network. Doctor names, their specialties, and phone numbers List of medications being taken and what the prescriptions are for. Medical insurance, prescription plans, and identification numbers. Social security number Durable power of attorney (allows someone the authority to handle legal and financial issues if your loved one becomes incapacitated.) Health care proxy (allows someone the authority to make medical decisions for your loved one.) Understanding of your loved ones wishes in terms of resuscitation and after death planning Names of all those to notify in case of emergency (friends, family, neighbors, etc) Basic financial records (assets, account numbers, names and contact information)
PRCOP1 Preparing to Request a Change of Placement PUPIL DATA Pupil details Full name: Date of Birth: Male Home Address and Postcode Telephone Number: Home Language: Religion: Education Setting: (If Early Years please state which branch where applicable and telephone number): Year Group: Headteacher / Contact name if Early Years setting SENCo: Is the pupil Looked After (LAC)? If yes, please complete the following: LAC by which Local Authority: Social Worker’s name: Address details of responsible Authority: Telephone: Email: PRCOP 2 PARENT CONSENT FORM To be completed by the persons with parental responsibility Pupil’s name: D.O.B:
I agree that my child’s school can discuss my child’s special educational needs at the Inclusion Support and Challenge Forum so that next steps can be agreed in order to meet those needs. I agree with my child’s information being shared and discussed at the Inclusion Support and Challenge Forum. Signature: ________________________________ Date: _________________ Print Name: _____________________________________________________ Relationship to child: _______________________________________ PRCOP 3
PRCOP5 EHC Plan Annual Review - Review of short term outcomes: Short term outcome Review of progress These should be reflected in the proposed changes to Section B Emerging Developing Secure Not achieved / Outcome will remain Provision MUST change/be amended What is going to be done differently / change in provision Achieved and outcome will be replaced: please amend the plan accordingly When a new outcome is added, please remember to add appropriate provision.
GSEP Psychology Division Sample Dissertation Format Requirements: Order of Preliminary Pages/Text & Pagination Requirements Title Page – counted but not numbered Committee Page – counted but not numbered Copyright Pages (optional) – counted but not numbered Table of Contents – first page counted but not numbered, additional pages are numbered in lower case roman numerals List of Tables (if applicable) – numbered List of Figures (if applicable) – numbered Dedication (optional) –numbered Acknowledgments (optional) – numbered Vita – numbered Abstract – numbered Chapters (begin Arabic numerals) References (numbered) Tables (if applicable, only applies to manuscript format) Figures (if applicable, only applies to manuscript format) Appendices (if applicable, all appendices must have a cover page) Margins: Margins must now be 1’’ on all sides. Note. Please refer to the Dissertation Format Requirements Manual for additional details regarding APA format requirements for GSEP dissertations. Font used for sample: Arial; Size: 11 [2”]
So I wanted to make sure that you take the time to fill out the survey that will be at the end of this presentation. And I believe probably I hope my information is here. Yes, that's me and again keeping the spotlight on financial literacy and financial decision making when going to college. And I encourage you if you think of a question at a later date; please feel free to email me. I'm happy to help you in any way I can. Okay, thanks so much for taking the time this afternoon and good luck in helping your students and advising them in their financial decision making for going to college. Thanks very much all. END
History Investigations, Surgery and Identified Bowel Disease. Is there a history of any of the following? Yes No Don’t know Date of Investigation/Outcome Any Actions Required? Abdominal X-Ray? Barium Enema? Sigmoidoscopy? Colonoscopy? Anal Ultrasound? Chest X-Ray? Previous bowel surgery?
Current educational outcomes of EHCP (completion prior to review) Date Year group Study/ Qualification Title Type (accredited, none, transition or support) Level (working at) Predicted grade, outcome. (Pass, Grade C) Estimated completion date (m/y) On target Y/N Title of linked lesson(s) Enter date of completion or enter status:- withdrawal or transfer) Section C – Views Views with preparing for transition into adulthood (add for each review) Parental views
Other agency views (i.e. Sensory Inclusion) Section D – Targets Targets & actions for transition to adulthood (all sections) Year group What I would like What support and resources I need Who I would like involved What I and others need to do By when Achieved Y/N
(NOT) ENOUGH + NOUN ADJECTIVE + (NOT) ENOUGH + TOO + ADJECTIVE ENOUGH is used in front of a NOUN to express that a quantity is as much as you need in order to achieve a particular purpose. ENOUGH is used after ADJECTIVES to express that a quantity is as much as you need to achieve a particular purpose We use TOO before ADJECTIVES to express that the amount or degree of something is more than desirable, necessary, acceptable or sensible: EXAMPLES: I don't have enough time to finish the test. She doesn’t have enough money to arrive buy the dress. I have enough money to buy the handbag! EXAMPLES: He isn't tall enough to be a police officer. He's intelligent enough to pass the test EXAMPLES: That skirt is too long for you! I have too much homework. There were too many people outside The police should fine people who drive too fast. TASK 3: Work in small groups. Discuss the following statements. Say whether you agree or disagree and explain your opinion. Students at university get too much homework and not enough sleep. Is having too much money a bad thing? Children today have too much freedom. It is not enough to fine dangerous drivers – the police should take their cars away from them. Do you REALLY understand the prompt? TASK 4: Read the following opinions carefully and check ( ✔) the best response. The first one has been done for you. (e.g.) Time is more important than money ___________ I disagree. I think that time is very important. _____✔____ I agree. I don’t think money matters as much as time. (a) Teachers should not take attendance in university classes.
Attachment 1 Client Name: Meeting Date: Serial #: Projected Placement Date: Services Goals/Objectives Prior To Placement Frequency/Comment Person(s) Responsible Support Coordination (SC) / Case Management (CM) Current SC /CM: Current SC/CM Supervisor: Receiving SC/CM: Receiving SC/CM Supervisor: Annual Plan Date: Sending SC/CM is responsible for securing information. Living Arrangement Current Living Arrangement: New Living Arrangement- Name: Address: Telephone # : Ambulation Concerns? In-service training needed? Identify the number of transition visits needed: Shadow visits: ______ Day visits: _______ Overnight visits: ______ Identify issues related to placement: Discuss the need for a fire drill to be completed during the first overnight visit to the new home. Sending SC/CM is responsible for securing information. Identification Documentation Birth Certificate: Yes ☐ No ☐ Social Security Card: Yes ☐ No ☐ State ID: Yes ☐ No ☐ Other ID: Health Insurance Cards: Yes ☐ No ☐ Discuss whether original documents are needed or if copies will be accepted. Sending SC/CM/Natural Support is responsible for securing information. Employment/ Education/ Habilitation Current Job/Day Program: Name/site of new Job/Day Program: Referrals sent, if site is not identified above: Transportation arrangements: Contact Person: Telephone #: Date of visit to site: Work / Day Program hours of operation: Sending SC/CM is responsible for securing supports and services. Family/ Community Contacts Family Contacts: Address: Telephone Number: Religious/Civic Affiliations: DCF/APS Contacts: Frequency of contact identified by client: Sending SC/CM is responsible for securing information. Fiscal CCW Eligible: Yes No Supports Program Eligible: Yes No SSA Benefits: Yes No SSI Benefits: Yes No Other Benefits: Payee Name: Discuss Contribution to Care with individual and family: Cash on Hand should be brought on the day of move. Discuss amount: Sending SC/CM is responsible for securing information.
SCHOOL READINESS FUNDING Planning worksheet for 2019 school readiness funding Use this worksheet with the Guidance to support planning for 2019 school readiness funding Step 1: Step 2: Step 3: Tick the school readiness funding priorities you will focus on Community and Child Level Service Level Educator Level Step 4: Familiarise yourself with the menu
I. Prepositions Directions: Cross out any prepositional phrases. Underline the subject once and the verb/verb phrases twice. 1. Without hesitation, the rabbit hopped underneath some brush. 2. Dad looked above the stove for a fire extinguisher. 3. The readers search among the shelves for books about frogs and toads. 4. Clean the glass under the coffee table with this sponge. 5. Before the parade, everyone walked toward the town square. 6. The company has displayed all of its products but the new cleanser. 7. Your jacket has fallen down behind the green flowered sofa. 8. Place these washcloths and towels in the cupboard beneath the sink. 9. Their grandparents from Colorado stay inside during the winter. 10. Yesterday, the skater fell down and rolled off the low curb. 11. Miss Jones and her friend walk past the park on their way to the gym. 12. The athlete jumped over a hurdle and darted for the finish line. 13. Insects like grasshoppers, centipedes, and dragonflies don’t scare them. 14. At the beginning of the class, Mrs. Harmon talked about the Middle East. 15. The chimney sweep laid his tools against the fireplace and peered up the chimney.
Considering that the proton concentration corresponds to the analytic concentration of HNO3, [H+]aq = = 2.00 × 10−2 mol dm−3, we get [HA]org = 3.41 × 10−3 mol dm−3. Next, the uranyl ion distribution ratio, is expressed as: Using , , and i for [UO2(OH)i]2–i complexes, can be expressed as The concentration of hydroxyl ions is obtained from the concentration of protons, For [H+]aq = = 2.00 × 10−2 mol dm−3, we get mol dm−3 Casting this value, [HA]org = 3.41 × 10−3 mol dm−3 and all the necessary constants into the expression for the distribution ratio, we obtain Then, the yield R defined as can be calculated, providing the final result of 12.2 For the conditions of [OH−] = = 2.00 × 10−4 mol dm−3, using the same calculation procedure, we get [HA]org = 1.50 × 10−5 mol dm−3 and the yield R = 0.0121%. Problem 13. Determination of active chlorine in commercial products 13.1 (i) Cl2 + H2O → HClO (A) + HCl (B) (ii) NaClO + H2O → HClO (A) + NaOH (C) In alkaline aqueous solution, hypochlorite ion (ClO−) will dominate. 13.2 13.3 ClO− + 2 I− + 2 H+ → I2 + H2O + Cl− I2 + 2 S2O32− → 2 I− + S4O62−
Contributing Authors Ctirad Červinka University of Chemistry and Technology, Prague Tomáš Fiala Columbia University, New York, USA Ivana Gergelitsová University of Chemistry and Technology, Prague Petr Holzhauser University of Chemistry and Technology, Prague Jakub Hraníček Charles University, Prague Martin Hrubý Institute of Macromolecular Chemistry, CAS, Prague Vít Jakeš University of Chemistry and Technology, Prague Jan Kotek Charles University, Prague Michal H. Kolář Max Planck Institute for Biophysical Chemistry, Göttingen, Germany Matouš Krömer Institute of Organic Chemistry and Biochemistry, CAS, Prague Tomáš Kubař Karlsruhe Institute of Technology, Germany Jaroslav Kvíčala University of Chemistry and Technology, Prague Alan Liška J. Heyrovský Institute of Physical Chemistry, CAS, Prague Tomáš Mahnel University of Chemistry and Technology, Prague Radek Matuška Secondary Technical School of Chemistry, Brno Petra Ménová University of Chemistry and Technology, Prague Lukáš Mikulů University of Chemistry and Technology, Prague Petr Motloch University of Cambridge, UK Eva Muchová University of Chemistry and Technology, Prague Roman Nebel J. Heyrovský Institute of Physical Chemistry, CAS, Prague Tomáš Neveselý University of Chemistry and Technology, Prague Pavla Perlíková Institute of Organic Chemistry and Biochemistry, CAS, Prague Eva Pluhařová J. Heyrovský Institute of Physical Chemistry, CAS, Prague Kateřina Rubešová University of Chemistry and Technology, Prague Pavel Řezanka University of Chemistry and Technology, Prague Petr Slavíček University of Chemistry and Technology, Prague Ondřej Šimůnek University of Chemistry and Technology, Prague Tomáš Tobrman University of Chemistry and Technology, Prague Kamil Záruba University of Chemistry and Technology, Prague
How is it recognised? may count towards SSCE leads to VET qualification (which may be completed during or post schooling) may count towards SSCE leads to VET qualification (which may be completed during or post schooling) Delivery settings school, RTO premises, workplace or combination combination of school, RTO premises and workplace Engagement with the world of work workplace learning highly desirable training packages may specify workplace learning requirements workplace learning an integral part of delivery contractual arrangement exists between employer, student and RTO Why students choose interested in the industry area exploring possible career field want to acquire industry skills and nationally recognised qualifications valued by employers committed to vocational pathway an early start to an apprenticeship qualification while pursuing SSCE earn income while studying Why schools offer expand student choice provide a different way of learning give students qualifications valued by employers enable students to start apprenticeship while still being supported at school encourage students to continue their broader education and obtain SSCE What employers expect of students as a result understanding of the industry have had the opportunity to experience an industry and decide whether it is right for them have job-specific skills and knowledge occupational and skills on a pathway to completing an Australian Apprenticeship competent and productive in the workplace *Accredited courses are classified as VET, but the purpose of some of these courses is more aligned with vocational learning. Volunteering and part-time work provide a student with vocational learning and potentially credit towards a qualification. They are valued by employers and students.
For delivery after tabling (minimum 50 copies) (continued) Information Research Centre Information Research Centre Australian National Audit Office Centenary House 19 National Circuit BARTON ACT 2600 15 copies Library Deposit Distribution Scheme C/ Decipha Pty Ltd Locked Bag 7760 Canberra Business Centre ACT 2610 27 copies (as at March 2016 - please check Library Deposit
Full Name: Property address: City: State: ZIP Code: Mailing address: City: State: ZIP Code: Own Rent How long? Monthly Housing payment: $ Cell: Home: Work: Date of birth: SSN: Email: Race (HUD requires clients to report all below Demographic Information): American Indian/Alaskan Native Asian Black/African American Native Hawaiian/Pacific Islander White American Indian/Alaskan Native & Black American Indian/Alaskan Native & White Asian & White Black/African American & White Other: Ethnicity (check one): Hispanic Not Hispanic Gender (check one): Female Male Other: Country of Origin: Preferred Language: Highest Education Completed (check highest): Less than High School Completion GED Diploma Associate’s Degree Master’s Degree High School Diploma Vocational Certificate Bachelor’s Degree Doctoral Degree Household Type (check one): Female Headed Single Parent Married with Dependents Two or more unrelated adults Other: Male Headed Single Parent Married without Dependents Single Adult Check all that apply Disabled US Veteran Household size: Number of Dependents: Estimated Household Monthly Income: Referred by: Internet Word of Mouth Government Bank Realtor Other: Privacy Policy Housing Initiative Partnership (“HIP”) is committed to assuring the privacy of individuals and/or families who have contacted us for assistance. We realize that the concerns you bring to us are highly
Name(s) ______________________________ Loan #_____________________ Address___________________________________________________________ A. Household Expenses: Fixed Monthly Expenses: Payment: Rent payment Gas Electric Heating Oil Water & Sewer Telephone Car Payment 1 Car Payment 2 Auto Insurance Life Insurance Medical Insurance Alimony / Child Support Alarm System Property Taxes/Insurance Other/Minimum Credit Card Payment from Section C Sub-Total FIXED Expenses: Variable Monthly Expenses Payment Groceries Eating Out Gas Bus/Taxi/Parking Car Repairs Toiletries/Hair Care Medical Prescriptions Day Care Cable TV/Internet Clothing/Laundry Lottery Church/Charity Entertainment Cell Phone Other Sub-Total, VARIABLE Expenses: Total Monthly Expenses: B. Your Monthly Income: Gross Income: Net Income (after taxes and deductions): $ $ Spouse or Partner’s Income Gross Income: Net Income (after taxes and deductions): $ $ Other Household Income: Gross Income: Net Income (after taxes and deductions): $ $ Describe: C. Credit Cards and Other Debt: Creditor Name: Payment: Balance: Total $ $ D. Surplus/Deficit: Total Net Monthly Household Income: $ Subtract Total Monthly Expenses: $ = Monthly Surplus or Deficit $ Signature:__________________________ Date: ___________________________
Chapter 1 Review In Module I, we saw that formulas are used all the time in school and in everyday life. In order to evaluate a formula though, we have to be confident in our arithmetic skills. We reviewed addition, subtraction, multiplication, division, exponents, square roots, and order of operations, but more importantly, we used them to tackle real formulas. Chapter 1 Review Problems Perform the indicated operation for #1-46. 1. 23 + 14 + 57 2. 156 + 198 + 377 3. 478 + 969 4. 8961 + 4530 5. 875 + 641 6. 905 + 728 7. 200 – 87 8. 3000 – 1472 9. 1500 – 851 10. 531 – 175 11. 1348 – 936 12. 4421 – 3897 13. 6 x 18 14. 7 x 42 15. 300 x 40 16. 130 x 500 17. 1200 x 8000 18. 740 x 10000 19. 65 x 73 20. 84 x 89 21. 24 x 148 22. 75 x 348 23. 135 x 642 24. 307 x 52 25. 16 x 0 26. 14 x 1 27. 1 x 234 28. 0 x 138 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. Jubal went on a diet to lose weight. Before the diet, he weighed 247 pounds. After the diet he weighed 183 pounds. How much weight did he lose?
4. Graph a line with a y-intercept of ( 0 , -1) and a slope of . What is the equation of the line you drew in slope-intercept form. 5. Find the equation of the line in slope-intercept form described by the following line? Remember, you will need to find the slope m and the y-intercept (0,b) first. 6. Find the equation of the line in slope-intercept form described by the following line. Remember, you will need to find the slope m and the y-intercept (0,b) first. 7. Find the equation of the line in slope-intercept form described by the following line. Remember, you will need to find the slope m and the y-intercept (0,b) first. 8. Find the equation of a line with a slope of and passing through the point 9. Find the equation of a line with a slope of and passing through the point 10. Find the equation of a line with a slope of and passing through the point 11. Find the equation of a line with a slope of and passing through the point 12. Find the equation of a line with a slope of and passing through the point 13. Find the equation of a line with a slope of and passing through the point 14. Find the equation of a line through the points and . 15. Find the equation of a line through the points and . 16. Find the equation of a line through the points and . 17. Find the equation of a line through the points and . 18. Find the equation of a line through the points and . 19. Find the equation of a line through the points and .
GENERAL CAPABILITIES Literacy Critical and Creative Thinking Intercultural Understanding Numeracy Ethical Behaviour Information and Communication Technology Personal and Social Competence CONTENT DESCRIPTIONS AND ELABORATIONS Geographical Knowledge and Understanding Geographical Inquiry and Skills ACHGK002 The places people live in and belong to, their familiar features and why they are important to people identifying the places they live in and belong to, for example, a neighbourhood, suburb, town or rural locality discussing how places provide people with their basic needs, for example, water, food and shelter ACHGS001 Make observations about familiar places and pose questions about them ` asking questions about what they observe in the local area using photographs, film, painting, dance or stories about a place to stimulate questions about what it is like and why ACHGK003 The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the area and why they are important to them identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong ACHGS002 Record geographical data and information collected by observation describing the features of a special or local place by using their senses, for example, sight, smell and touch, and recording these observations ACHGK004 The reasons why some places are special to people, and how they can be looked after identifying places they consider to be ‘special’, for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them describing the features of their special place based on what they see, hear, smell and feel discussing different ways they could contribute to caring for their ‘special places’ ACHGS006 Reflect on their learning to suggest ways that they can look after a familiar drawing pictures and describing the ways they care for places suggesting ways they could take care of important places in the school or local area, and outlining why this might be required
SUPPORTING ADHERENCE Common Reasons for Low Adherence to ART Voluntary vs. Involuntary Non-adherence Voluntary Non-Adherence Involuntary Non-Adherence Not convinced PrEP is needed Does not believe PrEP works or is working Does not like taking pills Has experienced side-effects; wishes to avoid side effects Has experienced stigma while taking PrEP Does not believe it is necessary to take every day Does not want to take with alcohol or other drugs Wishes to avoid others witnessing Forgot to take pill Forgot to refill prescription Has competing priorities (e.g. employment, child care) Has difficulty with personal organization and scheduling Affected by depression or other unaddressed mental illness Can not afford PrEP (in settings where clients pay for PrEP services) Does not want/has no time/cannot afford to come to health care facility Dissatisfaction with health care provider interactions No place to store medication Unaddressed substance use issues, especially dependence on alcohol or other drugs Insufficient food to take pills Adherence Lessons from ART Programs Health providers can positively influence adherence by: Facilitating accurate knowledge and understanding of medication benefıts and requirements Preparing for and managing side-effects Monitoring of adherence Identifying social support Encouraging medication optimism Building self-effıcacy for adherence Developing a routinized daily schedule in which to integrate regular dosing Maintaining an open line of communication with PrEP clients Approaches to PrEP Medication Adherence Support
form positive relationships, manage and influence the emotions and moods of others, cooperate and communicate effectively with others, work in teams, build leadership skills, make decisions, resolve conflict and resist inappropriate social pressure (Social management). relationships between people from different cultures in Australia and in the wider world contribute to and benefit from reconciliation between Indigenous and non-Indigenous Australians. WEEKLY PLANNER Week 1 2 3 4 5 6 7 8 9 10 Engage Explore Explain Elaborate Evaluate Expose students to a variety of books involving the concept of weather, see resource list. Discussion and evaluation about what children know using KWL strategy (keep for reflection at end of unit) and formulation of inquiry involving weather concepts. Go for a walk outside. Using the senses observe, feel the weather. Draw and brainstorm observations using Y chart or individual drawings, collage to create whole class representation of thoughts. Reflect on what we know and what we want to know about weather? Possible questions: What types of weather do we have? Is the weather the same? What can we find out about the weather? How can we find out about the weather? Student Resources: Teacher Resources: Books – The Rainbow Serpent Ebi’s Boat by Claire Saxby Who Sank the Boat? The rainbirds by David Metzenthen Tiddalik Meltdown by Barbara Ker Wilson Grandpa and Thomas by Pamela Allen The Flood by Nigel Gray The First Rainbow
Ecodesign Preparatory study on Smart Appliances Template for comments and consortium observations on strategic decisions Date: Document: Task 7 – Strategic decisions 1 2 3 4 5 6 7 SH1 Strategic decision Reference to section in Task 7 report Reference to slides Do you agree with the decision (yes/no) Comment (justification for your standpoint) by the Stakeholder In case of disagreement, proposed alternative decision by the Stakeholder The labelling option is the preferred policy instrument 7.1.4 „03 Policy approaches“ Direct flexibility interface functionality is MANDATORY, indirect flexibility interface functionality is OPTIONAL, internal measurement interface is OUT of SCOPE. 7.5.5, 7.10.1, 7.10.4 „04 Context and strategic decisions“ and Slides 42 and 45 in „05 Technical requirements“ Energy smart appliances should be able to function without the presence of a Home/Customer Energy Manager 7.6.4 „04 Context and strategic decisions“ Energy smart appliances should be able to function without the presence of a Smart Meter 7.6.4, 7.8.7 „04 Context and strategic decisions“ and slide 28 in „05 Technical requirements“ Energy smart appliances should be able to receive instructions from a controller inside and outside the customer home network 7.9.5 „04 Context and strategic decisions“ and slide 40 in „05 Technical requirements“ Split-up in appliances groups with vertical requirements where needed 7.7 „04 Context and strategic decisions“ From the thermal appliances group, only thermal appliances including a controller can be considered as energy smart 7.4.1 „04 Context and strategic decisions“ 1 SH = Stakeholder (enter the abbreviation of the organization) NOTE All columns are compulsory (column 7 may be left blank in case of agreement with the decision).
CRITERIA SHEET – PREP Criteria A B C D E The student work demonstrates evidence of: Historical Knowledge and Understanding Student identifies who the people are in their family ACHHK001 Can identify all of the immediate family members and all of the Grandparents Can identify immediate family members and some of the Grandparents Can identify immediate family members Can identify some of the immediate family members Unable to name members of their family Student identifies where they were born and raised ACHHK001 Can state where both grandparents, both parents and self are born and raised Can state where the members of their immediate family and one of the Grandparents were born and raised Can state where the members of their immediate family were born and raised Can state where some of the immediate family members were born and raised Unable to state where any family members were born and raised Student identifies how members of their family are related to each other ACHHK001 Can state all relationships between family members – eg. Mum, Dad, Grandma, Grandpa, brother, sister Can state 3 or more relationships between family members – e.g Mum, Dad, Grandparents Can state 2 relationships between family members - e.g Mum and Dad Can state one relationship between family members – eg. Mum Unable to state relationships between family members Historical Skills Explore a range of sources about the past ACHHS018 Identifies more than 3 sources of information – eg. Grandma, parents, photographs, recipes, etc Identifies 3 sources of information – eg. Mum, Grandma, old artefacts, etc Identifies 2 sources of information – eg. Grandma, photographs Identifies one source of information – eg. Grandma Unable to identify source of information Uses a range of communication forms(oral, graphic, written, role play) and digital technologies ACHHSO22 Uses Voki to answer big question using 2 or more justifications – No my Grandmother couldn’t have watered this tree because she grew up in NSW and didn’t live in this area until she was an adult Uses Voki to answer big question using one justification – Yes my Grandmother could have watered this tree because she lived in Cairns Uses Voki to answer big question. Yes or no answer Unable to answer big question
Explore a point of view (ACHHS020) Student can identify the significance of the memory to 3 or more family members with comprehensive explanation Student can identify the significance of the memory to 3 family members with basic explanation Student can identify the significance of the memory to 2 family members with basic explanation Student is able to see only their own point of view in regards to their memory Student is unable to explore a point of view Develop a narrative about the past (ACHHS021) Student can retell a narrative about the past using accurate reference to past tense or past qualifiers. Student can retell a narrative about the past using mostly accurate reference to past tense or past qualifiers. Student can retell a narrative about the past. may or may not accurately use past tense or past qualifiers. Student requires support to develop a narrative about the past Student is unable to develop a narrative about the past Use a range of communication forms (oral, graphic written, role play and digital technologies) (ACHHS022) Student uses 2 or more communication forms to comprehensively answer the big question e.g. art work that is relevant to the question & a digital recording that comprehensively answers the question. Student may use additional communication forms to support his/her answer Student uses 2 communication forms to thoroughly answer the big question e.g. art work that is relevant to the question and digital recording Student uses 2 communication forms to satisfactorily answer the big question e.g. art work and digital recording Student uses 1 communication form to answer the big question Student uses limited forms of communication to answer the big question Feedback