zilongwang/ReadingBank huggingface dataset:
Values? Learning-How-to-Learn Goals: What would you like for students to learn about: Being good students in a course like this? Learning about this particular subject? Becoming a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it? For most teachers, using a set of Desired Learning Outcomes like this would be a more ambitious learning agenda than they are using now. That is good, but this also then challenges us to identify the assessment and learning activities that would make it possible for to help students achieve these learning outcomes. That is the focus of the next two steps in Integrated Course Design. Feedback and Assessment The task in this part of the process is to find an answer to the question: What would students have to do, for them and us to know how well they had achieved each of the Desired Learning Outcomes? This means we need to identify specific kinds of assessment activities that are appropriate for each desired learning outcome. Working on this task will quickly lead us to a recognition of an important course design principle: We will need different kinds of learning activities for different kinds of learning outcomes. The following is not an exhaustive list, but a list to illustrate what might be appropriate kinds of assessment activities for each of the different categories of Significant Learning. Kind of Learning Outcome: Possible Assessment Activity: Foundational Knowledge Multiple Choice test Application Learning Give students a situation and ask them to generate a particular response, e.g., of critical thinking, creative thinking, problem solving, or decision making. Integration Essay question in which students are asked to identify the relationships between some “X” and “Y”. For example, how does the physical geography of a region affect its economic activity? Human Dimension:
Table 1 LEARNING ACTIVITIES FOR HOLISTIC, ACTIVE LEARNING GETTING INFORMATION & IDEAS EXPERIENCE REFLECTIVE DIALOGUE, with: "Doing" "Observing" Self Others DIRECT Primary data Primary sources “Real Doing,” in authentic settings Direct observation of phenomena Reflective thinking Journaling Dialogue (in or out of class) INDIRECT, VICARIOUS Secondary data and sources Lectures, textbooks Case Studies Gaming, Simulations Role Play Stories (can be accessed via: film, oral history, literature) ONLINE Course website Internet Teacher can assign students to "directly experience _____.” Students can engage in "indirect" kinds of experience online. Students can reflect and then engage in various kinds of dialogue online.
Overview: This document provides guidance and suggested questions for exploring client needs when first contacted about vacancies, job evaluation or organization design and structure. Vacancies Identify why there is a workforce need. How did the vacancy arise? Typically this would be the result of a resignation, retirement, termination, or newly funded position. Describe the key elements of the job. Analyze the current processes/workflow within the department. Can efficiencies be realized? When was the last time you recruited for this position? What is the recruiting approach? Can you develop an individual into the role, or do you need an experienced individual? What is the employment status (Full-time, part-time, continuing, term or casual)? If term, temporary, or contract, what is the duration? How many hours per week? What is happening in the environment that will impact this need? Identify working relationships (internal /external contacts). Job evaluation or re-evaluation requests Has the current job description been reviewed? Are changes to the job description required? Submit job description to be evaluated, if required. Organization structure/re-structure/design Recruiting Decision: Add to Headcount Temporary add to Headcount Vacant Position Contingent (term, part-time, consultant) Approval: ____________________________________ Preferred start date: ____________________________ Department prepared for the new hire (capacity to train/orient) as of preferred start date?
services in the course of their normal duties but is not providing health care or other types of regulated activity and has no direct bearing on the quality of care (‘Access’ relates to where individuals will have physical, direct contact with patients e.g. observation, qualitative interviews, focus groups) No Researcher has indirect contact with patients or service users but is not providing healthcare or other types of regulated activity and has no direct bearing on the quality of care (e.g some types of telephone interview) Yes No Researcher requires access to identifiable patient data derived from health records, tissues or organs with a likely direct bearing on the quality of care Yes No If yes, will they be working with tissues or organs in NHS facilities Yes No Researcher requires access to identifiable patient data derived from health records, tissues or organs with no direct bearing on the quality of care Yes No If yes, will they be working with tissues or organs in NHS facilities Yes No Researcher requires access to anonymised patient data derived from health records, tissues or organs only (including by research staff analysing data) Yes No If yes, will they be working with tissues or organs in NHS facilities Yes No Researcher is working on NHS premises (e.g. laboratory) only (no access to identifiable data) Yes No If yes, will they be working with tissues or organs in NHS facilities Yes No Researcher requires direct contact with staff only but no access to patients (e.g. staff interviews) Yes No Researcher requires access to identifiable staff data only Yes
Please tick a box below to show which briefing you will be attending and complete Attend (Please tick) Date Time Address Monday 9th July 9:30am – 12:30pm Gloucester Meeting Room 5, Shire Hall Westgate Street Gloucester GL1 2TP Friday 21st September 9:30am – 12:30pm Gloucester Meeting Room 2, Shire Hall Westgate Street Gloucester GL1 2TP Thursday 1st November 9:30am – 12:30pm Gloucester Meeting Room 5, Shire Hall Westgate Street Gloucester GL1 2TP Tuesday 29th January 2019 9:30am – 12:30pm Gloucester Meeting Room 2, Shire Hall Westgate Street Gloucester GL1 2TP
Initial thoughts about whether the proposal should go ahead. How does the local and nation areas benefit? Who are the winners and losers? Sustainable (FOR) Positive factors Social – Economic – Environmental - Local National Winners Losers Unsustainable (AGAINST) Negative factors Social – Economic – Environmental - Local National Winners Losers
Pre-requisite Worksheet for the OSU MA in Speech-Language Pathology (MA-SLP) REQUIREMENTS ENTER YOUR COURSES BELOW Content Area Description OSU Course Equivalent Courses that probably DO meet this requirement Courses that DO NOT meet this requirement Course Name and #, Where taken and Description Year Taken Grade in Course Phonetics Provides articulatory and acoustic descriptions of speech sounds and a comparative study of phonetic transcription systems. Principles of Phonetics (SHS 3320) Phonetics, Clinical phonetics, Phonetic transcription. Introduction to linguistics; Introduction to psycholinguistics; Phonology; Any course that is specific to a foreign language (e.g., French phonetics) Language Acquisition Introduction to language acquisition in children who are developing typically. Language Acquisition (SHS 3330) Speech and Language Development; Developmental Psycholinguistics Introduction to psycholinguistics; Intro. to linguistics; Speech sound disorders; Articulation disorders; Phonologic disorder Language Science Introduction to general linguistics, language science or psycholinguistics Language science and language disorders (SHS 4430) Introduction to linguistics; Psycholinguistics; Language Science Language disorders; Introduction to communication disorders; Language development Anatomy, Physiology, and Science of Speech Anatomy and physiology of the structures involved in speech production and the acoustic characteristics of speech sounds. Introduction to Anatomy, Physiology and Science of Speech (SHS 4420) Speech Science and Hearing science; Speech and hearing science; Anatomy and physiology of speech and hearing; Music 7715 Structure & Function of the Singing Mechanism (will meet if taken at OSU) Articulation and articulation disorders; Phonological disorders: Audiology; Intro. to Audiology The nature, causes, identification, and rehabilitative treatment of persons with hearing disorders. Introduction to Audiology (SHS 4540) Audiological assessment; Introduction to hearing assessment Introduction to Communication Disorders; Hearing science Intro. to Aural Rehabilitation Management of communication disorders associated with hearing loss Intro to Aural Rehabilitation (SHS 5732) Hearing rehabilitation; Aural rehabilitation; Auditory rehabilitation Introduction to Audiology; Hearing Science
Randburg 384 Kent Avenue,Ferndale Randburg 0113261550 0715593873 randburg@taaalct.co.za Germiston 473 Sam Green 0113752771 info@taalct.co.za Pretoria Adverto Towers,80 Celliers Street,Sunnyside,Pretoria 012 341 0242 0746736723 pretoria@taalct.co.za Vision To be the best private nursery schools of the best Private Institute in the world At Taalnet we strive towards nothing but the best. Best Care, Best teachers Best environment and best management. Motto Your success is our success At Taalnet we value the success and satisfaction of our client first. We strive to get the success of our clients first. Our Client is the king. Mission Statement To offer children the best place where they can acquire essential skills, development and expertise they require to face the world ahead What we do at a glance # Our Policies and Values -Children spend most of their playing and working with materials or other children. They do not wander aimlessly, and they are not expected to sit quietly for long periods of time. - Children have access to various activities throughout the day. Look for assorted building blocks and other construction materials, props for pretend play, picture books, paints and other art materials, and table toys such as matching games and puzzles. Children should not all be doing the same thing at the same time. -Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend all their time with the whole group. -The classroom is decorated with children’s original artwork, their own writing with invented spelling, and stories dictated by children to teachers.
Please return completed form to: Rook’s Nest Academy Childcare Rook’s Nest Road Outwood Wakefield WF1 3DX PART A APPLICATION FOR EMPLOYMENT PERSONAL DETAILS Surname/family name: Maiden Name: First name(s)/other names: Telephone number where you can be contacted: Day: Evening: Mobile No: This information is covered by the Data Protection Act (see Guidance Notes)
3 PART B APPLICATION FOR EMPLOYMENT POST APPLIED FOR: EARLY YEARS PRACTITIONER POST REF. NO. Jan/2017 ESTABLISHMENT: ROOKS NEST PRE-SCHOOL EDUCATION AND TRAINING Qualifications Obtained – Educational & Professional Name of School/College/University Subject Qualification/Level Grade Obtained Qualifications Currently Being Taken Name of School/College/University Subject Qualification/Level Date Commenced & Duration of Course Training Courses Attended or Currently Being Taken (include any relevant short-courses) Course/Qualifications
STEP BY STEP PRESCHOOL 511 FIRST NH TURNPIKE NORTHWOOD, NH 03261 Phone: 603-942-8101 stepbystepprek@yahoo.com About Step by Step….. Step by Step is a SAU 44 School District preschool, located at Northwood Elementary School, Northwood, NH. The program is in session Monday through Thursday and offers two and three day programs. Any preschooler residing in Northwood, Nottingham or Strafford, who is three or four years old by September 30th, is eligible for enrollment. The program begins after Labor Day and follows a school year calendar. Costs..... Tuition for a 2 day program is $100/month and for a 3 day program is $150/month and is billed through the SAU 44 office. Tuition scholarships are available for qualifying families. For further information about Step by Step Preschool Please call 603-942-8101
Welcome We are excited that you have chosen Mt. Nebo UMC Preschool for your child. We hope the school will provide a worthwhile and enjoyable experience for both you and your child. Philosophy A planned classroom helps children … Grow physically, emotionally, socially, and intellectually. Learn to work with others. Explore the world around them. Think of themselves as capable people. Grow in language. Through preschool the children will … Grow through physical activities. Appreciate stories and books. Express themselves through art. Enjoy music. Learn to get along with others. Develop spiritual growth. The preschool is conducted in a Christian atmosphere where the children can enjoy their learning experience through stories, crafts, activities, and supervised play. Biblical principles and examples will apply to all areas of the school curriculum. The school curriculum is aligned with the PA State Standards. School Closing In the event of inclement weather, the preschool will follow the Penn Manor School District schedule. If Penn Manor is operating on a one-hour delay, preschool classes will run from 10 a.m. to noon. If Penn Manor is on a two-hour delay, preschool classes will run from 11 a.m. to 1 p.m., and students should bring a packed lunch. Penn Manor cancellations are announced on local TV stations and radio stations, as well as on WGAL’s website. The preschool is directed by the Mt. Nebo UMC Education Committee. The members of the preschool board for 2018-2019 are as follows: Marie Snyder – chairperson Deidre Wagner – finance/registrar Mary Lynn Eggers Joanna Gruber Mt. Nebo UMC Pastor: Chandler Evans “Train up a child in the way he should go and when he is old he will not depart from it.” Proverbs 22:6
February 2017 1 2 3 4 5 Training Session: Flinders Uni Playing Fields Registration Due 6 7 8 9 10 11 12 Training Session: Flinders Uni Playing Fields Training Session: Flinders Uni Playing Fields Team Nominations required to FFSA 13 14 15 16 17 18 19 Training Session: Flinders Uni Playing Fields Strength & Conditioning Training Session: Flinders Uni Playing Fields 20 AGM MEETING 21 22 23 24 25 26 Training Session: Flinders Uni Playing Fields Strength & Conditioning Training Session: Flinders Uni Playing Fields Potential Pre-Season Friendly Match 27 28 Training Session: Flinders Uni Playing Fields Trainings All week night sessions commence 6:30pm and run till 8pm. Training is compulsory and will impact what team you are selected for in season 2017. Strength and Conditioning These sessions are for those participating in the Flinders One Gym, Strength and Conditioning Offer. Attendance is crucial for those participating in this offer. AGM Annual General Meeting will be held this month. We will hold a BBQ and provide support to all players for completing their player packs.
March 2017 1 2 3 4 5 **Team Selections Announced this week at training** Strength & Conditioning Training Session: Flinders Uni Playing Fields Potential Pre-Season Friendly Match 6 7 8 9 10 11 12 Training Session: Flinders Uni Playing Fields Strength & Conditioning Training Session: Flinders Uni Playing Fields POSSIBLE MOUNT GAMBIER COUNTRY TOURNAMENT POSSIBLE MOUNT GAMBIER COUNTRY TOURNAMENT Potential Pre-Season Friendly Match 13 14 15 16 17 18 19 Training Session: Flinders Uni Playing Fields Strength & Conditioning Training Session: Flinders Uni Playing Fields SEASON COMMENCES!!! 20 21 22 23 24 25 26 Strength & Conditioning 27 28 29 30 31 Trainings All week night sessions commence 6:30pm and run till 8pm. Training is compulsory and will impact what team you are selected for in season 2017. Strength and Conditioning These sessions are for those participating in the Flinders One Gym, Strength and Conditioning Offer. Attendance is crucial for those participating in this offer. Pre-Season Friendlies/Country Tournament Pre-Season Friendlies will occur to aid coaches in team selection, please advise clubs of your availability for the games. Possible trip to Mnt Gambier
Does anyone have any question about any item on the Pre-separation Counseling Checklist at this time? We have covered a great deal of material and information. Let’s take a XX minute break. When you return we will do a review of the key take-aways from today’s Pre-separation Counseling Session. PRE-SEPARATION COUNSELING REVIEW Let’s start our review with the Career Readiness Standards (CRSs) As I told you during the Transition GPS overview earlier today, you must meet Career Readiness Standards before you can separate. And, you have to show documentation or evidence that you have met the CRSs. So let’s go over the CRSs you must meet: Common CRSs Complete an assessment of your personal circumstances - DD Form 2648, Pre-separation Counseling Checklist assesses your personal circumstances and is the document that enables you to identify your individual needs and match information and resource referrals available to you for a successful transition. PLEASE MAKE A NOTE: You must take your DD Form 2648 with you when you attend all future Transition GPS classes as well as when you meet with a Command Career Counselor , or member of your unit’s chain of command regarding your transition. You must also complete Section 1, Block 1 of your ITP, “Personal Assessment.” These two completed documents will show you have completed a personal assessment Complete 12 month post-separation budget – We strongly recommend you do pre-work before you attend the Financial Planning Seminar which is part of the Transition Core Curriculum which I explained earlier today. You should check with your transition office at your Fleet and Family Support Center, to get the link to the electronic budget that will be used in the class. THIS IS A VERY ROBUST BUDGET. You cannot go into the classroom unless you have prepared yourself to do this work. The pre-work will be of great value when you go through the class on Financial Planning Seminar. ACTIVE COMPONENT SERVICE MEMBERS -- You are to meet with a Command Career Counselor and document that you were counseled on continuum of military service opportunity. Documentation can be made on your ITP but it has to be verified by a Command Career Counselor.
EMPLOYMENT AGREEMENT PRE-SEPARATION CONTRACT DATE <Insert Date> BETWEEN THE UNIVERSITY OF SOUTH AUSTRALIA (“the University”) AND <Insert Staff Member’s Name> (“the staff member”) AGREEMENT The parties have agreed to the following conditions for a pre-separation contract. 1. Category of Appointment The appointment is to the University in the position of <Insert Position Title and Academic or Professional classification> in the <School of … / Unit …/ Institute …> within the <Division / Portfolio of ……>, or such other position as determined by the University from time to time. This appointment will be on a fixed-term basis for <insert months/years> commencing on <Insert Start Date> until <Insert End Date> at which time the staff member’s employment with the University will cease. The staff member agrees to alter the employment relationship with the University from continuing employment to a non-renewable fixed-term contract and agrees to and acknowledges that upon reaching the cessation date the staff member shall separate from the employ of the University. The staff member further agrees to and acknowledges that there is no expectation of employment within the University after the completion of the contract. This fixed-term appointment is categorised as a ‘Workforce Planning contract’ in accordance with Clause 28.1(d) of the University of South Australia Enterprise Agreement 2014. The applicable industrial instrument is separate to the Employment Agreement The position is located at [insert campus], however, appointment is to the University and the staff member may be required to undertake duties at any of the University’s metropolitan campuses. The Vice Chancellor may re-assign the staff member to different duties consistent with the appropriate industrial instrument (Collective Agreement, Award or legislation), if relevant, or to a different location within the University. The role and responsibilities of the position remain unchanged. The staff member will continue to be responsible to <Insert Head of School/Director Title>. 2. Remuneration The staff member’s annual base salary will be <insert annual base salary> per annum (<insert relevant Academic or Professional classification and step>). In addition, for the duration of this fixed-term appointment, a salary loading of <Insert percentage> per annum of base salary will be paid.
Employs a variety of reading and writing strategies for addressing learning objectives. Uses questioning to stimulate thinking and encourages all students to respond. Uses instructional technology appropriately. Uses effective strategies and techniques for making content accessible for English language learners. Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy. 3. Communicates high standards and expectations when extending and completing the lesson. Assigns homework or practice that furthers student learning and checks it. Provides regular and frequent feedback to students on their progress.
Professional Standards for Teachers: Yes No Candidate (sign): MEPID: or License #: Program Supervisor (sign): Date: Supervising Practitioner (sign): Date: Standard Rating Standard A- Plans Curriculum and Instruction Standard B- Delivers Effective Instruction Standard C- Manages Classroom Climate and Operation Standard D- Promotes Equity Standard E- Meets Professional Responsibilities Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable. Summary Assessment of Performance: Appendix B - The Professional Standards for Teachers (PST) Evaluation Questions Evaluation questions for the Professional Standards for Teachers are designed to support the professional judgment of the supervising practitioner and program supervisor. The following evaluation questions must be used with the Pre-service Performance Assessment Form by the program supervisor and supervising practitioner. Supervisors may elect to include additional evaluation questions where appropriate. Standard A: Plans Curriculum and Instruction
week Basic and support material to be covered Homework/reports and their due dates (1) 1. Introduction Chapter1: Hardware Pages:5 – 10 (The main parts of a computer), 11 (Computer Performance) – 24 (2) Chapter2: Software Pages: 26 – 29 (Interfaces) (3) 2. WINDOWS7 Chapter8: Windows 7 General Look: Pages:89 – 97 Working with windows:Pages: 98 – 109 (Deleting, Moving Icons) Control Panel:Pages: 111 – 120. (4) File Management: Pages: 123 – 131, 134 – 145 3. INTERNET General Concepts: Chapter3: Data Transfer and Networks Pages: 35 (Internet) – 36 (Extranet) Chapter13: The Internet and Communications. Pages: 484 – 487 Internet Connection Chapter3: Data Transfer and Networks Pages: 39 (Internet Connection) – 41 Security Considerations Chapter5: Security Pages: 61 – 64 (Firewall), 66 – 72 Chapter13: The Internet and Communications Pages:513 - 519 (5) Internet Explorer Chapter13: The Internet and Communications Pages: 487 – 494 Search on Web Pages: 495 –500 (Searching by date) Internet Explorer Properties Pages: 503– 510 Printing from Internet Explorer Pages: 520 – 521 (6) First examination Email Pages:526 – 527 (The advantages of using e-mail), 529 – 533 (Message Priority), 534 (Saving a draft copy of an Email) – 542 (Addressing an email to a contact) Email Organization Pages: 544, 547 4. MS -Word 2010
Chapter9: Microsoft Word 2010 Word2010 Window Pages:155 – 161 First Steps with Word Pages: 162 – 169 (7) Text Processing Pages: 176 – 182 Text Formatting Pages: 182 – 190 (Insert a Symbol) Paragraph Formatting Pages: 191 –203 (Find and Replace) Page Formatting Pages: 208 – 215 (Page Numbering) (8) Tables Pages: 217 – 230 (Splitting Cells) (9) Graphics Pages: 232 – 234 (Insert Shapes) Auditing and Printing Pages: 255 - 259 (10) 5. MS-Excel 2010 Chapter10: Microsoft Excel 2010 General Look Pages: 264 – 272 Selection Techniques Pages: 276 – 277 Rows and Columns Processing Pages: 278 – 281 (11) Second examination Cells Processing Pages: 282 – 287 Worksheets Pages: 289 – 290 Text format and Alignment Pages: 291 – 299 (12) Formulas Pages: 302 – 305 Functions Pages: 306 – 311 (13) Charts Pages: 315– 325 6. MS- POWER POINT2010 Chapter12: Microsoft PowerPoint 2010 General Look
Figure 4: SQL Server-to-client data flow, client data using a code page, SQL Server using Unicode data types In figures 5 and 6, the client data is in Unicode, and SQL Server is not. Figure 5: Client-to-SQL Server data flow, client using Unicode, SQL Server using a code page Figure 6: SQL Server-to-client to data flow, client using Unicode, SQL Server using a code page Collations in SQL Server 2008 What’s New in SQL Server 2008 Figure 7 illustrates the collation additions in SQL Server 2000, SQL Server 2005, and SQL Server 2008. Figure 7: Collations in SQL Server Earlier Versions of the Native Data Provider Collations Not Recognized by Earlier Versions of the Native Data Provider Of the new Windows collations introduced in SQL Server 2008, the collations listed in figure 7 in black bold italic type are not recognized by earlier versions of the native data provider during connection to a SQL Server 2008 database if both the client and the server environment are not in Unicode. There are several possible result cases; for example, consider the following scenario. Note: This can happen with Windows Server 2003 and earlier, as stated previously. It can also happen with Windows Server 2008 and Windows Server 2008 R2. For instance, consider a situation in which SQL Server 2005 and SQL Server 2008 are installed side-by-side on Windows Server 2008. A SQL Server 2005 data provider, such as Microsoft SQL Server Native Client 9.0 (SNAC9) or Windows Data Access Components (Windows DAC), is used to connect to an instance of SQL Server 2008 that uses one of the new unsupported SQL Server 2008 collations.
Fostering Services Regulations 2002 Consent to enquiries Office use: File 1 Section 6 I understand that Norfolk County Council is required by the above regulations to make enquiries from amongst the list of people below about any person wishing to be approved as a foster carer and any other adult members of the household. Disclosure and Barring Service Department of Health Family doctor * Health visitor * Other local authorities in whose area Employer * the enquirer has lived or worked * Schools * Personal referees * OFSTED (if the enquirer is or has Voluntary organisations * been a childminder) * Other (inc military service) * Social Media checks * If you have supplied details on the accompanying Register of Interest please tick the relevant boxes. I understand that these enquiries are for the purpose of carrying out a comprehensive assessment of my suitability for approval as a foster carer and give my consent for enquiries to be made of the agencies and individuals I have listed on the Register of Interest dated Date Enquirer’s signature Name (in block capitals) Fostering Services Regulations 2002 Consent to enquiries Office use: File 1 Section 6 I understand that Norfolk County Council is required by the above regulations to make enquiries from amongst the list of people below about any person wishing to be approved as a foster carer and any other adult members of the household. Disclosure and Barring Services Department of Health
Project Title: Project No.: Workplace: Date: Relevant SWMS: SWMS No.: SWMS YES / NO Company Name: Supervisor / Person Responsible: First Aid Officer: Contact Details: Discussion and site specific information (include feedback and issues/incidents from the previous shift/day): Job/Tasks to be carried out today: Hazards/Risks (not covered or different to the nominated SWMS) Agreed Controls (in consultation with the Site Manager and workers involved in the activity)
Nutrition Education Worksheet (pg. 8) Is nutrition education provided to at least half the grades in the school (no fewer than 2 grades)? *Is it part of a structured and systematic unit of instruction? *Does it involve multiple channels of communication, including the classroom, cafeteria, and home/parents? *If state health curriculum is used, is documentation included in packet? Physical Education/Activity Worksheet (pg. 9) Does the school offer physical education classes to all students throughout the year? Does the average time spent/week meet the minimum for the award level? Is there at least one additional physical activity opportunity available daily for all students? Competitive Foods Worksheet (pg. 10) If yes is selected, are Competitive Foods Calculator printouts included in packet? Are nutrition facts labels for all items included in packet (actual label must be submitted and not other manufacturer documentation)? Is the weight of all items listed on the nutrition facts label? If size is only available in fluid ounces, must contact manufacturer to get the weight of the item. Do all competitive food items meet the criteria (double check with on-line calculator)? Do all competitive food items meet Alabama’s Healthy Snack Standards? School Policies and Practices Checklist (pg. 11) Are all Meal Service questions fully answered? Review Committee Verification Form (pg. 12) Are the correct review committee members listed? Wellness Policy Team Nutrition Verification
Research Tools •View travel warnings and area information: •Traveler’s Health from the Center for Disease and Prevention: •Emergency Notifications and On-site contacts: •U.S. Embassy and Consulate Abroad: State Department Safety Tips for Going Abroad: •Different Cultures: •US Customs: •Links to Foreign Embassies: •Global Scholar: •Students Abroad: http://studentsabroad.com/ The Americans Overseas Domestic Violence Crisis Center (AODVC) http://www.866uswomen.org/ Sexual Assault Support and Help for Americans Abroad Program (SASHAA) https://sashaa.org/
Episode “Seeing” (Observable behavior) “Guessing” (Conclusions) P B S G A QP Did the child use the parent as a secure base for exploration? 1st Separation Leave taking P B S G A QP Did the parent give a plan? What indicators of distress about separation did you observe? How did the dyad manage distress about separation? Episode “Seeing” “Guessing” 1st Separation P What indicators of distress did you observe?
During separation B S G A QP How was the child different than when the parent was in the room? How did the child manage separation? Episode “Seeing” “Guessing” 1st Reunion P Was initial reunion smooth (first 30 seconds)? (i.e. was
B S G A QP there an update and return to play?) Did reunion eventually become smooth (balance between attachment and exploration)? Were there behaviors indicating avoidance, resistance, disorganized, or controlling behavior during the reunion? Episode “Seeing” “Guessing” 2nd Separation P Did the parent give a plan?
Leave taking B S G A QP What indicators of distress did you observe? How did the dyad manage distress about separation? 2nd Separation During separation P B S G A QP What indicators of distress did you observe? How was the child different than when the parent was in the room? How did the child manage separation? Episode “Seeing” “Guessing” 2nd Reunion P Was initial reunion smooth (first 30 seconds)? (i.e. was
Make sure to take note of how long it takes to upgrade your production environment. This information helps in estimating downtime for future upgrades. If you’re unsure of where to begin, refer to the . Note: The information in the following tables are meant to serve as an example of some typical upgrade action items. Customize the tables as needed for your particular upgrade. Server Tasks Task Details Owner Completed Time Started Time Completed Web01 Stop IIS services. Stop the Relativity Web Processing service. Backup web.config files Agent01 Verify no agent jobs ae running on the agent server. Stop the Agent service. SQL01 Run the Relativity installation package. Relativity service bus Run the Relativity installation package. Web01 Run the Relativity installation package. Start the IIS services. Start the Relativity Web Processing service. Server Tasks Task Details Owner Completed Time Started Time Completed
NAME Scribbles randomly on paper Scribbles spontaneously in different directions Imitates simple marks after watching adult Copies simple shapes which involve one movement Imitates simple shapes involving multiple movements Copies shapes which have multiple movements of movement concepts – up, down, around
Learner Rights and Responsibilities Learners should be made aware of their rights and responsibilities before enrolment Enrolment Form and/or Learner Handbook and/or website Complaints and Appeals Process Customer Protection Legislation requires information regarding the complaints and appeals process to be readily available to customers. Include name and contact details of designated Customer Protection Officer or who to direct the complaint to Learner Handbook and/or website Policy uploaded to website Access and Equity Statement and Policy RTO’s are is required to provide training and assessment services to all clients regardless of race, religion, sex, status, disability, language, literacy or numeracy. Statement can be included in Learner Handbook and/or website Policy/process uploaded to website Legislative Compliance Statement Statement: RTO Management and staff conducts periodic reviews to ensure that it is compliant with all state and federal legislative requirements for RTO’s including but not limited to WH&S, Harassment, Discrimination, Equal Opportunity and Vocational Education and Training legislation. Can add statement to Learner Handbook and/or website Credit Transfer Add Statement: We recognise qualifications and statements of Attainment issued by other RTOs. Where sufficient documentation is provided we will provide credit transfer to enrolling learners. Course Information, and in Assessment Tools (Learner Information) RPL (Recognition of Prior Learning) Add Statement: Where learners have developed competencies in a workplace or community setting these competencies may be recognised through a formal assessment process. If you believe that you already hold relevant competencies please discuss this at enrolment with the office staff or at any time with your trainer or assessor. Course Information, and in Assessment Tools (Learner Information) Records and Information Management Add Statement: We are committed to implementing best practice in its records management practices and systems, responding in a timely manner to all requests for information from present and past learners. All staff are required to apply themselves to the provisions of the Privacy and Protection of Personal Information Act 1998. Add Statement to Learner Handbook and/or website Assessments Add Statement: A list of the Assessment tools (types of assessments) used in the course and an Assessment Timetable will be provided prior to commencement of training. Add statement to Course Information
May Transition Programs ASPIRE Assessment Individual Counseling Transition to3rd grade 3rd Universal Screener PST Meetings Counseling Advisory Committee - evaluation Individual Counseling Transition to 4th grade 3rd Universal Screener PST Meetings Counseling Advisory Committee - evaluation Individual Counseling Transition to 5th grade 3rd Universal Screener PST Meetings Counseling Advisory Transition to PPMS/academic Individual Counseling PST Meetings 3rd Universal Screener Counseling Advisory
It is expected that you will observe EWU’s prohibition against retaliatory action. Retaliation is conduct or behavior that has the purpose or effect of unreasonably interfering with an individual’s work performance or creating an intimidating, hostile, or offensive work environment. Failure to comply with this prohibition may result in discipline, up to and including termination. Please contact me if you have any questions regarding this matter. Attachments Cc:
PREA AUDIT: AUDITOR’S SUMMARY REPORT ADULT PRISONS & JAILS [Following information to be populated automatically from pre-audit questionnaire] Name of facility: Davidson County Sheriff Office Jails Physical address: 448 2nd Ave North, Nashville, TN. 37201 Date report submitted: February 19, 2016 Auditor Information Tom Eisenschmidt Address: 26 Waterford Lane Auburn, NY 13021 Email: Tome8689@yahoo.com Telephone number: 315-730-7980 Date of facility visit: September 14-16, 2015 Facility Information Facility mailing address: (if different from above) Telephone number: 615-862-8269 The facility is: Military X County Federal Private for profit Municipal State Private not for profit Facility Type: X Jail Prison Name of PREA Compliance Manager: Austin Bodie Title: Facility Administrator Email address: abodie@dcso.nashville.org Telephone number: Agency Information Name of agency: Davidson County Sheriff's Office Governing authority or parent agency: (if applicable) Metropolitan Nashville/Davidson County Government Physical address: 506 2nd Avenue North, Nashville, TN 37201 Mailing address: (if different from above) P.O. Box 196383, Nashville, TN. 37219 Telephone number: 615-862-8170 Agency Chief Executive Officer Name: Daron Hall Title: Sheriff
Standard 115.332 Volunteer and contractor training Exceeds Standard (substantially exceeds requirement of standard) Meets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action) Auditor discussion, including the evidence relied upon in making the compliance or non-compliance determination, the auditor’s analysis and reasoning, and the auditor’s conclusions. This discussion must also include corrective action recommendations where the facility does not meet standard. These recommendations must be included in the Final Report, accompanied by information on specific corrective actions taken by the facility.
Does Not Meet Standard (requires corrective action) Auditor discussion, including the evidence relied upon in making the compliance or non-compliance determination, the auditor’s analysis and reasoning, and the auditor’s conclusions. This discussion must also include corrective action recommendations where the facility does not meet standard. These recommendations must be included in the Final Report, accompanied by information on specific corrective actions taken by the facility. Standard 115.361 Staff and agency reporting duties Exceeds Standard (substantially exceeds requirement of standard) Meets Standard (substantial compliance; complies in all material ways with the standard for the relevant review period) Does Not Meet Standard (requires corrective action) Auditor discussion, including the evidence relied upon in making the compliance or non-compliance determination, the auditor’s analysis and reasoning, and the auditor’s conclusions. This discussion must also include corrective action recommendations where the facility does not meet standard. These recommendations must be included in the Final Report, accompanied by information on specific corrective actions taken by the facility.
Zero Tolerance [AGENCY/FACILITY] has zero tolerance toward all forms of sexual abuse and sexual harassment. What does zero tolerance mean to you? Briefly review responses and provide clarification, as necessary. “Zero tolerance” means that sexual abuse, sexual harassment, and sexual misconduct will NOT be tolerated in [AGENCY] facilities. One incident is too many. I want to be sure you understand what we mean by these terms, so let’s review the definitions together. Sexual abuse includes— 1. Sexual abuse of an inmate by another inmate; and 2. Sexual abuse of an inmate by a staff member, contractor, or volunteer. Definitions “Inmate” means any person incarcerated or detained in the jail. “Staff” means an agency employee, including civilian staff. “Contractor” means a person who provides services on a recurring basis through a contract with our agency. A volunteer provides unpaid services. Jail contractors and volunteers include…List contractual and volunteer staff, such as medical or mental health providers, chaplains, or group facilitators. Sexual abuse of an inmate by another inmate includes any sexual contact when the victim does not or cannot consent, including if an inmate is coerced or threatened by threats. What do you think coercion means? Briefly review responses and provide clarification, as necessary. Basically, coercion is any time someone is pressured or manipulated to do something they wouldn’t otherwise do. When we refer to “sexual contact”, we don’t just mean sex. This includes any time an inmate’s genitals come into contact with another person’s mouth, genitals, or buttocks, even if there is no penetration. This also includes when an inmate intentionally touches another inmate on the genitals, breast, groin, inner thigh, or buttocks, without their consent. According to our state’s penal code, sexual abuse/assault is defined as…. Include your state’s sexual assault statue if it differs from the PREA definitions of sexual abuse. For example, if your state’s sex crimes laws include sexual conduct that is not covered under PREA, you will want to include those forms of sexual abuse, as well.
Ownership of Material……………………………………………………… 21 Data Confidentiality………………………………………………………… 22 Contractor’s Confidential Information……………………………………… 22 Data Security Standards…………………………………………………… 23 News Releases……………………………………………………………… 25 Advertising…………………………………………………………………. 25 Licenses and Permits……………………………………………………….. 26 Claims……………………………………………………………………… 26 Remedies…………………………………………………………………… 26 Remedies for Failure to Comply with Material Contract Requirements…… 26 Late Delivery……………………………………………………………….. 26 Additional Work and/or Special Projects…………………………………… 26 Contract Activity Report……………………………………………………. 27 Availability of Funds……………………………………………………….. 28 Exhibits ……………………………………………………………………………. 29 1. Exhibit A Goods, Services and Professional Services Contracts 2. Executive Order No. 151 Requirements
Audit Year 2 of Cycle 3 Ocean Residential Community Home Approx. March 2021 Voorhees Residential Community Home Approx. March 2021 Warren Residential Community Home Approx. March 2021 Juvenile Female Secure Care and Intake Facility Approx. March 2021 Green Residential Community Home Approx. March 2021 Audit Year 3 of Cycle 3 New Jersey Training School Approx. March 2022 Northern Region Independence & Reentry Success Center Approx. March 2022 Southern Residential Community Home Approx. March 2022 Vineland Preparatory Academy Approx. March 2022 Audit Year 1 of Cycle 4 Albert Elias Residential Community Home Approx. March 2023
Swing low, sweet chariot, Coming for to carry me home. I looked over Jordan, and what did I see Coming for to carry me home? A band of angels coming after me, Coming for to carry me home. Chorus Sometimes I'm up, and sometimes I'm down, (Coming for to carry me home) But still my soul feels heavenly bound. (Coming for to carry me home) Chorus The brightest day that I can say, (Coming for to carry me home) When Jesus washed my sins away. (Coming for to carry me home) Chorus If you get there before I do, (Coming for to carry me home) Tell all my friends I'm coming there too. (Coming for to carry me home) Chorus MARCHING 'ROUND SELMA (Public Domain, Author Anonymous, US Civil Rights Movement, 1960’s.) Marching 'round Selma like Jericho, Jericho, Jericho Marching 'round Selma like Jericho For segregation wall must fall Look at people answering To the Freedom Fighters call Black, Brown and White American say Segregation must fall Good evening freedom's fighters Tell me where you're bound Tell me where you're marching
4J debug and solve problems using error messages, reference materials, improve the underlying language documentation, and effective strategies 4M create program solutions that exhibit robust behavior by understanding, avoiding, and preventing runtime errors, including division by zero and type mismatch; 4U demonstrate proficiency in the use of the relational operators; 4V demonstrate proficiency in the use of the logical operators; and 4W generate and use random numbers 6K compare objects using reference values and a comparison routine; 1A participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; 2H seek and respond to advice from peers and professionals in evaluating quality and accuracy. 4D identify the data types and objects needed to solve a problem; 4G code a solution from a program design; 4H identify and debug errors; 4L analyze and modify existing code to algorithm; 4N select the most appropriate algorithm for a defined problem; 6O choose, identify, and use the appropriate data types for integer, real, and Boolean data when writing program solutions; 6P demonstrate an understanding of the concept of a variable 6Q demonstrate an understanding of and use reference variables for objects Unit 8: Strings Estimated Date Range: 2/12/19 – 2/26/19 Unit Overview: In this unit, students will use standard Java Strings and String methods Big Ideas: Computers are used to manipulate string data, and not just numeric data. Essential Questions How is text data different from numeric data? How is text data represented and manipulated in computer programs Concepts within Unit #8 TEKS Concept #1: Strings 6R demonstrate an understanding of how to represent and manipulate text data, including concatenation and other string functions;
Indicate the information you are sending in support of your proposal Please tick: Existing sketches / plans Proposed sketches / plans Site location sketch / plan Photographs Other (please state) Planning agent details If you are using an agent please provide name and contact information Your (applicant) name Telephone number(s) Home address Email address(es) Indicate your preferred method of contact Mobile phone Home phone Email Please email or post the completed form with all your additional documents to the contact details at the top.
Teacher: C. Davis Week of:09/04/2018 Subject: Biology Periods:3,6 OBJECTIVES STANDARDS (from Pacing Guide) ACTIVITIES HOMEWORK EVALUATION MON Holiday TUE Examine the four basic groups of Bio molecules. ALCOS-1 Lab Follow up from Friday. Pass Back Test Read first half Chapter 4 Lab Turned in. WED Describe how different types of microscopes work Describe the function of the cell Membrane Identify the role of ribosomes, endoplasmic reticulum, and the Golgi apparatus in making proteins. ALCOS-1 Section 4.1-4.17 Notes Finish Reading chapter 4 and data collection sheet Describe how different types of microscopes work Describe the function of the cell Membrane Identify the role of ribosomes, endoplasmic reticulum, and the Golgi apparatus in making proteins. ALCOS-1 Section 4.1-4.17 Notes Finish Reading chapter 4 and data collection sheet F R I Describe Passive Transport ALCOS-2 Cell Size Lab Quiz Monday Lab Turned in.