zilongwang/ReadingBank huggingface dataset:
denominational and other settings. It includes systematic study, wide reading and practical ministry education. The Bachelor of Ministry of the ACCS curriculum is arguably our broadest and most comprehensive. It offers an extensive range of subjects in Christian studies to propel you into the loftiest of potential career outcomes. Our Ministry degree will facilitate the growth of mature Christians aspiring toward leading church activities, including eldership, deaconship and youth ministry. Deepening and strengthening essentials skills of Bible interpretation, functional local church engagement and communication skills, these highly practical Christian studies will inspire a renewed approach and confidence. It provides a firm grounding in Biblical studies with solid theological applications; this course propels a finely tuned understanding and interpretation of the Scriptures into relevant ministry impact. Students learn to use sound principles of biblical interpretation and to apply biblical principles to specific areas of ministry (e.g. pastoral care, preaching, teaching and leadership), and gain practical experience through a field education placement. FIRST YEAR SUBJECTS SECOND YEAR SUBJECTS Critical Thinking and Writing Skills Old Testament Introduction New Testament Introduction Introduction to Christian Theology Biblical Interpretation: Theory and Practice Spiritual Foundations for Christian Life Christian History Global Missions Counselling Skills 1 The Art of Preaching The Character of the Christian Leader Pastoral Care Evangelism: Methods and Message The Nature and Mission of the Church Christian Ethics: Issues and Options Jesus Christ: His Person and Work THIRD YEAR SUBJECTS Major in Christian Leadership Ministry Practicum (2 semesters) And the six following electives: Intercultural Ministry in Australia Introduction to Sociology and Culture The Church and the Australian Community Management in Christian Leadership Contemporary Issues in Ministry Special Ministry Elective Major in Counselling Ministry Practicum (2 semesters) And the six following electives: Introduction to Marriage & Family Counselling Human Lifespan and Development Grief and Loss Counselling Marriage & Family Therapies (Theory & Practice) Introduction to Group Work Crisis Intervention/Trauma Counselling Bachelor of Social Science Duration: 3 year Full Time 9 years Part Time
Monday Tuesday Wednesday Thursday Friday Lunchtime North site Senior Orchestra Students of grade 5 and above yrs Senior Choir Yrs10-13 String Orchestra String players grade 4 & above, Yrs 7-13 Lunchtime South site Choir Students in year Concert Band Brass Ensemble Woodwind Ensemble KS3 Drama Club After School Samba Band Violin Club Sports Extra-Curricular Activities VENUE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SOUTH PLAYING FIELDS KS4 & 5 Rugby Running Club KS3 Rugby KS4 Girls Rugby Yr7-9 Boys Football KS3 Girls Rugby COURTS GYM 1/ GYM 2 Extended Day Games Rowing Extended Day Games Yr7 Fit4Fun Cheerleading Cheerleading FERRY Squash KS3 Boys Basketball KS3 Girls Basketball All Years Volleyball NORTH PLAYING FIELDS Yr7-13 Girls Football Yr10-13 Boys Football If you have any further questions after reading this prospectus and visiting our school, please contact us.
Mizutani, Yasuhisa - Osaka University (JP) Oroguchi, Tomotaka - Keio University (JP) Palmer, Arthur - Columbia University (USA) Sage, J Timothy - Northeastern University (USA) Straub, John - Boston University (USA) Thielges, Megan – Indiana University (USA) Tobias, Doug – University of California, Irvine (USA) Uchihashi, Takayuki – University of Kanazawa (JP) van Thor, Jasper - Imperial College London (UK) Weik, Martin - Institut de Biologie Structurale (FR) Yamato, Takahisa - Nagoya University (JP) Sunday, July 30 14:00-17:00 Summer School Mini-Symposium: Rm. 224 Intermediate School Biomolecular Structure and Dynamics: Theory and Experiment 17:00 Reception: Telluride Intermediate School, Eastside tent Monday, July 31 8:00-8:20 Breakfast 8:20-8:30 Welcome Session Chair: Paul Fenimore 8:30-9:15 Tobias, Doug Simulation studies of protein interactions, organization, and dynamics in crowded solutions 9:15-10:00 Kitao, Akio Dissociation and association dynamics of proteins 10:00-10:30 Break 10:30-11:15 Thielges, Megan Dynamics of protein molecular recognition by 2D IR spectroscopy 11:15-12:00 McDermott, Ann The signaling complex in necroptosis is a structurally novel amyloid Lunch break
Q2. (a) Starch can be used to produce fructose for slimming foods. The flow chart shows the process. (i) Isomerase is used to change glucose into fructose. Which enzyme could be used to change the starch into glucose? Draw a ring round one answer. carbohydrase isomerase protease (1) (ii) What is the advantage of using fructose, instead of glucose, in slimming foods? Tick () one box. Fructose is not as sweet as glucose so can be used in smaller amounts. Fructose is sweeter than glucose so can be used in larger amounts. Fructose is sweeter than glucose so can be used in smaller amounts. (1) (b) Enzymes are used in industry. These are some of the properties of industrial enzymes: • enzymes work at low temperatures
Types of Proteins: Proteins are made of long chains of amino acids. Each protein has its own number and sequence and number of amino acids, which results in differently shaped molecules, which have different functions. The function of proteins includes: Structural – used to build cells and tissues (limited to collagen) Hormones – carry messages to control a reaction (limited to insulin) Carrier Molecules – self explanatory (limited to haemoglobin which carries oxygen) Enzymes Enzymes: Describe enzymes as: Biological catalysts (speed up reactions in the body) Catalysing chemical reactions occurring in living cells: respiration, photosynthesis, protein synthesis Having a high specificity for their substrate. The substrate molecule fits into the active site like a key into a lock: This is why enzymes are described as working in a ‘lock and key mechanism’ It also explains why each enzyme can only work with a certain substrate. This is called specificity and happens because the substrate must be the right shape to fit into the active site Enzymes work best at a particular temperature and pH. This is called optimum and any change away from either optimum will slow the reaction down. When explaining how enzyme activity is affected by pH and temperature, include: lower collision rates at low temperatures denaturing at extremes of pH and high temperatures denaturing as an irreversible change inhibiting enzyme function denaturing changing the shape of the active site It’s possible to work out how temperature affects the rate of reaction by calculating the temperature coefficient, called Q10. This is done for a 10oC change in temperature using:
11 M Met Methionine 12 N Asn Asparagine 13 P Pro Proline 14 Q Gln Glutamine 15 R Arg Arginine 16 S Ser Serine 17 T Thr Threonine 18 V Val Valine 19 W Trp Tryptophan 20 Y Tyr Tyrosine This amino acid table below is a little different from the one you’ve worked with before. Follow the wheel from the inside to the outside to find the codon sequence and the amino acid. Use the table on the right to get the one-letter code for the amino acid.
Children can attend on a sessional or full time basis. Morning session (5 hours) Afternoon session (4.5 hours) Full time If parents need other hours than those stated in our sessions, please ask the management. If at all possible we will do our best to accommodate you. Attendance If your child is absent please inform the nursery by telephone explaining why, as we need to keep a record of this. If your child has a hospital or clinic appointment the nursery must be notified about who will be collecting them and at what time. If you are taking a family holiday please contact the nursery in advance. Clothing Children should wear comfortable, casual clothing. No responsibility will be accepted for loss or damage to any articles of clothing or jewellery. Children with pierced ears should only wear studs. Staff cannot accept any responsibility for jewellery worn in the nursery. You will need to provide your child with a pair of pumps, slippers or indoor shoes (no plastic bags please) that can be left in the nursery. This helps keep our building clean and hygienic for the children during the winter months and in wet weather. It is also advisable to leave a complete change of clothing in case of accidents. Lunch Children who attend nursery full time or for the morning session will be provided with a hot meal. A midmorning and afternoon tea snack will also be provided. We promote healthy eating and therefore we would be grateful if parents would refrain from sending their children with sweets or chocolates. Health
I have the right to be equipped with skills to enable me to be a local, national and Global Citizen Core Values compassion, enthusiasm, cooperation, determination, respect These actions are forbidden – Fighting, kicking, pulling hair, pinching, swearing and name calling. Play fighting and rough and tumble and martial art imitation. Pupils who behave inappropriately may have privileges withdrawn. All pupils are encouraged to treat each other with consideration and respect. Through our Friendship Monitors and the Buddy System, pupils are taught to care for each other and treat others how they would like to be treated. Parents will be informed if inappropriate behaviour continues and invited to attend a meeting to discuss ways in which they may be able to promote acceptable behaviour from their child. Matters of discipline are dealt with in a firm but fair mer, normally by the or Deputy . There will be involvement of parents at an early stage when problems occur so that you can support any necessary sanctions. Extra-Curricular Activities/School Visits Activities extra to the curriculum take place mainly in the form of lunch time or after school clubs. A child’s school life is enriched by an involvement with drama, music, chess, French, art or any number of a variety of sports and opportunities in addition to the day’s work. The day to day work of a child is supported from time to time by visits to locations relevant to the work in hand. These are further augmented by school journeys of several days duration to places of educational interest and include an outdoor education course in Shropshire for Year 6 pupils (10/11 year olds). All these activities are organised and fully supervised by our own staff and there is a large degree of consultation with parents before and after the activity. There is an up-to-date Off-Sites Visits Policy which compliments the latest national guidelines and legislation.
Reading 86% 44% Writing 71% 27% Mathematics 85% 39% % / Number KS2 2017 National Results Greater Depth Met the new expected standard Working at Greater Depth within the new expected standard Reading 71.0% 24.3% Writing 76.5% 17.7% Grammar, Punctuation and Spelling 77% Mathematics 74.7% 22.4% Combined R, W, Ma 61% % / Number KS2 2017 Local Authority Results Greater Depth Met the new expected standard Working at Greater Depth within the new expected standard Reading 68.4% 23.1% Writing 74.8% 17.7% Grammar, Punctuation and Spelling 76.9% Mathematics 72.7% 24.7% Combined R, W, Ma 58.2% % / Number KS2 2017 Caversham Primary School Results Greater depth Met the new expected standard Working at Greater Depth within the new expected standard Reading 95% 59% Writing 85% 36%
PROTEST ACKNOWLEDGEMENT (March 2017) The following text can be copy/pasted into an email to acknowledge the receipt of a protest. You can also call the vendor to acknowledge receipt of the protest. Here is an example of how to determine whether a protest was received in time: Intent to Award Issue Date: February 1st Seven Calendar Days: February 2nd - 8th The vendor must submit the protest to the state agency before midnight on February 8th. Review and . Consult your legal counsel and you may notify your assigned State Procurement Officer. Contact the State Procurement Office at 701-328-2740 or for assistance or to provide suggestions. NOTE: DELETE ALL INSTRUCTIONS BEFORE PRINTING STATE OF NORTH DAKOTA AGENCY OR INSTITUTION NAME ADDRESS CITY, STATE ZIP Date Business Name Contact Name Address City, State Zip Subject: Protest Receipt – Insert Solicitation Number and Title Dear Insert Name: This is to confirm that the protest you submitted in response to solicitation Insert solicitation number and title was received on Insert date. Select the option that applies to your solicitation. Delete the options that do not apply: Option 1 – Procurement Officer will review and prepare a response I will review the solicitation and procurement file with regard to your concern. If any further clarification is needed, I will contact you. When my review is complete, I will provide a written response to your protest. Option 2 – Procurement Officer will not review because not received on-time
EUROPEAN HISTORY SECTION II Part A (Suggested writing time—45 minutes) Percent of Section II score—45 Directions: The following question is based on the accompanying Documents 1-13. The documents have been edited for the purpose of this exercise. This question is designed to test your ability to work with and understand historical documents. Write an essay that: • Provides an appropriate, explicitly stated thesis that directly addresses all parts of the question and does NOT simply restate the question. • Discusses a majority of the documents individually and specifically. • Demonstrates understanding of the basic meaning of a majority of the documents. • Supports the thesis with appropriate interpretations of a majority of the documents. • Analyzes the documents by explicitly grouping them in at least three appropriate ways. • Takes into account both the sources of the documents and the authors’ points of view. You may refer to relevant historical information not mentioned in the documents. 1. Although the Reformation is often viewed as a religious movement, it also significantly affected the political and social spheres of Europe. Assess the validity of this statement. Historical Background: The new ideas of the Renaissance helped to spur the changing views of the Catholic Church’s authority over Europe. Many Europeans were directly affected by the failing church order. In small, regional churches clergymen were gradually losing respect as a result of corruption and a lack of understanding of the Christian texts. Church officials had responsibility over too many offices as a result of simony, which furthered the belief of their ineptitude. In 1517, the selling of indulgences by Johann Tetzel enraged Martin Luther who would later greatly influence the Protestant Reformation in Germany. Martin Luther became a key figure in the Reformation through the invention of the printing press in the mid-15th century. Johannes Gutenberg’s invention allowed the distribution of Reformation papers and translated Bibles throughout Europe. This not only affected the literacy of Europeans, but also exposed them to information, which allowed for the success of the Protestant Reformation. Document 1
Courses leading to external accreditation include GCSE in English, mathematics, science, PE, art and design technology, Entry Level certificates are also offered in a in a range of subjects. Pupils also follow a range of vocational options ranging from the AIM Award in horticulture and vehicle maintenance to BTEC qualifications in media and catering and the Duke of Edinburgh Award Scheme. Pupils leave Dawn House having achieved accreditation in a range of subjects. Further information about the secondary department can be accessed via the link below: FURTHER EDUCATION DEPARTMENT (Years 12-14) The Further Education department was established in September 2004. As with the main school, the FE department caters for students who have a primary communication difficulty or Asperger’s Syndrome. The provision is based at the Dawn House site but has a very close partnership with Vision West Nottinghamshire and Portland Colleges, which are both situated close by, and local employers and training providers. The ‘core curriculum’ provided to all students in the study centre on the Dawn House site includes basic skills, functional skills, study skills, strategies for learning, social communication and independence. Speech & language therapy continues to be an integral part of the provision. Further information about the secondary department can be accessed via the link below: Personalisation is at the heart of all we do. Students are supported to identify their intended progression pathway post Dawn House and a personalised programme is devised to support students to achieve their aspirations often by following one of three pathways: Pathway 1 Students access mainstream college courses appropriate to their level of ability and interest and spend at least 50% of their time at college. The student’s work at college is supported by experienced professionals from Dawn House to facilitate curriculum access and to ensure that their speech language and communication needs are met. The model of support is described below. Pathway 2 Students access a vocational qualification through work placement. The school works very closely with employers or training providers to support young people to develop skill and knowledge and attributes in the workplace. Pathway 3 Students follow a programme developing independent living skills accredited through the Asdan COPE and Aim Awards. The programme is delivered by our tutors on Dawn House site but supplemented by a range of link courses at Portland College. Students may move between pathways when it is appropriate to do so as they are designed to complement each other on the road to adult life. Young people can access the FE department for 1, 2 or 3 years as appropriate. The FE department is open to existing Dawn House students but also to other young people who
Prospectus and Timetable – Gainsborough Spring 2018 Enrolment If you wish to attend any of our courses, you will need to enrol with the Recovery College. Please contact the College so they can make you an appointment for one of their one hour group enrolment sessions. Each enrolment slot will start with a presentation from College staff so please arrive promptly. Here are the details for our next enrolment sessions: Locality Venue Date Time Gainsborough Gainsborough College, DN21 2LG Tuesday 20th February 2017 2:00pm 3:30pm Gainsborough Spring Term Courses ‘Taster’ Courses These single-session courses provide an introduction to a particular topic and are designed to be both accessible and enjoyable. ‘Taster’ courses are ideal for students who may be new to the College and/or who may be uncertain about committing themselves to a longer programme of study. Courses typically last 2.5 hours, and include a break for refreshments. Bouncing back! Exploring Resilience in Mental Health This single-session course explores the concept of resilience and why some people are more effective in withstanding the challenges and adversities of life than others. It proposes that all of us can become more resilient, by developing a greater degree of flexibility and more helpful ways of viewing and responding to events. The course suggests a range of ways to recognise our strengths, develop our confidence and build more meaningful lives. Locality Venue Date Time Gainsborough Gainsborough College, DN21 2LG Tuesday 16th January 2018 Understanding Borderline Personality Disorder This single-session course will dispel common misconceptions around Borderline Personality Disorder (BPD), and explores the nature and impact of the condition. It will be beneficial to those who have been diagnosed with BPD, or those who are supporting someone with the condition. Locality Venue Date Time Gainsborough Gainsborough College, DN21 12.30pm
have shown is that race – as well as ideology, gender, and other attributes – likely play a crucial rule in how coaches navigate the politicization of sports. This continued politicization means that coaches and athletes face choices that have political ramifications. Unraveling the nature coach and student-athletes relationships is of critical importance for understanding contemporary politics. Notes References Associated Press. 2014. “Notre Dame Women Wear ‘I Can’t Breathe’ T-shirts.” San Diego Union-Tribune, December 13. Associated Press. 2016. “National Anthem protests spread to college football, WNBA.” Fox News Sports, September 25. Bass, Amy. 2002. Not the Triumph But the Struggle: The 1968 Olympics and the Making of the Black Athlete. Minneapolis: University of Minnesota Press. Boren, Cindy. 2012. “Miami Heat, LeBron James, Dwayne Wade Don Hoodies for Trayvon Martin.” Washington Post, March 23. Boyle, Kelcey. 2016. “The Potential Title IX Implications of Division I Men’s Basketball & FBS Football Players Being Awarded a Share of Revenues for Their Use of Their Names, Likenesses, and Images Pursuant to the Holding of O’Bannon v. NCAA.” Seton Hall University Law School Student Scholarship Paper 725. Breech, John. 2016. “Here are the 11 players who joined Colin Kaepernick’s protests in Week 1.” CBS Sports, September 2016. Buffington, Daniel, and Todd Fraley. 2008. “Skill in Black and White: Negotiating Media Images of Race in a Sporting Context.” Journal of Communication Inquiry 32(3):
Location Browser Main Functions The Location Browser provides a method by which the user can filter the records in the grid. When the user clicks on a location, the corresponding grid will refresh to show all records at or below that specific node. For example, if the user were to click on 1st Floor Receiving Area in the previous graphic, all Assets in that area would be displayed in the grid. If the user were to click on the top most node in the tree, the grid would display all assets in the system. Also, the Location Browser is able to be filtered, in the case of the existence of many locations. The filter can be found at the bottom of the Location Browser. To use the filter: Click “And” and select the desired object. Click “+” to add a condition. Click “Facility Name” to choose your filter. Click “Equals” and select the desired object. Click “< >” and enter the text you wish to filter for. Click the “Apply Filter” button to make it active. When done, click the broom icon to clear the filter Location Browser Filter
Lincoln Summer Term Courses ‘Taster’ Courses These single-session courses provide an introduction to a particular topic and are designed to be both accessible and enjoyable. ‘Taster’ courses are ideal for students who may be new to the College and/or who may be uncertain about committing themselves to a longer programme of study. Courses typically last 2.5 hours, and include a break for refreshments. Bouncing back! Exploring Resilience in Mental Health This single-session course explores the concept of resilience and why some people are more effective in withstanding the challenges and adversities of life than others. It proposes that all of us can become more resilient, by developing a greater degree of flexibility and more helpful ways of viewing and responding to events. The course suggests a range of ways to recognise our strengths, develop our confidence and build more meaningful lives. Locality Venue Date Time Lincoln Lincoln College Monks Road LN2 5HQ Thursday 3rd May 2018 2.00pm - 4.30pm Lincoln Lincoln College Monks Road LN2 5HQ Thursday 14th June 2018 10.00am - 12.30pm Understanding Anxiety This single-session course provides an introduction to anxiety; what it is, how it affects us, how to recognise when it becomes a problem. It explores how anxiety may be reinforced by our thinking and behaviour. A number of self-help strategies are considered to manage anxiety more effectively. Locality Venue Date Time Lincoln Lincoln College Monks Road LN2 5HQ Thursday 26th April 2018 10.00am - 12.30pm Lincoln Lincoln College Monks Road LN2 5HQ Thursday 26th April 2018 2.00pm - 4.30pm Lincoln Lincoln College Monks Road LN2 5HQ Thursday 28th June 2018 10.00am - 12.30pm
Prokaryotes vs. Eukaryotes What are the major differences between prokaryotic and eukaryotic cells? Character Prokaryotic Eukaryotic Plasma Membrane Cell Wall Nuclear Membrane Mitochondria Endoplasmic Reticulum Ribosomes What is one error with the diagram above? _____________________________________________________________________________________ Eukaryotic Cell Evolution Where do we think the endoplasmic reticulum and nuclear envelope came from?
Prokaryotes vs. Eukaryotes What are the major differences between prokaryotic and eukaryotic cells? Character Prokaryotic Eukaryotic Plasma Membrane Cell Wall Nuclear Membrane Mitochondria Endoplasmic Reticulum Ribosomes What is one error with the diagram above? _____________________________________________________________________________________ Eukaryotic Cell Evolution Where do we think the endoplasmic reticulum and nuclear envelope came from? _____________________________________________________________________________________
• Created an Informatica mapping to support show and tell as part of agile cadence • Created ESP job for Agent Information Management Systems (AIMS) application • Participated in full cadence of agile principles • Utilized Rational Team Concert (RTC) to improve team work tracking processes • Tested data for business intelligence software in order to ensure a smooth upgrade for clients The Ohio State University , Barrett Complex Columbus, Ohio Resident Manager August 2014-April 2015 • Managed a 24 hour desk which served the residents and guests of a 350 person residence • Hired, trained, and supervised a staff of 17 student employees • Conducted staff meetings with a focus on staff development, desk protocol, customer service • Reported to Human Resources and Housing Services regarding staff payroll, key control, and hall occupancy The Ohio State University , Morrill Tower Columbus, Ohio Resident Advisor September 2012-April 2014 • Enforced residence halls rules to maintain a safe and fun environment for 69 residents • Organized programs to connect residents to their floor mates and thus build a close knit community • Led efforts to organize a building wide program with other Resident Advisors • Held proactive conversations with residents to assist with their academic needs and concerns Le Meridien Dubai Dubai, United Arab Emirates
Protocol Deviation Tracking LOG Protocol ID /Number Site Name/Number: Protocol Title (Abbreviated): Principal Investigator Page number(1): Ref No: Subject ID Date Identified Date identified Deviation Description Dev. Type(2) Resulted in AE? Did Subject Continue in Study? Meets IRB Reporting Req.(Yes/No) IRB Reporting Date
is inserted into the womb the womb and slowly releases progestogen that slowly releases progestogen How does it work? Prevents fertilization and inhibits implantation of egg in the womb Mainly prevents implantation of egg and sometimes prevents fertilization Prevents ovulation Prevents ovulation How long does it last? 5-10 years depending on type 5 years Repeat injection every 8-12 weeks depending on type 3 years Chances of getting pregnant Less than 2% of women over a 5 year period Less than 1% of women over a 5 year` period Less than 0.4% over a 2 year period Less than 0.1% of women over 3 year period Could it affect chances of getting pregnant in the future No No It may take up to a year for fertility to return to normal No Effect on period? Periods may become heavier or more painful For the first 6 months there may be irregular bleeding or spotting Periods often stop, but some women experience irregular or persistent Period pains may improve. Periods may stop, or become longer or irregular until removal of implant Unwanted effects? Risk of ectopic pregnancy is higher if a women falls pregnant while using an IUD Risk of ectopic pregnancy is higher if a women falls pregnant while using an IUD May develop acne May gain weight (2-3kg over a years) May cause thinning of the bones which is reversible on stopping May develop acne Checks needed whilst using LARC Needs check-up after first period after insertion. Regularly feel for threads of IUD to ensure it is still in place. See doctor/nurse if you experience any problem or want to have it removed. Needs check-up after first period after insertion. Regularly feel for threads of IUD to ensure it is still in place. See doctor/nurse if you experience any problem or want to have it removed. None – you need to regularly receive repeat injection. See your doctor or nurse if you experience any problems related to the injection. None. See your doctor or nurse if you experience any problems related to the implant, want to stop using it or have it removed.
Instructional Practices that affect Student Achievement: What the Research Says Source: Marzano Activity 7: There is abundant research that supports the use of Formative Assessment in supporting student learning. John Hattie conducted over 800 meta-Analyses on 138 on various influences on student learning. Providing formative evaluation to students was the third highest influence on student learning. You will be provided with a reading from an important research student about the use of formative assessment. Please read these resources and discuss the questions on the following page with a table partner. Research Sources: Source 1: Visible Learning by John Hattie. Pages 173- 178 Source 2: Classroom Assessment and Grading by Robert J. Marzano. Pages 1-11. Source 3: Inside the Black Box by Paul Black and Dylan Wiliam. Pages 1-6. After reading your Research Source Material, please form groups of 3 and discuss the following questions with your team members. What are two or three key research findings that you found in the source? Why are these findings important? How can you use the findings in your practice of using formative assessments? How can we model the use of Most Formative Assessments? We can model the use of Most Formative Assessments by beginning with a Lesson Plan aligned to helping students demonstrate their understanding of learning targets that align with the Common Core Standards. We will begin this modeling process with a lesson entitled: Exponential Growth: How Long will it take for a bacterial colony to grow as big as the earth? Please review the copy of this lesson plan that is attached to this protocol.
If there are serious concerns regarding the conduct of a Cafcass employee, that cannot be resolved through the process identified above, these should be put in writing to the Head of Service. Cafcass will provide a written response within 21 days. If there are serious concerns regarding the conduct of a Local Authority Employee, that cannot be resolved through the process identified above, these should be put in writing to the Director of the relevant LA. The LA will provide a written response within 21 days. Consideration must also be given to the need to make the court aware during the proceedings of the concerns of either Cafcass or the Local Authority regarding the conduct of either the Cafcass Officer or Social Worker Agreed by: Head of Service , Cafcass_______________________________________________ Date._________________________________________ LA, Children’s Services_________________________________________________ Designation___________________________________________________________ Date._________________________________________ Review Date.___________________________________
SOME OF OUR ACTIVITIES Sport Badminton Cricket Cross Country Fitness Football Girls’ Football Netball Rowing Table Tennis Music Drum Club Guitar Club Keyboard Club Lower School Singers Chamber Orchestra Orchestra Senior Orchestra Business Magnates Duke of Edinburgh Award Environment Group John Paul II Award Mock Trial Competition Pantomime Poetry Writing Public Speaking Shadowing the Carnegie Book Award Young Engineers MUSIC LESSONS The School is well served by the Durham County Council’s Music Service, which offers tuition in the following instruments: Woodwind, Brass, Upper strings, Lower strings, Guitar and Voice. Pupils who receive lessons are expected to attend weekly orchestra rehearsals (choir rehearsals for vocal lessons) and take part in all concerts. In return, they will be eligible to attend all Music Department trips, such as shows in London. If your child receives Music Service lessons at primary school, these will continue automatically at St Leonard’s. It is important that you let the Music Service know if you wish to discontinue your lessons.
School: Welder: WPS number: Monitoring Test piece identification marked by: Welder Controller 12:00 position marked Material designation: Examination of WPS: Meets requirements Does not meet requirements Weld condition: Meets requirements Does not meet requirements Visual inspection of weld test: Meets requirements Does not meet requirements Time for testing: min Meets requirements Does not meet requirements Weld test does not meet requirements due to: Undersigned examiner has not participated in teaching related to the testing of abovementioned welder. All acceptance criteria in the weld test are met Date: Examiner’s signature: ……………………………………… Print: Weld positions Flat PA Horizontal vertical PB Horizontal vertical PB Horizontal vertical PB Standing, vertical up PF Pipe position for welding upwards PH Standing, vertical down PG Pipe position for welding downwards PJ Horizontal overhead PD Horizontal overhead PD Flat PA Flat, rotating PA Horizontal PC Horizontal, pipe fixed PC Standing, vertical up PF Horizontal, fixed, upwards PH Standing, vertical down PG Horizontal, fixed, downwards PJ Overhead PE Pipe fixed, inclined position, welding upwards H-L045 Pipe fixed, inclined position, welding down J-L045 Inclined rotation, flat PA Orbital, pipe fixed PK
Phase 1 We will recruit 30 healthy volunteers that do not complain of any smell disorders and ask them to perform the identification part of the Sniffin’ Sticks test. This involves 16 odours being presented in turn and for each odour the subject must choose from 1 of 4 options (see table below – correct answers in bold). This takes approximately 5 minutes. The healthy volunteers will attend a research clinic once only to have their sense of smell assessed. We will also use the internal email system to invite potential volunteers from within hospital staff to participate. Outpatient attendants for non-rhinological conditions will also be invited to take part. 1 orange blackberry strawberry pineapple 2 smoke leather glue grass 3 honey vanilla chocolate cinnamon 4 chives peppermint wood onion 5 coconut banana walnut cherry 6 peach apple lemon grapefruit 7 liquorice gummibears chewing gum cookies 8 mustard rubber menthol turpentine 9 onion sauerkraut garlic carrot 10 cigarette coffee wine candle smoke 11 melon peach orange apple 12 cloves pepper cinnamon mustard 13 pear plum peach pineapple 14 camomile raspberry rose cherry 15 aniseed rum honey wood 16 bread fish cheese ham The responses will then be analysed to look for any unfamiliarity with the descriptors (alternative options). The test will then be revised as necessary to produce a British version of the test. It is expected that this will simply involve changing some of the descriptors for the alternative answers above. Phase 2 The adapted UK version of the Sniffin’ Sticks will be tested on 30 healthy volunteers for validation purposes allowing comparison with the original German version. This will be a repeat process of phase 1. Patients attending the Smell & Taste Clinic will also be invited to participate in the study. The olfactory testing is part of their routine assessment and will not represent a deviation from clinical practice. These patients are also asked to complete the olfactory disorders questionnaire routinely, but this is as yet unvalidated although it is based on one produced in Germany by Frasnelli and Hummel. One hundred patients attending the clinic will therefore be consented for use of their smell test and questionnaire data as part of this study. In order that potential volunteers will have sufficient time to read the patient information sheet, this will be posted to them along with their appointment letter for the clinic. Previous clinic visitors will also be invited by making the consent form and PIS available
Time, Format & Materials PPT Slides Description Comments to Facilitator 10 min. Whole group Facilitator notes HO 2.1 Provide participants with PPT handouts for note-taking 2 3 - 4 Getting Started: Review HO 2.1: Summary of the Protocols to set some context for today’s protocol and to briefly talk about how it fits within the set of the 5 protocols. Go over goals and agenda Revisit parking lot of questions from last time – any that you want to address during the meeting today? (Don’t have to answer them now, but can flag ones that you hope to discuss/answer during today’s mtg.) During the Quiz That Comes Next: The point of this simulation is to raise levels of tension and discomfort, similar to those experienced by students with disabilities in similar situations, so that the team members can discuss their personal response to that discomfort. To have the desired effect, please refrain from explaining this to the team until AFTER they have finished the quiz. One way this discomfort is generated is by the fact that each operation sign in the quiz has been given a different meaning. Another way is for you as facilitator to let people know when they only have 10-15 seconds left (few people will have been able to complete the quiz in this time).
Protocol Deviation Protocol Number/Title: PI Name: Site: Subject ID: Date of deviation: Date deviation identified: Deviation description: Deviation identified by: If other, specify: Type of deviation identified: If other, specify: Did the protocol deviation result in an AE? Yes No Comments/Clarification: Did the subject continue in the study? Yes No Explain: Does the deviation meet IRB reporting requirements? Yes No Comments/Clarification: Date the deviation was reported to the IRB (if applicable): Action taken to resolve this deviation (if any): Deviation impact (check all that apply): Study Validity Safety No Impact Outcome Measures Other, specify: Investigator Signature: Date: ______________ (dd/mmm/yyyy)
Protocol Deviation Tracking Log IRB Study # Site Name/Number: Protocol Title (Abbreviated): Protocol ID/Number: Principal Investigator: Page number [1]: Ref No. Subject ID Date of Deviation Date Identified Deviation Description Dev. Type [2] in AE? Did Subject Continue in Study? Meets IRB Reporting Req. (I.e. NSI) (Yes/No) IRB Reporting Date 1 2 3 4 5 6 7
FORM C Demonstrated Experience and Knowledge of the Terrain, Climate, and Species to be Hunted This table is required to be filled out. You may provide a narrative if you wish, but it is not required. A. Experience Guiding on the refuge Guide Use Area being offered. In the following table, list your guiding and outfitting experience in the refuge guide use area applied for during each of the last 20 years, starting with January 1, 1997. Please fill out the table as completely as possible. Insert additional rows if necessary. Year # of Clients Number of Days in the Field Total Client Use Days Species Hunted Animals Taken Your Role (Assistant, Registered, or Contracting Guide) Did you personally lead this hunt? Yes/No (Example) 1982 4 34 20 Wolf, B Bear, caribou 2 wolves, 4 B Bears Both Yes Applicant's Name ______________________________ Form C - Page 1
If the remaining amount of groundwater is 20 or less, announce that there is a shortage of domestic water and it will cost each participant 1 unit of money to get domestic water. If the remaining amount of groundwater is less than 10 units, announce the end of the activity. Otherwise, move to the next round.] IF CONTINUE TO NEXT YEAR: This year has now ended. IF END ACTIVITY: [There is no longer sufficient groundwater available for the group.] If water table is above 10 units, go to 11 rounds. Then announce:This was the last year and the activity is now ended. We are now going to gather your Decision Forms and we are going to discuss your experience in the exercise. [MONITOR: Gather the participants’ Decision Forms. Store the forms in the correct envelope.] [FACILITATOR: Use the Discussion Guidelines to ask questions and encourage talking between the participants.] [RECORDER: Use the Discussion Topics Instrument to check off the topics that are brought up by the participants. Also write down any issues or interesting points that are brought up by the group.] ACTIVITY 2: YEARS WITH COMMUNICATION [FACILITATOR: If this is round 2 or later, add N+2 units of water to the groundwater diagram.] This is the beginning of a new practice year. [N+2 units of groundwater have recharged.] There are ___ units of groundwater available. This time, you can talk with your neighbors before each round. After we have collected the information which crop you choose, we will announce which crop each player has chosen. This is like walking by the fields of community members and seeing the crops they are planting. FACILITATOR: After a few minutes (or when the discussion is stopped, announce that the game continues.
interpreting services outstrips supply, agencies are also encouraged to collect data on unmet demand, which will assist with future service planning. Adequate reporting provides evidence of an agency’s efforts to meet its access and equity responsibilities in this area. It is a mechanism for agencies to record performance targets, track progress highlight lessons learned and facilitate improvement of government programs and activities. Where relevant, an agency should put in place processes to systematically record a client’s interpreter and language needs, in order to assist with assessment of need and better planning. The outlines key consideration for agencies in developing a language monitoring and reporting provisions. The following table outlines examples of data that could be collected by agencies to help support the development of future policy for Indigenous interpreter and translation service provision: CLIENT / CUSTOMER DATA PROGRAM DATA AGENCY DATA Interpreter required Name of program Consultations and community engagements Language / dialect Delivery location/s - spatial information (addresses, latitudes/longitudes or area identification) Location Location - spatial information (addresses, latitudes / longitudes or area identification) Contractual requirement to engage interpreters by providers Language / dialect Number of hours of interpreting purchased Translation of program materials (number of languages; documents; and expenditure) Number of hours of interpreting purchased / expenditure Name of Interpreting service used Use of interpreters by service providers Number of clients / customers Location Language / dialect Number of hours Name of interpreting service Expenditure Name of Interpreting service used Expenditure on interpreting services Program consultations and/or community engagement Location/s Language / dialect Number of hours Name of interpreting service Expenditure Translation of information to support consultation and engagement ATTACHMENT A INDIGENOUS INTERPRETING NEED IN AUSTRALIA
WR 887 Phoma & light leaf spot 2 At least 30 miles from Phoma & LLS site 1 Autumn WW 823 *Eyespot site 1 At least 30 miles from WW eyespot site 2 Autumn WW 824 Eyespot site 2 At least 30 miles from WW eyespot site 1 Autumn WW 825 *Yellow rust trial 1 At least 30 miles away from WW YR site 2 Autumn WW 826 Yellow rust trial 2 At least 30 miles away from WW YR site 1 Autumn WW 827 *Brown rust Autumn WW 828 *S. Nodorum site 1 At least 30 miles from WW S.nodorum site 2 Autumn WW 859 S. Nodorum site 2 At least 30 miles from WW S.nodorum site 1 Autumn WW & SW 829 *Fusarium site 1 trial 1 At least 30 miles away from fusarium site 2 Autumn WW & SW 830 *Fusarium site 1 trial 2 At least 30 miles away from fusarium site 2 Autumn WW & SW 831 *Fusarium site 1 trial 3 At least 30 miles away from fusarium site 2 Autumn WW & SW 832 Fusarium site 2 trial 1 At least 30 miles away from fusarium site 1 Autumn WW & SW 833 Fusarium site 2 trial 2 At least 30 miles away from fusarium site 1 Autumn WW & SW 834 Fusarium site 2 trial 3 At least 30 miles away from fusarium site 1 Autumn Key: WW=winter wheat, AW=late-sown winter/spring wheat, SW=spring wheat, WB=winter barley, SB=spring barley, WO=winter oats, SO=spring oats, WR=winter oilseed rape. *Primary sites. Contractors bidding for trials marked ‘*’ must be equipped to produce disease inoculum as directed by the protocol and Disease Testing Coordinator.
Liaison with other agencies Education (TOD’s) - will be asked annually for names of children with cochlear implants in year 11 at school (who may not be registered with our service). Audiology (audiologist and hearing therapist) will discuss any issues around transition with a child’s TOD Careers SW - signed consent to share names/ schools of children with hearing loss with Careers SW is to be obtained by audiology at annual reassessment appointments or by letter and shared annually with Careers SW for children in years 9, 10 &11. If necessary the transition worker will link with the Disability Job Advisor in Job Centre Plus Social services - will be contacted with the agreement of the young person if it is felt that further support would be beneficial Audiology Services In this area paediatric and adult services are based within the same department at the hospital and share a common database. Audiology will continue to see young people under the paediatric service while they remain in full- time education or apprenticeship. Discussion of where they are in the transition process will form part of their annual hearing aid review appointment for young people aged 16-25 and liaison with hearing therapy will occur as necessary. Young people will be informed when they are being placed on to adult waiting lists. In most cases an intermediate appointment after 2-3 years will be offered. Young people attending further or higher education college courses out of area during term time can continue to be seen in the department or if preferred, care can be transferred to another department. Support can be given to students in higher education resident in term time only if requested.
Evaluation Matrix & Methodology Criteria no. Criteria Weighting Score 1 Price 20% 2.1 Qualifications, experience & staff availability in relation to delivering the objectives of project (including deadlines) Management of project and timeline adherence See scoring methodology table below 2.2 Personnel details and role relevance TOTAL 20% 3.1 Suitability of laboratory equipment Cold/warm air drier (for re-drying samples to 15% for storage) See scoring methodology table below 3.2 Grain cleaner 3.3 Specific weight measuring equipment 3.4 Weighing scales 3.5 Sieving machine 3.6 Seed counter 3.7 Mechanical de-huller TOTAL 35% 4.1 Suitability of facilities Suitability of sample storage facilities See scoring methodology table below TOTAL 5% 5.1 QA Processes and laboratory accreditation Internal processes and protocols See scoring methodology table below 5.3 Laboratory accreditation TOTAL 20% Final Score 100%