zilongwang/ReadingBank huggingface dataset:
6-5 Study Guide and Intervention Rhombi and Squares Properties of Rhombi and Squares A rhombus is a quadrilateral with four congruent sides. Opposite sides are congruent, so a rhombus is also a parallelogram and has all of the properties of a parallelogram. Rhombi also have the following properties. The diagonals are perpendicular. Each diagonal bisects a pair of opposite angles. bisects and bisects and A square is a parallelogram with four congruent sides and four congruent angles. A square is both a rectangle and a rhombus; therefore, all properties of parallelograms, rectangles, and rhombi apply to squares. Example: In rhombus ABCD, = 32. Find the measure of each numbered angle. ABCD is a rhombus, so the diagonals are perpendicular and △ABE is a right triangle. Thus = 90 and = 90 – 32 or 58. The diagonals in a rhombus bisect the vertex angles, so = Thus, = 58. A rhombus is a parallelogram, so the opposite sides are parallel. and are alternate interior angles for parallel lines, so = 32. Exercises Quadrilateral ABCD is a rhombus. Find each value or measure. 1. If = 60, find 2. If AE = 8, find AC. 3. If AB = 26 and BD = 20, find AE. 4. Find 5. If = 58, find 6. If AE = 3x – 1 and AC = 16, find x. 7. If = 6y and = 2y + 10, find y. 8. If AD = 2x + 4 and CD = 4x – 4, find x.
6-5 Study Guide and Intervention (continued) Rhombi and Squares Conditions for Rhombi and Squares The theorems below can help you prove that a parallelogram is a rectangle, rhombus, or square. If the diagonals of a parallelogram are perpendicular, then the parallelogram is a rhombus. If one diagonal of a parallelogram bisects a pair of opposite angles, then the parallelogram is a rhombus. If one pair of consecutive sides of a parallelogram are congruent, the parallelogram is a rhombus. If a quadrilateral is both a rectangle and a rhombus, then it is a square. Example: Determine whether parallelogram ABCD with vertices A(–3, –3), B(1, 1), C(5, –3), D(1, –7) is a rhombus, a rectangle, or a square. AC = = = 8 BD = = = 8 The diagonals are the same length; the figure is a rectangle. Slope of = = = 0 The line is horizontal. Slope of = = = undefined The line is vertical. Since a horizontal and vertical line are perpendicular, the diagonals are perpendicular. Parallelogram ABCD is a square which is also a rhombus and a rectangle. Exercises each set of vertices, determine whetherABCD is a rhombus, rectangle, or square. List all that apply. Explain. 1. A(0, 2), B(2, 4), C(4, 2), D(2, 0) 2. A(–2, 1), B(–1, 3), C(3, 1), D(2, –1) 3. A(–2, –1), B(0, 2), C(2, –1), D(0, –4) 4. A(–3, 0), B(–1, 3), C(5, –1), D(3, –4) 5. PROOF Write a two-column proof. Parallelogram RSTU. ≅ Prove: RSTU is a rhombus.
Agenda Welcome and Introductions/Roll Call Raise Performance – Focus Area and Open Discussion June Spotlight: Sustainability Planning (Program Evaluation Series) Innovator Agent(s): Sharing of information related to ongoing project assessment and considerations/resources for project evaluation and sustainability. Presenter: Carmela Perez, MBA, Program Coordinator – 1115 Waiver, Texas A&M Health Science Center The purpose of the presentation is to continue building on the program evaluation guidance shared by HHSC and provide an overview of information that can assist when exploring sustainability planning. Open Discussion: We will review the four questions listed in HHSC’s SA3 Program Evaluation Guidance Sustainability Planning: How can you build on successes and address challenges to improve outcomes in the future? What are your plans for sustaining critical resources? What alternative financing methods has your organization explored, including but not limited to partnerships with other community stakeholders such as hospital districts, discussions with MCOs, grant opportunities? How will your organization continue to engage your target population? Upcoming Regional Events RHP 8 RHP 17 June 16th Cohort Meeting 11:45 a.m. – 1:30 p.m. (brown bag lunch) Location: Bluebonnet Trails Community Services 1009 N. Georgetown Street Round Rock, Texas 78664 June 16th Cohort Meeting 9:30 a.m.-11:30 a.m. Location: TBD Joint Reminders RHP 8 & 17 2nd DY5 Learning Collaborative Event – July 28, 2016 9:00 a.m. – 3:00 p.m. Baylor Scott & White Hospital – College Station Bryan Auditorium 700 Scott & White Drive College Station, TX 77845 Please send your RSVP to your respective anchor by Monday, July 18th. 2016 HHSC Statewide Learning Collaborative Summit – August 30-31, 2016 AT&T Executive Education and Conference Center 1900 University Ave. Austin, TX 78705 Please contact your respective anchor for registration details. Next Steps & Adjourn Next joint call scheduled for Thursday, July 14th at 10 a.m. Have an idea/suggestion to share or topic to recommend for future Learning Collaborative calls, articles, or upcoming events? We want to know! Email the Anchor Teams at
Rhetorical Analysis of the “Epidemic of Media Multitasking While Learning and Visual” Alejandra Trevizo University of Texas at El Paso Annie Murphy Paul is the author of “The Epidemic of Media Multitasking While Learning,” which is an article that expresses a view on the concept of students who media multitask while engaging in academics. This article also provides evidence to attract their audience as well as to prove a point. That point being that media multitasking while learning has consequences on students that many are not aware of. A visual presented by the University of Utah that contributes to the issue will be presented and analyzed. Both the article and visual use the three rhetorical appeals, being ethos, pathos and logos to address the dilemma.
*Thursday 28th 11 30 to 2pm Pony Club Mounted Christmas Party Woodnook Arena Alma Thursday 21st January 2018 Date Event Location Booking in contact Last booking date Saturday 6th 10 30 to 12 30 General Rally Woodnook Cost £8 Louise Monday 1st 10 30 to 1 30 Friday 19th 6 30 to 9 00 the Aids We Use to Control Our Pony Woodnook Cost £6 Louise/Alma Monday12th Friday 26th 6 30 to 7 45 Jr 7 47 to 9 00 Sr Mounted Games Practises start and will be every Friday till Clocks Change Woodnook Cash on night £6 Alma RHPC EVENT/RALLY ENTRY FORM Type of Event/Rally Date of Event/Rally Location Members Name Name of Horse/Pony Telephone Number Cheque Amount Enclosed
Five (5) represents all are implemented, and the project is completed and sustained with measurable outcomes. Please refer to the “Pre/Post Project Outcomes Worksheet” included with this email. Please complete the worksheet and return to rbarcus@ruralcenter.org prior to the scheduled call. What is your hospitals current status with regard to implementing the performance improvement recommendations made by your RHPI sponsored consultant(s)? What are your hospitals expected next steps towards adopting your consultants’ recommendations? Aside from the measurable outcomes, what are some of the ways this project has impacted your hospital, its culture, and the community? ATTACHMENT B Hospital Pre- / Post-Project Outcomes Work Sheet CEO: Project: Consultant: Completion Date: Anticipated Outcomes and Project Measures* Anticipated Outcome Submitted in Scope of Work Measure Pre-Project Values Values obtained from either the Consultant report or RHPI data request Post-Project Values To be completed prior to RAP interview, which will be scheduled 9 – 12 months
ATTACHMENT C: RHPI Evaluation Summary Approach Evaluation Component Purpose Objective Method Limitations Anticipated Outcomes Correlation Between Evaluations Recommendation Adoption Progress (RAP) Report The purpose of the RAP is to gather information on the adoption of consultant best practice recommendations, and ultimately project outcomes. The goal of RAP is to demonstrate a hospital’s progress over time by showing the extent to which a facility has implemented recommendations. To document project outcomes, successes, and lessons learned from RHPI sponsored projects. To demonstrate how the project impacted the hospital and how it’s being sustained long-term. Data is gathered by interviewing CEOs approximately 6 – 12 months post-project. Utilizes a scoring system to determine the overall adoption rate. -RAP Score ranges from 1 to 5. The concept is that the higher the score, then the greater number of recommendations were implemented by the hospital to sustain the project, which should improve performance. -Progress on anticipated outcomes is recorded. Data may be limited due to: Completion of the RAP interview, availability of the data from the hospital, and robustness of the CEO response to the data request and interview questionnaire. Accuracy of the reported financial and outcome data is dependent upon the CEO’s knowledge at the time of reporting. RAP results represent individual project outcomes and status of progress. Assessment findings and outcomes data are used to monitor and modify internal processes to improve services to hospitals. Evidence gathered will support the Office of Rural Health Policy’s performance improvement initiatives. RAP is primary data for ROCI analysis. Also provides background information and possibly supporting evidence to the financial and quality evaluations.
Ridgeview High School 2016/2017 Faculty and Personnel Rodney Compton Principal Karen Martin Asst. Principal Dwayne Edwards Asst. Principal Tony Robinson Asst. Principal Eunice Receptionist Michelle Mullins Bookkeeper Missy O’Quinn Secretary Greta Bolling Guidance Clerk Rita Justice Guidance Rick Mullins Guidance Debbie Dotson Nurse Attendance Stephanie Wampler Alicia Armistead Math Lydia Blevins Business Vicki Blevins Art Rod Boyd English James Colley AD, Drivers Ed Brad Counts Science Lisa Davis Theater, Art Brent Deel Social Studies Colleen Deel Science Leah Deel English Tara Deel English Mona Delaney Librarian Jason Edwards PE, Social Studies Lorie Fletcher Social Studies Jason Gibson Social Studies Kent Grant PE, Drivers Ed
Tonya Grant PE Rachel Greear Math Joy Hall Spanish Lenoir Social Studies, Family and Cons Sci, Webmaster Ben Kennedy Welding Sally Lyall Math Shannon Lucero Science Nick Lyall Social Studies Evan McCowan English Kevin Minion Math Shelly Molinary Music, Band Moore Auto Body Ronnie Moore Auto Tech Jason Mullins PE, Social Studies Jessie Mullins Math Kendra Mullins Nursing Samantha Mullins Math Wayne Newberry Drafting David B. O’quin Math Valerie Osborne Business, School Store Chris Owens Science Jessie Owens Business Linda Owens Special Education Mike Owens Business Kim Phillips Cosmetology Kim Powers Special Education David Robinette Social Studies Chris Robinson Marketing Lynn Shupe Special Education Dwayne Stanley Special Education Sherry Stanley Special Education Stephanie Stanley Nursing Nicole Sutherland Family and Cons Sci Phillip Sutherland Carpentry Missy Sykes English Shawn Tiller ISAEP, Drivers Ed David Vanover Business Donald Viers Criminal Justice Chesney Walters Special Education Adrian White Science Susan Wilder Agriculture Ashley Nursing Woods Science Distance Learning M. Anderson Psychology D. Burns Creative Writing M. Hagy World Civilization, Appalachian History A Johnson DE Adv. Multimedia Apps/Lab D. Locke Creative Writing B. Norton Intro to Engineering/Computer Programming S. Rapp Astronomy, Probability and Statistics, Physics J. Reim Environmental Science A. Robinson Government A. Scanlan Sociology R. Simmerman English K. Smith Anatomy/Physiology A. Tolbert Personal Finance
Tasks Performance Indicators Expected Outcomes 1 School charter To support the school’s charter and work to implement the policies arising from the charter. Visible support for policies arising from charter evident. 2 To meet classroom responsibilities to students Providing learning opportunities for every child relative to his or her needs, abilities and stage of development. Deliver lessons in accordance with subject schemes of work, National Education Guidelines, school policies and the school charter. Establishing effective relationships with students based on mutual respect. Using a range of learning activities. Providing and maintaining a purposeful working environment. Meeting the requirements of the Code of Professional Responsibility and Standards for the Teaching Profession and the appropriate Professional Standards. Teaching methods are suited to the age and ability of the student. Effective relationships with students based on mutual respect are established. Lessons reflect expectations of subject schemes of work, National Education Guidelines, school policies and the school charter. All school policies on behaviour management are upheld in the everyday interaction between teachers and students - the Managing Student Behaviour (MSB) system is used effectively. A range of learning activities is used. A purposeful working environment is created. The requirements of the Code of Professional Responsibility and Standards for the Teaching Profession and the appropriate Professional Standards are met. Enthusiasm and high standards of achievement are evident in all subjects with due regard to the personality and ability of the student. 3 To plan and out curriculum and organisational responsibilities Preparing lesson plans in accordance with subject schemes and the school charter. Developing and managing classroom resources in accordance with school and faculty guidelines. Teaching subjects according to curriculum and objectives set by faculty and school charter. Marking and evaluating student work. Lesson plans are prepared in accordance with subject schemes and the school charter. Resources are developed and managed in accordance with school and faculty guidelines. Lesson critiques confirm teaching to curriculum goals and objectives set by faculty and school charter. Student work is regularly and helpfully assessed.
Associate of Honour Harlow Carr Medal Veitch Memorial Victoria Medal of Honour Reginald Cory Memorial Cup For which RHS People Award are you nominating this candidate? (please tick one box) CANDIDATE DETAILS Title (e.g. Mr, Mrs, Miss, Dr): Name: Nationality: Address: Post Code: Telephone number: E-mail address: SUMMARY: Why should the candidate be given this award? (30 words maximum)
14:35 - 14:55 Jian Wang (Health Canada) Key Issues that Regulators should Consider While Reviewing CT Data 14:55 - 15:15 Panelists: Invited Participants Discussion 15:15 - 15:45 Mike Ward (Health Canada) ICH Current Status and APEC Regional Harmonization Efforts 15:45 - 16:00 Coffee Break 16:00 - 17:20 Panel Discussion - Opportunities for regulatory convergence Yvonne Khoo (NPCB, Ministry of Health, Malaysia) Evaluation of Biologics in Malaysia Yasuhiro Kishioka (PMDA) Evaluation of Biologics in Japan Panellists: 1) China (HongZhang Yin, CFDA) 2) Chinese Taipei (Fia (Ya-Ting) Chen, Ministry of Health and Welfare) 3) Japan (Yasuhiro Kishioka, PMDA) 4) Korea (Jeewon Joung, MFDS) 5) Malaysia (Yvonne Khoo, NPCB, Ministry of Health) 6) Thailand ( Prapassorn Thanaphollert, Ministry of Public Health) Discussion: 1. How do Various Economies use WHO and ICH Guidelines? 2. What are the opportunities for regulatory convergence? 17:20 - 17:50 Ivana Knezevic (WHO) • Review of the day and wrap up • Conclusion and read-out from Day 1 18:00 - Reception (Hosted by AHC & MFDS) Day 2: Thursday, September 26
Session 3: Clinical / Non-Clinical (Case study) · Coordinator: Lila Feisee (BIO) · Chair: Jian Wang (Health Canada) · Co-Chair: David Hutto (Eisai) 9:00 - 9:45 David Hutto (Eisai) Non-clinical ICH S6 (Non-clinical evaluation of biotechnology products) 9:45 - 10:15 Shalini Gupta (Amgen) The Importance of Immunogenicity Assessment of Therapeutic Proteins 10:15 - 10:30 Coffee Break 10:30 - 11:00 Freddy Faccin (AbbVie) Clinical data requirements for registration of biotherapeutics 11:00 - 11:35 Panellists: Session Chairs, Speakers, Invited Participants Q&A and Roundtable Discussion Session 4: CMC Considerations: Manufacturing and Quality · Coordinator: Wassim Nashabeh (Genentech) · Chair: Chung Keel Lee (MFDS) · Co-Chair: Wassim Nashabeh (Genentech) 11:35 – 12:15 Kowid Ho (Roche) ICH guidelines for biologics 12:15 – 13:15 Luncheon 13:15 – 13:45 Mats Welin (Medical Products Agency) Review of recent ICH Quality guideline focused on enhanced process/product understanding (ICH Q8-11) 13:45 – 14:05 Krummen (Genentech) Feasibility of application of ICH Q8-11 to Biotherapeutic products 14:05 – 14:25 Richard Lit (Amgen) LifeCycle Management for Biotherapeutics: The Complex world of post-approval changes 14:25 - 14:45 Chung Keel Lee (MFDS) GMP highlights in Biopharmaceuticals 14:45 - 15:15 Panellists: Session Chairs Speakers, Invited Participants Q&A and Roundtable Discussion 15:15 - 15:30 Coffee Break Plenary Lecture: New Upcoming Biotherapeutics Technology 15:30 – 16:15 James Merson (Pfizer) High-level overview of new innovative technologies in biotherapeutics
Step1 Assessment (‘13~’15) Assessment of the current status of PV activities of APEC countries • Assess current status of PV activities of APEC RHSC Members(11 countries) • survey ~2013.10 (Finish) • results from the current status assessment for PV of each APEC economy • Discuss training module for PV development and regulatory convergence • AHC PV workshop 2013.11 (Finish) • PV status quo research on nonparticipating APEC economies • survey 2014~2015 Step 2 Training/Workshop (‘14-‘17) Develop training program • Establish working group* to develop training program - Collaborate with WHO for developing training module • e-mail 2014.2~5 (Finish) • Circulate training module draft for comments and revise draft * working group always active • e-mail, teleconference 2014.3~10 • Develop training program • Develop common essential items for WHO ADR reporting • research • research e-mail, teleconference 2014.3~10 Hold training/workshop • Annual training with PV training center Every Sept (from 2015). • Hold regular PV workshop Every May (from 2015) Step 3 Assessment for training/workshop (‘17-’18) Assess training outcome • Share assessment results of PV training outcomes (basic) • annual meeting & workshop 2017 • assessment results of PV training outcomes (advanced) • annual meeting & workshop 2018
Ridgeway High School E-mail List REVISED: 9/14/16 MAIN BUILDING ADMINISTRATION Dr. Stencel- Mrs. Diggs- Mr. Hart- 9th GRADE ANNEX Mr. Hartsfield- FINANCIAL SECRETARY Pettigrew- SUPPORT STAFF MAIN OFFICE Cross- Moore, E - Bibbs- Mrs. Lewis- GUIDANCE Grant- Norman- Carter, R - CAFETERIA MANAGER Carter, D- BUILDING ENGINEER Chambers- INSTRUCTIONAL FACILITATOR Hinton- Duck- IB COORDINATOR Dorsey- ISS McDaniel- RHS FACULTY Alter- Ashford- Bates, M- banksa@scsk12.org Calhoun- Coleman- Crawford- Dawkins-Richmond- Dunaway- Ethington- Evaniuck- Feaster- Fitzgerald-Itinerant- Flowers- Franco- francogallardoj@scsk12.org Garrone- Goel- Gorski- Gray- Gretz- Gutierrez- Hampton- Harris, N- Harris, S- Harris, Y- Henderson- Henning, W- Holden- Jean- Louis- Karpovich- Kendall- Keep- purviscd@scsk12.org Killingsworth- Lake- Lark- Love, A- Marshall- McKinney, Nolen- Ousley- Perry- Pickens- Phillips- Poole- Reed- Rice, L- Robinson- Smith, H- Smith, J- Sutton, Coach- Sutton- Vann- Walton-Bayne- Watson, D- Watson, J- Webb- Williams, C- Williams, L- Williams (Hill) Williamson- Yates-
Senior C Division Mixed – standard Women – standard Open - standard 1 Dragon Masters 1 1 2 2 2 3 3 3 4 4 4 5 5 5 Mixed – small – small Open – small 1 Dragon Masters 1 BFD 1 BRD 2 BRD 2 Currumbin 2 Dragon Masters U18 Division Mixed – standard Women – standard Open - standard 1 1 CBR Grammar 1 2 2 Sydney Zodiacs 2 3 3 Schols 3 4 4 4 5 5 5 Mixed – small Women – small Open – small 1 1 CBR Grammar 1 Sydney Zodiacs 2 2 Sydney Zodiacs 2 U16 Division Mixed – standard Women – standard Open - standard 1 1 1 2 2 2 3 3 3 4 4 4 5 5 5 Mixed – small Women – small Open – small 1 Sydney Zodiacs 1 Sydney Zodiacs 1 Sydney Zodiacs? 2 2 2 U24 Division Mixed – standard Women – standard Open - standard 1 1 1 2 2 2 Mixed – small Women – small Open – small 1 Sydney Zodiacs 1 Sydney Zodiacs 1 Sydney Zodiacs? 2 2 2
Ceppy Hosegood 01344 872883 Department Administrative Staff Direct Telephone Number Room Email Address Liz Hudson Senior Faculty Admin 01784 443379 AS9 Lynn Walsh MSc Faculty Admin 01784 414134 AS14 Catherine Reaney Placement Co-ordinator 01784 276654 AS15
This plan will be completed by the student and shared and reviewed with the university tutor and Practice Educator. The student should add to their PDP each time s/he sets a new learning objective throughout this level in order to evidence planned progression in their learning and development. As far as possible when setting learning objectives links should be made to the PCF level outcomes. Learning Objective How will you meet this objective? Development activity or action planned How will you know if the objective is met? Timescales? Date for completion and/or review What was the impact on your development and practice? Add rows as required PDP Final review – End of First Placement Level / End of year/stage 2 Review of achievements over the last xxx months Brief Overview of Achievements to date
Critical Thinking – Students go above and beyond the expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Students not only use them effectively, but also explain them succinctly. Critical Thinking - Students meet expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Students not only use them effectively, but also explain them succinctly. Critical Thinking – Students d=do not meet expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Critical Thinking – There is little to no evidence of rhetorical appeals in the ads. Collaboration – Student receives high praise from his or her group mates in their reflection. Students share the workload equally, delegate tasks appropriately, and work together throughout the process. Student is working the entire time and is never distracted. Collaboration – Student receives limited praise from his or her group mates in their reflection. Students share the workload, delegate tasks appropriately, and work together throughout the process. Student is rarely distracted. Collaboration – Student receives limited praise from his or her group mates in their reflection. Students share the workload, delegate most tasks appropriately, and work together on a limited basis. Student is often distracted and off task. Collaboration – Student receives no praise from his or her group mates in their reflection. Communication – Student presents their commercial in an interesting way that takes the audience into account. Student explains two rhetorical techniques used in the ad campaign completely and effectively. Student has an excellent delivery (volume, pace, pitch, eye contact, non-verbal cues). It is obvious that the student practiced and prepared for presentation. Communication –Student explains two rhetorical techniques used in the ad campaign completely. Student has a good delivery (volume, pace, pitch, eye contact, non-verbal cues). Communication – Student explains two rhetorical techniques used in the ad campaign but not completely. Student needs improvement with his or her delivery (volume, pace, pitch, eye contact, non-verbal cues). Communication – Student does not explain two rhetorical techniques used in the ad campaign completely.
Rental Housing Works (RHW) Application Revised 8/1/2013 This application is for RHW funding only. A separate application for Multifamily Bond Program (MBP), LIHTC and any other DHCD funding must be completed using the Department’s standard Application Submission Package, a copy of which is available at the following website, and must have been submitted in advance or at the same time as this RHW application: All requests for RHW funding must complete the checklist below and provide the requested documentation. CDA Form 202 – attach a completed CDA Form 202. The requested RHW funds must be clearly identified and must conform to the RHW limitations on funding as described below. The CDA Form 202 can be downloaded from the following website: RHW Loan Limitation: applications are subject to an overall maximum loan amount per project of $2.5 million. Notwithstanding the foregoing, in no event shall RHW funding be provided in excess of an amount necessary to make a project financially feasible and viable as determined by the Department and in accordance with Section 42 of the Internal Revenue Code. Zoning- attach written documentation showing that the required zoning for use and density of the development is in place at the time of application. A letter from the local zoning office is proper documentation. An approved PUD resolution or a local jurisdiction’s equivalent to a PUD resolution satisfies this requirement. Development or site plan approval is not required at application. Conditional use or special exception approval also is not required at threshold and is up to the developer to obtain before closing. Other Competitive Funding- by submitting this application, the applicant is certifying that the award of any competitive sources of public and private funding necessary for the project’s financial feasibility has been made. FTE Job Calculator – attach a completed FTE Job Calculator to provide an estimate of the full-time equivalent (FTE) jobs to be created as a result of the proposed project. An FTE equals 2,080 hours per year. The FTE Job Calculator can be downloaded from the following website: Certification to RHW Application Submission Package – Applicants must complete the attached certification. CERTIFICATION TO RENTAL HOUSING WORKS APPLICATION SUBMISSION PACKAGE ACCESS TO PUBLIC RECORDS ACT NOTICE AND WAIVER
Rhyme Time session plan 2016 - State Library of WA Date: Book: Focus skill: Structure Rhyme or book name Welcome and housekeeping Opening rhyme Open shut them Early literacy message Fingers/face/hands rhyme – set for the term Fingers/face/hands rhyme – set for the term Fingers/face/hands rhyme – presenter’s choice Tickling/peek a boo – set for the term Tickling/peek a boo rhyme – set for the term Tickling/peek a boo rhyme – presenter’s choice Whole body rhyme – set for term Whole body rhyme – set for term Whole body rhyme – presenter’s choice Bouncing rhyme – set for term Bouncing – set for term Bouncing rhyme – presenter’s choice Library Promotion Interactive rhyme – set for the term Wind down rhyme – set for the term Transition (immediately before book) If you’re ready for a story Book Closing early literacy message Closing rhyme If you’re happy and you know it
Phonetic (SOUND) Perfect Rhyme: an exact rhyme – the final syllable of the words sound the same (i.e. Jack – Sprat, meet – neat, thrive – five, cow – bough) General Rhyme: Assonance: repetition of similar vowel sounds “Life is a Magic Thing” (handout) [all three words have ī] sunlight life Alliteration: repetition of initial consonant sounds Fiffer-feffer feff, silently swinging, phoney friend NOT: cute ceiling _______________________________________________________________________________________________________ Visual (SIGHT) Eye Rhyme: words spelled similarly but sound different love – move; rough – cough
Spirals (4-5 waves), tight and same height Spirals on the floor Snakes (4-5 waves), tight and same height Snakes on the floor Passing through or over the pattern of the ribbon ‘’Echappe’’ Boomerang in the air or on the floor Rotational movement of the ribbon stick around the hand Roll of the ribbon stick on the part of the body Rebound of the stick from the part of the body Wrapping Figure eights, swings, large circles Movement of the ribbon around the part of the body created, when the stick is held by different parts of the body (hand, neck ,knee, elbow) during body movements or difficulties with rotation (not during ‘’slow turn’’) Small or medium throw and catch
Snakes (4-5 waves), tight and same height Snakes on the floor Passing through or over the pattern of the ribbon ‘’Echappe’’ Boomerang in the air or on the floor Rotational movement of the ribbon stick around the hand Roll of the ribbon on the part of the body Rebound of the stick from the part of the body Wrapping Figure eights, swings, large circles Movement of the ribbon around the part of the body created, when the stick is held by different parts of the body (hand, neck ,knee, elbow) during body movements or difficulties with rotation (not during ‘’slow turn’’) Small or medium throw and catch 1. or Throw or catch in combination with the following criteria: Jump or leap Rotation element Under the leg Passing through (for rope and for hoop) Outside of visual control during the throw/catch Without the help of the hands during the throw/catch Direct catch in a roll Direct re-throw/ re-bound Direct catch in rotation (hoop) Catch the ball with one hand Catch on the floor without help of the hands 2. Rotation element + apparatus handling Examples: (for rope and for hoop) or (for ball), or (for clubs) or for ribbon or 3. Combinations Handling with 2 different criteria to get credit Examples: () MASTERY
Special Olympics 0.2 Special Olympics 0.4 Special Olympics 0.6 Special Olympics 0.6 Special Olympics 0.6 SYMBOLS OF PIVOTS SPECIAL OLYMPICS RHYTHMIC GYMNASTICS LEVEL 4 D PANEL (DIFFICULTY) Gymnast Name: Number: Club: Competition: Date:
Judge’s Signature: Judge Number: FINAL SCORE: EXAMPLE LEVEL 4 D PANEL (DIFFICULTY) Gymnast Name: EXAMPLE Number: 426 Club: Competition: Summer 2016 Date: 05/24/2016 Down’s Syndrome? (yes) or (no) Instability? (yes) or (no) Difficulty Judge Difficulty Judge Difficulty Judge 0.40+0.20=0.60 Value 0.40+ 0.20+0.20=0.80 Value () ( ) Value 0.20+0.20=0.40 Value 0.20+0.20+0.60=1.00 Value () ( ) ( ) Value 0.20+ 0.60=0.80 Value 0.20+ 0.60=0.80 Value ( ) ( ) 0.20+ 0.40=0.60 Value 0.40+0.20=0.60 Value ( ) 1 ( ) Value 0.40+0.20+0.40=1.00 Value 0.40+0.20=0.60 Value ( ) ( ) Value 0.40 Value 0.20+0.60=0.80 Value 1 ( ) Athlete will use music with vocal/words: (yes) or (no) MAXIMUM SCORE: 10.0 points 8.40 points JUDGE: points Difficulties:6 (2,2,2) = 3.60 max. Difficulties: 2.20 Difficulties: Handlings:(12x0.20 each) = 2.40 max. Handlings: 2.40 Handlings: Mastery: (5x0.40 each) = 2.00 max. Mastery: 2.00 Mastery: Dance Steps:(3x0.60 each)=1.80 max. Steps: 1.80 Dance Steps:
5. Touch the ball to shoulders. Toss with two hands & trap. Roll the ball out the arms. 1.0 Judge’s Signature ________________________________________________ Total Score max 5.0 RHYTHMIC COMPULSORY ROUTINE JUDGING SHEET GY Rhythmic Level B Name______________________________________ Number ______ Division _______ Segments Value Score 1. Shake the clubs 1.0 2. Circle the Slide hands to grasp the head of the clubs. 1.0 3. Roll the clubs 1.0 4. Open the arms to the Swing to the front. Tap clubs. 1.0 5. arms overhead. Lower right arm to the side. Change arms. Raise left arm overhead. Lower arms to the ending pose. 1.0 Total Score max 5.0 Signature _______________________________________________________ RHYTHMIC COMPULSORY ROUTINE JUDGING GY Rhythmic Ribbon Level B Name______________________________________ Number ______ Division _______ Segments Value Score 1. Spirals 1.0 2. Swing the ribbon up. Horizontal snakes down in front of the body. 1.0 3. Swings over the shoulders 1.0
4.Front arabesque balance 1.0 5.Overhead rotations and pass around pass around 1.0 6.180° passé pivot 1.0 7. Figure 8 to wrap on arm 1.0 Exactness of Text Value Score Identified Skills 7.0 Connections 2.0 Pattern 0.5 Music 0.5 Score max 10.0 Signature RHYTHMIC COMPULSORY ROUTINE JUDGING SHEET GY Rhythmic Hoop Level 2 Name ___________________________________ Number ______ Division _______ Identified Skills Value Score 1. Passé hops 1.0 2. Arabesque balance 1.0 3. Passé balance in relevé 1.0 4. Rhythmic steps with rotations with rotations 1.0 5 Jumps through hoop 1.0 6. Flip toss (180° rotation) to catleap cat leap 1.0 7 Toss and with two hands hands 1.0 Exactness of Text Value Score Identified Skills 7.0 Connections 2.0 Floor Pattern 0.5 Music 0.5 Total Score max 10.0 Judge’s Signature RHYTHMIC COMPULSORY ROUTINE JUDGING SHEET GY Rhythmic Clubs Level 2 Name ___________________________________ Number ______ Division _______
Identified Skills Score 1. Chainé turn 1.0 2. kick/scissor jump 1.0 3. Club tosses (180° rotation) 1.0 4. Arabesque balance 1.0 5 180° passé pivot 1.0 6. Chassés alternating legs 1.0 7 Small horizontal circle 1.0 Exactness of Text Value Score Identified Skills 7.0 Connections 2.0 Floor Pattern 0.5 0.5 Total Score max 10.0 Judge’s Signature RHYTHMIC COMPULSORY ROUTINE JUDGING SHEET GY Rhythmic Ribbon 2 Name ___________________________________ Number ______ Division _______ Identified Skills Value Score 1.Figure 8s stepping over ribbon ribbon 1.0 2. Passé balance in relevé 1.0 3. Passé hop 1.0 4. Arabesque balance 1.0 5. Horizontal figure 8 1.0 6. Chainé turns 1.0 7. 180° passé pivot 1.0 Exactness of Text Value Score Identified Skills 7.0 Connections 2.0 Floor Pattern 0.5 Music 0.5 Score max 10.0 Judge’s Signature _______________________________________________ RHYTHMIC COMPULSORY ROUTINE JUDGING
Semestered School: R H King Academy Contact: David Rowan, Principal Phone: 416 396 5550 Semestered School: Contact: Phone: Month 1st Week 2nd Week 3rd Week 4th Week 5th Week PA days Instr days Exam days M T W T F M T W T F M T W T F M T W T F M T W T F August 1 2 3 6 H 7 8 9 10 13 14 15 16 17 20 21 22 23 24 27 FD 28 29 30 31 5 September 3 H 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 0 19 October 1 2 3 4 5 P 8 H 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 NB 30 NB 31 NB 1 18 November 1 NB 2 NB 5 6 7 8 9 12 13 14 15 16 P 19 20 21 22 23 26 27 28 29 30 1 19 December 3 4 5 6 7 P 10 11 12 13 14 17 18 19 20 21 24 B 25 H 26 H 27 B 28 B 31 B 1 14 January 1 H 2 B 3 B 4 B 7 8 9 10 11 14 15 16 17 18 21 22 23 E 24 E 25 E 28 E 29 E 30 ER 31 *P 1 18 5 February 1 4 5 6 7 8 11 12 13 14 15 P 18 H 19 20 21 22 25 26 27 28 1 18 1 4 5 6 7 8 11 B 12 B 13 B 14 B 15 B 18 19 20 21 22 25 26 27 28 29 0 16 April 1 2 3 4 5 8 9 10 11 12 15 16 17 18 19 H 22 H 23 24 25 26 29 30 0 20 May 1 2 3 6 7 8 9 10 13 14 15 16 17 20 H 21 22 23 24 27 28 29 30 31 0 22 June 3 4 5 6 7 10 11 12 13 14 17 18 19 E 20 E 21 E 24 E 25 E 26 LD 27 P 28 P 2 18 5 July 1 H 2 3 4 5 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 Total 7 187 10
performance on the four major assignments, with no more than 20% allocated to participation. The goal here is that it is very clear to your students how each course assignment or activity contributes to their grades. See the Handbook for advice and information about grading, assignments and distribution requirements. Grading scale: A: 93-100 B+: 87-89 C+: 77-79 D+: 67-69 F: 59 and below A-: 90-92 B: 83-86 C: 73-76 D: 63-66 B-: 80-82 C-: 70-72 D-: 60-62 The top is an A Incompletes require approval by the DEO Statement on arithmetic rounding of grades: All instructors must include on their syllabus one or other of the below statements to provide clear guidance for the student—and any appellate administrators—on the way rounding will affect grades. Include either: Grades are calculated using the UI computational scheme that assigns letter grades according to an agreed university-wide formula. Results will not be rounded up arithmetically. Hence, for example, 79.99 is C+ not B-. Or: Grades are calculated using the UI computational scheme that assigns letter grades according to an agreed university-wide formula. Grades are rounded up or down arithmetically to the second decimal. Hence, for example, 79.49 would round down to 79 (C+) but 79.50 would round up to 80 (B-). Accessing your grades: Inform students how they can access grades throughout the semester (e.g., view in ICON, schedule a meeting with the instructor, etc.). Note that a midterm indication of “performance so far” is required, along with feedback on a completed major assignment. Additional instruction and tutoring support To help your transition to scholarship, the Rhetoric Department provides free, individualized instruction and assistance with writing, public speaking, multimodal composition, and other skills supporting student success. These programs provide instruction and assistance to all University of Iowa students, staff, and faculty to improve and practice important academic and career skills.
Superman Stretch Standing Press Day 1: Monday Sept. 21st Sept. 28th Oct. 5th Oct. 12th Oct. 19th Oct. 26th Warm-up: Jump Rope/Dynamic Stretch 5-10 Min. Speed Bench Press Reps Should Be Performed With Explosiveness!!! Barx5, 1x3@45%, 9x3@50% Barx5, 1x3@50%, 9x3@55% Barx5, 1x3@ 60%, 9x3@ 60% Barx5, 1x3@ 55%, 9x3@ 60% Barx5, 1x3@ 55%, 9x3@ 60% Barx5, 1x3@45%, 9x3@50% Weighted 5x6 Increase Weight 5x6 6x6 6x6 Heavy 5 3x6 1a DB Bench Press w/ Neutral Grip 4x10 Increase Weight 4x10 4x12 4x12 5x8 3x10 1b SA DB Rows 4x12 Increase Weight 4x12 4x15 4x15 5x10 3x12 2a DB Shrugs 4x15 Increase Weight 4x15 4x15 4x15 4x15 3x15 2b DB Lateral Raise 4x12 Increase Weight 4x12 4x12 4x12 4x12 3x10 Up
2c Floor DB Tricep Extension 4x10 Increase Weight 4x10 4x10 4x10 4x10 3x10 Light Cool Down Upper Body Post-Stretch “Today I will do what others won't, so tomorrow I can accomplish what others can't” -Jerry Rice Day 2: Tuesday Sept. 22nd Sept. 29th Oct. 6th Oct. 13th Oct. 20th Oct. 27th Warm-up: Jump Rope/Dynamic Stretch 5-10 Min. Barbell Clean Pull From Hang Position 5x4 Add Gradually 5x4 5x5 5x5 6x5 3x5 Front Squat Full Range of Motion!!! Barx5, 1x3@45%, 7x2@50% Barx5, 1x3@50%, 7x2@55% 1x3@ 55%, 7x2@ 55% Barx5, 1x3@ 55%, 7x2@ 60% Barx5, 1x3@ 55%, 7x2@ 60% Barx5, 1x3@45%, 7x2@50% 1a DB RDL 4x10 4x10 4x8 4x8 Work Heavier 5x6 Work Heavier 3x8 1b DB Split Squats 4x8 Increase Weight 4x8 Increase Weight 4x10 Increase Weight 4x10 Increase Weight 5x8 3x8 2a DB Turkish 3x2 R/L 3x2 R/L 3x3 R/L 3x3 R/L 3x3 R/L 3x2 R/L 2b DB Single Arm Farmers Carry 3x15 Yards Down & Back R/L 3x15 Yards Down & Back R/L 3x20 Yards Down & Back R/L 3x20 Yards Down & Back R/L 3x20 Yards Down & Back R/L 3x15 Yards Down & Back R/L 2c Side Plank Leg Holds 3x20sec R/L 3x25sec R/L 3x25sec R/L 3x30sec R/L 3x30sec R/L 3x20sec R/L CONDITIONING COMPLETE DAY 1 CONDITIONING then POST-STRETCH
data or calculations. DISCUSSION/CONCLUSION The purpose of this paper was to introduce an accelerated test for pavement patching materials and to report on its effectiveness in testing these materials for pothole patching. The effect of different materials on pothole performance is evident between the HMA and the cold patch material. The HMA performed better than the cold patch material as expected. The HMA achieved an RAI and SAI similar to the cold patch but at an applied number of cycles that is an order of magnitude higher (see Figure 6 and 11). Results comparing the MMLS and the block test indicate that the block testing is a much harsher accelerated test. The MMLS rut curve was similar to the 17° block and much lower than the 13° and 22° block. This is predictable since the 4,500 lb vertical load simulates a truck tire load which has no wander and is dynamic along the same footprint. In conclusion, the proposed accelerated test has proved successful in assessing pothole patching materials with respect to cyclic load applications, load magnitude, shear to normal stress ratios and freeze thaw cycles. Based on this research, an acceptance criteria is proposed for patching materials: For HMA type materials, the RAI should not exceed 4 in2 at 20,000 cycles with a shear to normal stress ratio less than 40% with a vertical load of 4,500 lbs. For a stress ratio of 30% the RAI should not exceed 4 in2 at 30, 000 cycles. Figure 11 shows the selected What does all of this mean? What are the implications? KEY MOVES -Remind reader of lab's purpose -Sum up key findings, describing patterns, principles or relationships your results show -Interpret findings and link to expected results/hypotheses or background literature
Figure 3: Fuel Cost Chart (Source: recabs.iea-retd.org) Revisions: title: What kind of fuel? What is compared? When? Label axes: British pounds per megawatt? Use key to explain the color markings. Flip the graph? The figure title should go underneath, not on top of the visual. Figure 1: CO2 vs. Method Reduction. REVISIONS: Title Tons of CO2 Saved by Implementing Four Low-Cost Energy-Saving Methods over a Five-Year Period—MUCH MORE SPECIFIC! Figure Round off numbers (34, 129, etc.); Order methods from highest to lowest. Sample of how this data be discussed in the results section: Figure 1 displays the amount of C02 saved (in tons) by implementing each of four, low-cost energy saving methods over a period of five years. These simple, low-cost measures reduced C02 production by over 268 tons during the test period. Temperature reduction had the largest impact. Reducing the thermostat by 8 degrees in winter months and raising the thermostat by 5 degrees in summer months reduced C02 production by over 128 tons over the five year period, almost double the amount saved by installing lighting controls. TO DO: ONE PARAGRAPH OF YOUR RESULTS SECTION BASED ON THE GRADATION DATA YOU BROUGHT TODAY. INSERT YOUR FIGURE AND PROPERLY REFER TO AND LABEL IT. USE THE
Kansas and the School. A complete description of the grievance process is available in the IM and GME Program manuals and follows 7.0 GME grievance section, page 72. Link to GME manual: Messaging to the DIO (Designated Institutional Official) can be sent privately to Greg Unruh, MD, through MedHub by the fellow with any issues or concerns. Fellows can find Messaging on the far left tab on the main page. ALLERGY/RHEUMATOLOGY CONFERENCES Conference Day Time Frequency Rheumatology Research/Journal Club Conference Wednesday 9 am Weekly Rheumatology Core Conference/ Rheumatology Case Conference Wednesday 9 am Weekly (see Div Conf schedule for specific times/staff for above conferences) Rheumatology Radiology Conference Friday 7 am Monthly IM Patient Safety Conference 2nd Monday 12 pm Monthly IM Clinical Pathologic Conference 4th Tuesday 12 pm Monthly IM Grand Rounds Wednesday 8 am Weekly GME Curriculum Series (multidisciplinary) To be announced 6:30am Quarterly 2011 COMMON PROGRAM REQUIREMENT WORKSHEET RESIDENTS’ PARTICIPATION IN PATIENT SAFETY PROGRAMS (ANNUAL) (PR VI.A.2) Institutional:
Use of evidence from scientific studies X X X X X X Application of research & statistical methods X X X X Use of information technology X X X Facilitate learning of others X X X X X X INTERPERSONAL & COMMUNICATION SKILLS Creation of therapeutic relationship with X X X X Listening skills X X X X X PROFESSIONALISM Respectful, altruistic X X X X X X Ethically sound practice X X X X X Sensitive to cultural, age, gender, disability issues X X X X SYSTEMS-BASED PRACTICE Understand interaction of their practices with the larger system X X X X X Knowledge of practice and delivery systems X X X X Practice care X X X X Advocate for patients within the health system X X X X X
please return the yellow voucher copies to your program director at this time as well. The purpose of this file is to track both individual and program-wide episodes of fatigue and additional work in order to mitigate future recurrences. • The GME Office will manage the cab vouchers and bill back the departments as they are being used as well as replenish the voucher supply. FELLOW REQUIRED ON LINE TRAINING COURSES TLC Training Courses Course Title Assessment Title Requirement GME: Required Curriculum Professionalism Module: Post Test One-Time GME: Required Curriculum Life Curriculum - Fatigue: Post Test One-Time GME: Required Curriculum Life Curriculum - Substance Abuse: Post Test One-Time GME: Required Curriculum Residents as Teachers: Post Test One-Time TLC Training Courses Training Requirement Computer Security Awareness Training Ongoing Counseling and Support Services One-Time Work Hour Reporting One-Time Employee Health Overview One-Time Equal Rights and Responsibilities One-Time GME Policy and Procedure Manual One-Time HIPAA Training for KUMC Providers Ongoing Harassment Training Ongoing KU Precautions and OSHA One-Time KUMC Policies for New Employees One-Time Safety Training Annual Update Ongoing Violence in the Workplace Ongoing
Summary of track condition and safety The ARTC has adopted a combination of both short and long term treatments to remediate the track problems that have developed between Melbourne and Sydney. The short term treatments were intended to manage the problems until long term solutions could be applied. The ARTC recognised that track geometry defects were developing at a higher rate than the inspection requirements (documented in the code of practice) could manage. Consequently, the ARTC adopted an increased inspection and maintenance frequency, especially during wet weather. Where geometry defects were identified, actions were applied as specified in the code of practice. These included the application of speed limits to ensure the safe passage of train operations plus spot maintenance works to manage the defects until corrective actions could be applied. Safety of the Melbourne to Sydney line is being maintained largely through the application of temporary speed restrictions, although increased maintenance activities and speed restrictions have resulted in extended train running times along the corridor. Lost time running increased through 2008, 2009 and 2010 and was more significant in Victoria than in New South Wales. While the application of temporary speed restrictions may in general control the safety risk, the system still relies on prompt identification of track condition hazards before the control measures can be implemented. If the track is performing in a constantly poor and degraded condition, there is an increased risk that defects compromising safety are not immediately identified. In this case, the ARTC have increased the inspection regime to mitigate this risk. However, if the system was performing well, it is likely to be inherently safer since it would place fewer burdens on the defect identification process. A number of issues were identified in the ATSB Interim Report, where the opportunity existed to further improve the safety of operations across the ARTC rail network. These were associated with the process and application of temporary speed restrictions. The ARTC advised that a combination of improved TSR management and the implementation of a Ballast Rehabilitation Plan had improved track condition and significantly reduced the number of TSRs on the Melbourne to Sydney line. The works conducted over the 15 months since late December 2011 had improved lost transit times by about 50%.
The circling MDA and weather minima published on IAPs are those for the runway to which the instrument approach was flown, and apply to non-radar non-precision approaches. Controllers may specific guidance for the circling approach to include a direction on an eight-point compass (N, NE, E, SE…) Circling obstruction clearance areas are determined by aircraft category and the aircraft should be maneuvered to remain within the circling area. Category ‘C’ : 1.7 NM Category ‘D’ : 2.3 NM When requesting circling MDA from the controller for a circling ASR approach, state your aircraft category. Circling minimums provide 300 feet of obstacle clearance within the clearance area for a specified category Additional consideration should be given to high altitudes and high tailwinds, possibly increasing aircraft category. After breaking out, maneuver the shortest path to the downwind or base leg, considering existing weather conditions. You may make turns in either direction to final, unless Directed otherwise by the controlling agency Required to by the IAP or IFR/VFR Supplement Other aircraft in the pattern If able, fly the circling maneuver at higher than circling minimums (up to pattern altitude) to allow for better site picture and visual cues. Do not descend below MDA or reduce airspeed below 130 KIAS until in a position to place a normal glide path to the runway. Circling Missed Approach [FTI 411, AIM 5.4.21] If you lose visual reference while circling to land or there is any doubt whether the aircraft can be safely maneuvered to touchdown, execute a missed approach. The missed approach instruction is designed to return the aircraft to an altitude providing en route obstruction clearance. If visual reference is lost while circling to land from an instrument approach, the missed approach specified for that procedure must be followed. To become established, an initial climbing turn toward the landing runway to ensure the aircraft remains within the circling obstruction clearance area, and continue until established on the climb-out instructions. FAA vs. ICAO Procedures ICAO has a wider radius for Circling FAA is more lenient with maneuvering to land ICAO vs. FAA Circling FAA