zilongwang/ReadingBank huggingface dataset:
1. What are the five important resources you should consult when setting up your classroom? What type of information can you obtain from each resource? 2. Identify three safety considerations for setting up your classroom for students with visual disabilities. 3. Students sometimes require several pieces of large electrical equipment. What does the teacher need to think about when assigning him a desk? 4. Based upon what you have learned in this module, discuss how the accommodations you might implement for students with visual impairments could benefit the entire class. 5. Examine the two classroom arrangements below. Identify three areas of concern for students with visual impairments in the poorly arranged classroom and discuss how they have been addressed in the improved classroom arrangement. 2 Discussion Forum: 1. Now that you have finished the module on students with visual impairments, pand read the chapters conduct an internet search and determine what are the five important resources you should consult when setting up your classroom for a student with a hearing impairment. Online
learning? (discussion, paper, research) 2. Based upon what you have learned, tell how the accommodations you might implement for students with hearing impairments could benefit the entire class. online Technology- What tools/ media will be used for the delivery of your course content? 1. Internet site will be used to access module Both 2. Moodle Both Assessment – How will you know the students learned the assigned items? (quiz, discussion board, presentation) 1. Students will be graded on their answers to the reflection questions Online 2. Discussion Forum Online
Licensing Tests: Who Requires? When to take it? Test Name State of Ohio requires for licensure Undergrads & Masters Assessment of Professional Knowledge Consider taking this test in the summer after your first year of cohort. Assessment of Prof. Knowledge: Multi-Age / 004 of Ohio requires for licensure Undergrads and Masters Content Assessment Consider taking this test in the summer after your first year of cohort. Special Education / 043 When registering for this test there will likely only be one test listed: Special Education UC Sped Program requires for HQT status Undergrads Take this test as soon as you have completed all of your content coursework. Middle Grades English Language Arts / 028 UC Sped Program requires for HQT status Undergrads Take this test as soon as you have completed all of your content coursework. Middle Grades Mathematics / 030 UC Sped Program requires for HQT status Undergrads Take this test as soon as you have completed all of your content coursework. Middle Grades Science / 029 UC Sped Program requires for HQT status MASTERS STUDENTS ONLY!!!! Your HQT single area will be Reading. Take these two subtests. Reading (Subtest 1) /038 Reading (Subtest 2) /039 23. Master’s Program Information
Field 46: FT_VALIMP1(N) :0 Field 47: FT_VALIMP2(N) :0 Field 48: FT_VALIMP3(N) :0 Field 49: FT_VALIMP4(N) :0 Field 50: FT_VALIMP5(N) :0 Field 51: FT_VALIMP6(N) :0 Field 52: FT_CFOEXT(C) : Field 53: FT_RETIMP1(N) :0 Field 54: FT_RETIMP2(N) :0 Field 55: FT_RETIMP3(N) :0 Field 56: FT_RETIMP4(N) :0 Field 57: FT_RETIMP5(N) :0 Field 58: FT_RETIMP6(N) :0 Field 59: FT_DTCANC(D) :0/0/0 Field 60: FT_ISSST(C) : Field 61: FT_NRLIVRO(C) : Field 62: FT_FORMULA(C) : Field 63: FT_PDV(C) : Field 64: FT_ESPECIE(C) :NFS 65: FT_CREDST(C) : Field 66: FT_CONTA(C) :321050005 Field 67: FT_PRODUTO(C) :10054220 Field 68: FT_TIPOMOV(C) :E 69: FT_ITEM(C) :0001 70: FT_ALIQIPI(N) :0 Field 71: FT_FORMUL(C) : Field 72: FT_CLASFIS(C) :090
Index (6) :SE51607 Index (7) :SE51608 E5_FILIAL+E5_ORDREC+E5_SERREC Index (8) :SE51609 Index (9) :SE5160A E5_FILIAL+E5_DOCUMEN Index (10) :SE5160B E5_FILIAL+E5_BANCO+E5_AGENCIA+E5_CONTA+E5_NUMCHEQ+DTOS(E5_DATA) Index (11) :SE5160C E5_FILIAL+E5_BANCO+E5_AGENCIA+E5_CONTA+DTOS(E5_DTDISPO)+E5_NUMCHEQ Index (12) :SE5160D E5_FILIAL+E5_BANCO+DTOS(E5_DTDISPO)+E5_CONTA+E5_AGENCIA+E5_TIPODOC Index (13) :SE5160E E5_FILIAL+E5_NODIA Index (14) :SE5160F E5_FILIAL+E5_PROCTRA Index (15) :SE5160G E5_FILIAL+E5_SITUA+E5_NATUREZ Index (16) :SE5160H Field 1: E5_FILIAL(C) : Field 2: E5_DATA(D) :2008/4/17 3: E5_TIPO(C) :RA Field 4: E5_MOEDA(C) :01 Field 5: E5_VALOR(N) :500000 Field 6: E5_NATUREZ(C) :INTERCOMP Field 7: E5_BANCO(C) :341 Field 8: E5_AGENCIA(C) :0002 Field 9: E5_CONTA(C) :0 Field 10: E5_NUMCHEQ(C) : Field 11: E5_DOCUMEN(C) :
Section VII. Conclusion: The has a specific learning disability. Yes No The degree of the pupil’s impairment requires special education. Yes No I agree with the conclusions stated above: School Psychologist/Date Special Ed. Admin./Designee/Date Special Education Teacher/Date General Education Teacher/Date LSH Specialist/Date Reading Teacher /Date Parent/Guardian/Date Other/Date My assessment of this student differs from the above report as follows: Statement (attach additional pages as necessary) Signature and Title/Date
EDEX 5110 Positive Behavior Support and Management 3 Spring EDEX 5071 EDEX 5120 Academic Instruction in General Education for Students with Disabilities 3 Spring EDEX 5200 Practicum II 3 Spring EDEX 5100 EDEX 5150 or EDRE 5530 or EDRE 5550 Research Applications in the Classroom Introduction to Research Action Research 3 3 3 Spring Every Semester Fall EDEX 5000 Collaboration/Professional Interdisciplinary Relationships 3 Spring EDEX 5071 EDEX 5080 Summer Semester – 4 Credits EDEX 5250 Assistive Technology 2 Summer EDEX 5260 Transition Planning 2 Summer PRST 5920 or PRST 5940 Continuing Registration (on campus) Continuing Registration (off campus) 1 1 Fall Fall Note: Selection of Plan A option requires an additional seven credits of research courses. Plan A and Plan B projects cannot be completed during summer semester and must be done only after all coursework has been completed. Students who wish to complete coursework in 6 semesters should take the following: Fall Semester (Year 1) – 9 Credits Course Number Course Title Credit Hours Semester Offered Prerequisites EDEX 5071 Teaching Students with Mild/Moderate Disabilities 3 Fall EDEX 5720 Special Education Law 3 Fall EDEX 5355 Assessment 3 Fall Spring Semester (Year 1) – 9 Credits EDEX 5110 Positive Behavior Support and Management 3 Spring EDEX 5071 EDEX 5120 Academic Instruction in General Education for Students with Disabilities 3 Spring EDEX 5150 or EDRE 5530 or Research Applications in the Classroom Introduction to Research 3 3 Spring Every Semester
The teachers were also asked to categorise the questions they asked and reflect on the number of different types of questions they typically asked. Figure 2 shows whether their answers reflected an increase, reduction or no change in the number of each question type asked. The teachers were asked about the purpose of their questions both before and after the workshop. Typically they considered that before the workshop the purposes of their question had been (in no particular order): Assess understanding to(AfL)/during/after teaching Scaffold learning Identify misconceptions Prompt thinking and initiate discussion Recap previous learning Following the workshop there appears a shift in the purposes of their questions. The same purposes stated above still applied, however, the following reasons also appeared: More emphasis on deeper thinking Allowing pupils to find things out for themselves Peer and self-assessment Check deeper understanding of a concept Improved phrasing of questions Allow children to reflect on own learning More follow up questions Extend more able children Teachers were also asked about the benefits and drawbacks of each of the three question types explored during the workshop, now that they had had an opportunity to use them in the classroom. A score of 5 was used to indicate substantial benefits through to 1 for substantial drawbacks; 0 indicated don’t know. Figure 3 summarises the teachers’ responses. Some teachers did indicate that the three question types were not without drawbacks however the overwhelming number of 4 and 5 scores indicate that overall the benefits outweighed the drawbacks. Further the teachers were asked to state the benefits and drawbacks of each question type. A summary of their responses follows: Hinge Point Question Benefits Highlights misconceptions Every child shows a response I know to take the learning next (move on or not) Quick and easy to fit in a lesson Can identify children who need support Higher order thinking is required Hinge Point Question Drawbacks Hard to write and takes time to write them
Bender, W. N. (2008). Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators. 2nd edition, Crown Press. Council for Exceptional Children, California. ISBN-13: 978-1412954464 بتول، العلي، شريفة & لازوراس، براندا (2007). صعوبات التعلم بين النظرية والتطبيق، الدوحة: مطبعة علي بن علي. Recommended http://helpguide.org/mental/adhd_add_teaching_strategies.htm COURSE REQUIREMENTS Use of Blackboard COURSE MATRIX Unit Learning Outcomes QNPS Course Objectives Course Learning Outcomes Assessment (Tasks/Artifacts) 1. Content 1 10 1 Use effective, research-based instructional strategies and practices to meet the individual needs of individuals with disabilities. Web-quest Reflective journal Content 5 Scholarly Inquiry 1 2 7 9 1 3 Identify and implement the principles of effective teaching for students with mild/moderate disabilities in content area curriculum. Report Reflective journal Team work Quiz Pedagogy 6 Problem Solving 6 7 9 3 4 Document student progress and use student data to monitor progress and facilitate decision-making Note book (IEP) Report Site visit report
10 In-class assignments, Pedagogy Problem Solving 2 3 9 10 6 7 Develop and evaluate IEP's for students with mild/moderate disabilities. Note book (IEP) Observation student in school In-class assignments. 2 Pedagogy 3 Technology 2 3 7 9 1 3 5 Perform a task analysis of basic daily living skill. Demonstrate the ability to implement specific instructional strategies, materials, and curriculum for students with mild/moderate disabilities, as appropriate. Note Book (task analysis) Reflective Journal Note Book (design strategy) Note book (lesson plan: IEP) In-class assignments, 1 Content 2 Pedagogy 3 4 10 5 6 Describe the elements of curriculum as they apply to special education and how this fits with Qatari curriculum standards and national examinations. Note Book (task analysis) Reflective Journal Note Book (design strategy) Note book (lesson plan) Exam quiz Pedagogy Problem Solving 3 Technology 2 3 4 11 4 5 6 Plan, organize, and implement educational programs appropriate to the cognitive and affective needs of individuals with disabilities Note Book (task analysis) Reflective Journal Note Book (design strategy) Note book (lesson plan) Exam quiz 1 Content 2 Pedagogy 8 Initiative 1 2 3 6 7 Use effective instructional strategies to assist individuals with disabilities to detect and correct errors in oral and written language. Note Book (design strategy) Note book (lesson plan) Exam quiz 1 Content 2 Pedagogy 7 Ethical Values 8 Initiative 2 3 8 Use appropriate instructional strategies to teach math skills and concepts according to the characteristics of the learner and patterns of error. Note Book (design strategy) Note book (lesson plan) Exam quiz Open book exam In-class assignments, 1 Content 2 Pedagogy 7 12 6 7 Modify pace of instruction and use organization cues. Note book (IEP) Report Class activities 2 Pedagogy 7 Ethical Values 8 Initiative 7 11 12 2 3 8 Integrate appropriate teaching strategies and instructional approaches to provide Mini researches an instructional method;
Confluence Health Healthcare Scholarship Confluence Health has long supported youth in our communities. This scholarship is awarded annually to a graduating senior at high schools in the communities where we have offices, including Royal City. The selection committee is looking for highly talented students who have demonstrated superior academic merit, exemplary character, integrity, purposefulness and desire to work in the medical field. We believe that supporting these outstanding students is an investment in our communities and ourselves. Deadline 05.01 Award $3,000 (10) http://confluencehealthfoundation.org/scholarships/ Who: Graduating senior of Royal City (and 10 other high schools) planning fulltime attendance in a healthcare related degree program. Eligibility Criteria Superior academic merit Exemplary character Integrity Plan to attend a full time health care related degree program Evergreen Implement FFA Scholarship Administered by the FFA Scholarship Board Deadline 11.15.15 - 02.01.16, 5 PM $2000 (Renewable) https://www.ffa.org/scholarships.org Who: Graduating seniors from Royal, Connell, and Othello who are FFA members and interested in some sort of AG career. Eligibility Criteria Washington Resident Must have cumulative GPA through first semester of at least 2.75 Must submit by February 23 (Approximate date) Must apply for Federal Education Tax Credits if eligible Must meet family income guidelines on chart provided on website Paul Lauzier Scholarship Deadline 02.26.16 Award $1,000 – 2,000 (8-12) http://www.lauzier.org/ Who: Royal High School graduating seniors and continuing college seniors Eligibility Criteria Scholastic achievement Need is considered but is not the only criteria Community and school involvement Integrity, work ethic and leadership The foundation evaluates the quality of curriculum, personal statement, letters of recommendation and overall quality of the completed application. Sam I Kobata & Sons Foundation Scholarship Deadline 04.15.16 (Postmarked) Do Not Fax $1,000 – Full Tuition (15) Who: Eligibility Criteria
To calculate the FTE days used in the payment calculation: (regular days x FTE) = FTE Days 180 x .138 = 24.840 FTE Days For Certified staff claimed under ID Code 1: 24.840/180 = .138 FTE $9,000 x .138 = $1,242 Reimbursement For Non-certified staff claimed under ID Code 3: 24.840/180 = .138 FTE $3,500 x .138 = $483 Reimbursement Regular Term part-time = 40 minutes a week for 23 with 6 hours being the normal class hours. Multiply minutes worked in a week by the number of worked 40 x 23 = 920 Minutes b) Divide total minutes worked by 60 to determine total hours worked 920/60 = 15.333 c) Divide total hours worked by a normal day to determine total days worked 15.333/6 = 2.555 Days d) Divide total days worked by the regular term of 180 days 2.555/180 = .014 FTE Procedures and Examples for Calculating FTE and Reimbursement (Cont.) Enter the FTE calculated in “d” above in the appropriate FTE field. Enter 180 in the appropriate regular days field. To calculate the FTE days used in the payment creation: (regular days x FTE) = FTE Days 180 x .014 = 2.520 FTE Days For Certified claimed under ID Code 1: 2.520/180 =.014 FTE $9,000 x .014 = $126 Reimbursement For Non-certified claimed under ID Code 3: 2.520/180 = .014 FTE $3,500 x .014 = $49 Reimbursement
Speech 205 2015 - 2016 Mr. Sanders Room 370 Contact Information: E-mail: ctsanders@sps186.org (this is the best way to reach me) Phone: 217-525-3100 Ext. 370 My website: http://www.sps186.org/teachers/ctsanders/ To schedule an appointment, please e-mail or talk to me after class. Length of Course: One semester (1/2 credit) Textbook: Glencoe: The Basics of Speech, 2005. Course Description: Speech 205 is an examination of speech & communication. This class is designed to improve skills in: organization, discussion, and public speaking by teaching students to use spoken language effectively in formal and informal situations. The course is designed to assist students in their development of self-confidence and poise paired with physical and vocal control. All the while, this course will also encourage and enhance research skills through two extensive research projects: informative and persuasive. Building self-confidence and research skills are the key to success. Required Materials: District Google account Loose-leaf paper Folder for handouts Notebook for note taking Blue or black pens Approximately 25 3x5 index cards At least one poster board Computer access (final outlines for speeches must be typed) Course Structure: Communication Apprehension Introduction to Public Speaking Speaking/Listening/Perception Nonverbal Communication Communication Model Speech (1 min) Current Event Speech (2 minutes) Rhetorical Devices Speech (3 minutes) Group Speech (4 minutes) Outlines and structures Demonstration Speech (5-7 minutes) Finding and applying credible sources Informative Speech (5-7 minutes) Persuasive Speech (6-8 minutes) Impromptu Speech (2 minutes) Classroom Structure: Grading Scale
• The Accountant’s report needs to be submitted with the tax authorities by the due date of filing annual return of income. At present, the due date is 30 November. • Documentation is not required to be submitted along with the Accountant’s report, but is to be in place by the due date. It it does need to be submitted during the course of the audit/ assessment. Penal Consequences 9. What is the penalty regime for non-compliance with the regulation? A stringent penalty regime has been prescribed: • Failure to maintain documents – 2% of the value of the transaction • Failure to furnish documents – 2% of the value of the transaction • Failure to report a transaction in Accountant’s report – 2% of the of the transaction • Maintaining or furnishing incorrect information or documents – 2% of the of the transaction • Adjustment for incorrect pricing – 100% to 300% of the additional tax payable Methods for determining Arm’s Length Price 10. Are there prescribed methods to determine Arm’s Length Price? The Arm’s Length has to be determined applying any of the prescribed methods • Comparable Uncontrolled Price Method (CUP) • Resale Price Method (RPM) • Cost Plus Method (C+) • Profit Split Method (PSM) • Transactional Net Margin Method (TNMM) • Or any other method as prescribed by the Central Board of Direct Taxes Economic Analysis – Comparables Search 11. How can the search for potential comparables be conducted? Apart from internal information and comparables, external comparables may be searched in public domain such as: • Websites, industry magazines and public database • Indian Databases such as Prowess and Capitaline Documentation 12. Is any prescribed list of documentation to be maintained? The documentation would mainly include the following: • Ownership structure and profile
Business Auto Liability (All Vehicles) Not Required Not Required Not Required $1M $1M Not Required Errors & Omissions Not Required $1M Not Required Not Required Not Required Not Required APS Specified Services Insurance Ongoing Support Services Money Management Services Transportation Heavy Cleaning Personal Assistance Care Commercial General Liability $1M/$2M $1M/$2M N/A $300K/$600K $300K/$600K Crime Policy with 3rd Party or "client property" Business entities with no employees and hospitals are not required to obtain Commercial insurance. $25K $50K $25K $25K $25K Business Auto Liability (All Vehicles) $1M Not Required $1M/$2M N/A N/A
frame. Minus it will highlight the voice power spectrum. In addition, there is an improved method, for amend the processing of the power spectrum. Change and toand. Combining these two improved process, the enhanced form of spectral subtraction can be expressed as: When =2,=1 that is general spectral subtraction. We know that is spectral subtraction correction factor, change the value of will further enhance the signal to noise ratio; as spectral subtraction noise figure, its role is to reduce the noise power spectrum, modify the coefficient of would serve to reduce noise and highlight the speech spectrum. Code: clc,clear; [x,fs,bits]=wavread('12.wav'); y=x(1:350,1); Y=fft(y); magY=abs(Y); b1=[];a=0.4;b=0.5; for i=0:2000; n=350; x1=x(1+n*i:n+n*i); X1=fft(x1); magX=abs(X1); S=(magX.^a-magY.^a); S1=abs(S).^(1/b); s1=ifft(S1); m=mean(s1)*300; for j=1:350; if abs(s1(j))>m; s1(j)=s1(j)/4; end end a1=s1'; b1=[b1 a1]; end x2=b1'; plot(x2); sound(x2,fs,bits); wavwrite(x2,fs,'14.wav')
Criterion Rating Excellent Rating Good Rating Satisfactory Rating Needs Improvement Points 10-9 Points 9-7 Points 6-5 Points 4-1 Introduction (1) Gets attention (2) Clearly identifies topic (3) Establishes credibility (4) Previews the main points any three of the four criteria Meets any two of the four criteria only one of the four criteria Body Main points are well supported, and sources are documented Main points are somewhat clear, some support, and some documentation Main points need clarity and support lack of sources and documentation Main points are not clear and have no support and no sources or documentation Conclusion (1) Reviews main points (2) Brings closure (3) Memorable Reviews main points , brings closure Brings closure Does not bring closure; the audience is left hanging Eye Contact Eye contact with audience virtually all the time (except for brief glances at notes) Eye contact with audience less than 80% of the time Eye contact with audience less than 75% of the time Little or no eye contact Use of Language Use of language contributes to effectiveness of the speech, and vocalized pauses (um uh er etc.) not distracting Use of language does not have negative impact, and vocalized pauses (um uh er etc.) not distracting Use of language causes potential confusion, and/or vocalized pauses (um uh er etc.) are distracting Use of language is inappropriate Body language Body language, gestures, and facial expressions adds greatly to the message Body language, gestures, and facial expressions compliment message Body language, facial expressions and gestures lack variety and spontaneity Body language, gestures, and facial expressions are lacking or inappropriate Clarity Speaks clearly and distinctly all the time with no mispronounced Speaks clearly and distinctly nearly all the time with no more than one mispronounced word Speaks clearly and distinctly most of the time with no more than two mispronounced words Often mumbles or can not be understood with more than three mispronounced words Topic is specific, follows assignment Adapted to audience Topic is specific, appropriate and adapted Topic is clear appropriate and somewhat adapted Topic lacks clarity and focus needs adapting to audience No specific for audience or occasion Visual Aids Visual aids well chosen and presented Minor problems with visual aids Significant problems with visual aids No visual aids Time Within allotted time Within 10% of allotted time Within 20% of allotted time Not within 20% of allotted time
Speech – Melissa Bodine August 25th- 28th TEK standard: 110.26 2&3 Expressing and responding and Participating in social traditions. August 25th – Name game and syllabus. My name is… and I like…. Repeat August 26th – Name game review and personal interview Draw sticks for partners. Students have 10 minutes to create a list of 10-15 questions. Ask questions and record answers. Report five interesting things to the class. August 27th- Finish interview reports. Start Personality Poem. (pg 7) Questions. August 28th- Finish personality poems and have the students report. Evaluations this week – Homework grade interview Assessment Personality Poem ________________________________________________________________________________ August 31st-Sept 4th TEK standard 110.26 identify and explain the components of the listening process August 31st- Read Page 54-71 as a class in Glencoe Speech book and discuss what was read. Sept 1-2nd - Assign groups to pick a listening topic (on disk) Research and put together presentation Sept 3rd – Presentation on listening topic Sept 4th –Work on listening skits Evaluations this week- Homework – Journal entry Assessment grade- Listening topic presentation (rubric)
angels”. Let us all be guided by the good virtue of humility for therein lies wisdom and success. This year no doubt, be another challenging but exciting year. We look forward to taking advantage of the various opportunities that would be created to enhance the fortunes of our businesses. I have no shred of doubt that this year will be another year of divine multiplication. Dear HODA family members, Alice Walker, a Human Rights activist once said “thank you is the best prayer that anyone could say. I say that one a lot. Thank you expresses extreme gratitude, humility, and understanding”. These words hold a lot of substance, so allow me to say “thank you” to each and every member of this great family of ours for your sacrifices and commitment to the vision of HODA. Let us stay united in love and grow the business together for the reward to share is even greater. Happy New Year! And May the Almighty God Love you all as I do. Thank you. Dr. Kwabena Duffuor, C.V.
in gestures and some words 24-36 months Initiating conversations - pointing, requesting 30 words Comprehension ahead of production Two words together Words not very clear/intelligible 36-60 months Repairing conversations when not understood - by trying again 100 words Rate of word learning increases At 5 years about 300 words Two and three key words together Early grammar begins Consonant, vowel and word production improve in accuracy 5-7 years Learning to tell narratives Vocabulary learning continues to accelerate At 7 years about 400 words 'telegraphic' sentences - keywords Increasingly correct short sentences Consonant and vowel production continue to improve in accuracy 7-16 years Taking part in longer topic related conversations Requesting clarifications using - What?, Where Telling stories Developing social use of language further - social small talk Taking account of listener's knowledge knowing how to provide appropriate amounts of information for person or social More new words are learned each year Typical vocabulary size of older children and teenagers not known Correct syntax being mastered slowly More difficult prepositions… 'above', 'below', conjunctions – 'and', 'then', 'because', comparatives - 'longer than' Grammar steadily extended to include passives in comprehension Many of these features are learned and used Blends improve Speech becomes steadily more intelligible Speech rate and speech clarity continue to improve, influenced by reading
his/her intentional communication skills. Looking at pictures and the reading of picture books together can also encourage pointing. Table 3. How communication progresses from gesture to words Type of communication Early skills e.g. crying, laughing, whole body posture, looking etc Early skills and gesture e.g. looking and eye moving head or arms, showing, giving, pointing etc Early skills, gesture and use of words to communicate (signed or spoken) Draws attention to self or others e.g. crying, vocalising and looking, (or sometimes behaviours like throwing, banging), moving close to someone + social games, like blowing raspberries, hide and seek with head or eyes + signing and/or saying e.g. "me", or child's name;(overlap with requests e.g. "me go", "my turn") attention to or comments about things e.g. at or holds + showing, pointing at toys, pictures, activities, for you to share, acknowledge or talk about + name of item plus point, "look" or "what's that?" Requests things e.g. reaching for, holding, looking at, putting your hand towards + pointing, showing (as in box but also wanting things to be given or to happen, child may demonstrate the activity, e.g. arms up to be lifted, moving body or arms with excitements for an activity to be repeated, smacking lips to ask for more + signing and/or saying objects or activities name or description, e.g. "drink", "teddy", "up", "more", "again", "get it", "help" Protests and rejects e.g. crying, turning face away, pushing away, stiffening, throwing, refusal + head gesture for 'no' + signing or saying 'no'
POSITION DESCRIPTION Position Level : FTE: Commencement date Special Allowances Business Unit: Reports to: Reviewed: Speech Pathologist 5 (ILC Agreement) Starting at $76,834 per annum pro rata Full time/ Part time Jan 2016 NA ILC Tech ILC Tech Team Leader November 2015
Specialist Children’s Services Speech Sound Screening Assessment 1 bus b X s X ………bud…… Instructions: Ask the to say each picture (try not to tell them the word first), Circle the or X to show if the child used the target sounds, Write down what the child actually said 1. bus b X s X ……………………………… 6. fish f x sh x ……………………………… 2. tap t X p X ……………………………… 7. giraffe j x r x f x ……………………………… 3. sock s X k X ………………………………… 8. watching w x ch x ng x ……………………………… 4. gate g x t x ……………………………… 9. snowman sn x m x n x …………………………….. 5. lizard l x z x d x ……………………………… 10. butterfly b x t x fl x ………………………………
The CFNHRI is looking to gain formal status to hold side events at the CHOGM meeting April 2018 and is working closely with our members, the Commonwealth Secretariat and the Foreign and Commonwealth Office to attain that status and one potential event we can organise is around LGBTI issues across the Commonwealth. So is the glass half-full or half empty? I start from a glass half full perspective and what gives me cause for optimism is the courage and bravery I see from the LGBTI activists and organisations in Africa and the increasing willingness of many African NHRIs and civic organisations to engage in the fight for equal rights and decriminalisation of same sex activity and I would pay tribute to all those human rights defenders involved in this work. Thank you.
International Speech Contest Script Contest Master: We will now begin the International Speech Contest. I would like to read the purpose of this contest, as defined by Toastmasters: 1. To provide an opportunity for speakers to improve speaking abilities and to recognize the best as encouragement to all. 2. To provide an opportunity to by observing the more proficient speakers who have benefited from their toastmasters training. The order of the contestants was randomly selected before the start of today’s meeting, and is as follows [read each name twice, slowly and clearly, pausing in between]: Contestant Order Name 1 2 3 4 5 6 7 8 ***[For Club/Area/Division Contests]*** I would like to have our Chief Judge, , come forward to provide an overview of the rules of the International Speech Contest: [Contest Master waits at the lectern for the Chief Judge to come forward. They shake hands and the Contest Master sits down.]
LEADING A CLASS DISCUSSION Speech Portion Worth 50 points Categories Criteria Pts Comments Preparation *Topic is clear and focused *Topic/stimulus is interesting, presents a challenge, debate, puzzle, opposing viewpoints or current event *Discussion leader is well prepared *Communication-student ensured that all participants were included and heard throughout discussion 10 Parts – 2.5 each Introduction *Introduced clearly -important background information given -topic is understood after introduction -information in the introduction clearly connects to the issue *Key/technical words defined (if any) *Stimulus (problem) introduced before discussion *Stimulus (problem) is relevant to the topic 10 – 2.5 each Discussion/ Debate Methods *Discussion Methods -Brought a proposed solution that still needs clarification -Engaged classmates -Motivated classmates to speak -All voices heard by leader directly calling upon individual classmates *not just a simple Q + A *Kept discussion on -managed discussion well -kept classmates engaged on the topic 10 Parts – 2.5 each Leadership And Speaking Skills *Discussion leader displayed -motivation/enthusiasm -interest in -confidence -control over discussion and group *Speaking -pronunciation/comprehensibility -pace -grammar accuracy -sounded and appealed with KNOWLEDGE COMPASSION and LOGIC (ethos logos pathos) 10 Parts – 2.5 each Facilitation Skills * Facilitation skills -Eye contact made with all classmates Stance – confident body gestures/posture -Speaking Voice – loud-authoritative- controlled -Active Listening- engaged – paraphrased – repeated – etc. -Paraphrased classmates’ responses -Redirected classmates’ responses 10 Parts – 2.5 each
__________________COUNTY SPEECH THERAPY PROGRESS NOTES/LOGS BEGINNING DATE: ENDING DATE: I Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Date mm/dd/yy Time In Time Out IEP Objective Proc. Code Activity/Progress Signature: Speech Evaluation 92506 Individual Speech Therapy–15 minute session 92507 Group Speech Therapy–15 minute session 92508
I have a dream that little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a today. I have a dream that one day down in Alabama, with its vicious racists, with its Governor having his lips dripping with the words of interposition and nullification, one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places plains, and the crooked places will be made straight, and before the Lord will be revealed, and all flesh shall see it together. This is our hope. This is the faith that I go back to the mount with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the genuine discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, pray together; to struggle together, to go to jail together, to stand up for freedom forever, )mowing that we will be free one day. And I say to you my friends, let freedom ring. From the prodigious hilltops of New Hampshire, let freedom ring. From the mighty mountains of New York, let freedom ring. From the mighty Alleghenies of Pennsylvania! Let freedom ring from the snow capped Rockies of Colorado! Let freedom ring from the curvaceous slopes of California! But not only there; let freedom ring from the Stone Mountain of Georgia! Let freedom ring from Lookout Mountain in Tennessee! Let freedom ring from hill and molehill in Mississippi. From every mountainside, let freedom ring. And when this happens, when we allow freedom to ring, when we let it ring from every village and hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! Free at last! Thank God almighty, we're free at last!"
How to use various instructional technologies to address individual and group needs □ 1 x□ 2 x□ 3 x□ 4 □ 5 x□ 6 □ 7 □ 8 How to construct and appropriately use a variety of measures, such as observations, tests, and performance-based assessments, to assess student growth and development. □ 1 x□ 2 x□ 3 x□ 4 x□ 5 □ 6 □ 7 □ 8 STANDARD - The teacher plans instruction based upon human growth and development, learning theory, and the needs of students. The teacher has knowledge of the following: Concepts of human growth and development □ 1 x□ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 3.2 How to evaluate and appropriate techniques and strategies based on different learning theories □ 1 x□ 2 x□ 3 □ 4 x□ 5 □ 6 □ 7 □ 8 3.3 How to evaluate and use a variety of materials to support different instructional strategies □ 1 x□ 2 x□ 3 x□ 4 x□ 5 x□ 6 □ 7 □ 8 3.4 How students’ physical, social, emotional and cognitive development influence learning, and applies these factors when making instructional decisions □ 1 x□ 2 x□ 3 □ 4 □ 5 □ 6 □ 7 □ 8 3.5 An awareness of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional and cognitive); the teacher can differentiate levels of readiness for learning and understands how development in any domain may affect performance in another domain □ 1 x□ 2 x□ 3 x□ 4 □ 5 □ 6 □ 7 □ 8 3.6 The importance of peers to intellectual development □ 1 x□ 2 x□ 3 x□ 4 □ 5 □ 6 □ 7 □ 8 3.7 How to find information and services to support students □ 1 x□ 2 x□ 3 x□ 4 □ 5 □ 6 □ 7 □ 8 STANDARD FOUR - The teacher exhibits human relations skills which support the development of human potential. The teacher has knowledge of the following: A familiarity of students, the communities from which they come, and other factors which shape their outlook, values, and orientation toward schooling □ 1 □ 2 □ 3 x□ 4 □ 5 □ 6 □ 7 □ 8 How students’ learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values □ 1 □ 2 □ 3 x□ 4 □ 5 □ 6 □ 7 □ 8 The importance of treating others with respect and dignity □ 1 □ 2 x□ 3 x□ 4 □ 5 □ 6 □ 7 □ 8
ATTACHMENT B Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Assignment: Indicate the role of the faculty member Faculty Rank Tenure Track (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years Teaching or other professional experience in P-12 schools
Speed of Sound in Air Name:_____________________________ Partner(s):___________________________ Course: ________________ Time:_______ Purpose: Determine the of sound in air using different methods. A. Temperature Method Apparatus: PC with interface and temperature sensor. Theory: Speed of sound in air (in m/s) at temperature T (in Kelvin) is given by; where γ = 1.40 (ratio of specific heats for air), m = 4.8 x 10-26 kg (average molecular mass of air), and k = 1.38 x 10-23 J/K (Boltzmann constant). Alternatively R=8.314 J/(mole.K), M=28.9x10-3 kg/mole As a 3rd and simple method V=( 331.6+.0.607tc )m/s 331.6 m/s is the speed of sound at 00C The equation says for every degree Celsius rise from 0C the sound speed icreses by .607. Procedure: 1) Measure the room temperature using a temperature sensor, interface, and PC and calculate the speed of sound.
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29) A dog named Rascal leaves his home and travels a short distance and then returns home. The graph shows his position as a function of time. How does his velocity on his return trip compare to his velocity for the first 5 seconds? A) His velocity was slower when compared to the first 5 seconds. B) His velocity was positive on the return trip when compared to the first 5 seconds. C) His velocity on the return trip was twice as slow when compared to the first 5 seconds. D) His velocity on the return trip was as fast when compared to the first 5 seconds. 30) A car's position in relation to time is plotted on the graph. What is the car's average velocity? A) 5 m/s B) 10 m/s C) 30 m/s
D) 50 m/s 31) Why does an object in motion stay in motion unless acted on by an unbalanced force? A) because forces are what stop and start motion B) because balanced forces can not exist in nature C) because motion is the inherent of all matter D) because motion, once begun, continues to accelerate 32) A train rolls to a stop along a horizontal track without the conductor applying the brakes. What answer choice BEST explains why this occurred? A) The train ran out of momentum. B) The opposing force of friction stopped the train. C) The natural state of the train is not to be in motion. D) The force of gravity slowed the train until it stopped. 33) The above shows two opposite forces acting on a rolling cart, what can we say is true about the affect of the forces on the cart? A) It cannot be determined without knowing which man is stronger. B) It cannot be determined because one man is taller than the other. C) The forces are unbalanced, and net force on the cart moves it to the left. D) The forces are unbalanced, and net force on the cart moves it to the right.
opposite force on the apple by the teacher. 35) Forces that are equal in strength and opposite in direction are A) balanced forces. B) unbalanced forces. C) always result in motion. D) always the result of motion. 36) According to the diagram, the block should be moving in which direction? A) The block should not move at all. B) The block should move to the left. C) The block should move to the right. D) There is no way to tell which way the block should move. 37) Which example best represents an object with balanced forces acting upon it? A) A boat moving through the water. B) A book sitting on a high shelf.
All organizers shall follow the . SCHEDULE REQUIREMENTS Speed Nation Alpine This is a basic schedule structure by discipline. If it’s a multi-discipline event, the organizer shall follow this schedule structure for all the disciplines. The organizer can decide, depending the number of athletes, if they want to run Qualifications and Finals the same day or in separate days. Option 1 (one discipline/ two starts – 2xPGS or 2xPSL): Day 1 – Qualifications + Finals Day 2 – Qualifications + Finals Option 2 (two disciplines/ two starts – PGS & PSL): Day 1 – Qualifications + Finals – fist discipline Day 2 – Qualifications + Finals – second discipline Nation Alpine Nationals Senior & Junior Option 1: Day 1 – PGS Qualification + Finals (Senior) – FIS NorAm Day 2 – PSL Qualification + Finals (Senior) – FIS NorAm Day 3 – PGS Qualification + Finals (Junior) – FIS NJC Day 4 – PSL Qualification + Finals (Junior) – FIS NJC Day 5 – PGS Qualification + Finals (U15/ U13) – non-FIS Day 6 – PSL Qualification + Finals (U15/ U13) – non-FIS Option 2: Day 1 – PGS Qualification + Finals (U15/ U13) – non-FIS Day 2 – PSL Qualification + Finals (U15/ U13) – non-FIS Day 3 – PGS Qualification + Finals (Senior) – FIS NorAm Day 4 – PSL Qualification + Finals (Senior) – FIS Day 5 – PGS Qualification + Finals (Junior) – FIS NJC Day 6 – PSL Qualification + Finals (Junior) – FIS NJC Option 3: Day 1 – PGS Qualification + Finals (U15/ U13) – non-FIS Day 2 – PSL Qualification + Finals (U15/ U13) – non-FIS Day 3 – PGS Qualification + Finals (Junior) – FIS NJC Day 4 – PSL Qualification + Finals (Junior) – FIS NJC Day 5 – PGS Qualification + Finals (Senior) – FIS NorAm Day 6 – PSL Qualification + Finals (Senior) – FIS NorAm
Hospitality Accommodation All Speed Nation Alpine organizers shall provide accommodation recommendations and discounts for athletes and coaches. The organizer provide at least two (2) accommodation options. Note: daily accommodation shall not exceed C$150/ person. Note: All the accommodation options shall include breakfast (minimum F&B requirement) Food & Beverage It’s not mandatory to discounts for lunches/ dinners; it’s up to the organizer if a lunch/dinner discount will be included in the welcome package for athletes and coaches. Prizing Organizer shall follow the amount listed below Discipline Position Speed Nation ALPINE Speed Nation ALPINE Nationals Senior Senior Junior U15/ U13 Para PGS 1st C$500 + VIK C$500 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A 2nd C$300 + VIK C$300 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A 3rd C$150 + VIK C$150 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A PSL 1st C$500 + VIK C$500 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A 2nd C$300 + VIK C$300 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A 3rd C$150 + VIK C$150 + VIK VIK only – cash N/A VIK only – cash N/A VIK only – cash N/A Note: same cash prize for both genders. Scoring The organizer shall follow the
The organizer shall be responsible to secure skilled volunteers for the training and competition days according to the Officials Scope of Practice and Minimum Standards.(doc under review) The organizer send a detailed staffing plan fifteen (15) days before the start of the event to Canada Snowboard. FIS Technical Delegate FIS Technical Delegate will be appointed by the FIS North American Committee. Any problems or concerns regarding the FIS Technical Delegate must be addressed to Canada Snowboard. Organizers must read and follow the deliverables listed on the Officials Program Operational Manual. (doc under review) of Finish The Chief of Finish is responsible for the organization and supervision of the finish area and the finish line Judges. The Chief of Finish will accept protests in the finish area. The Chief of Finish must report all protests immediately to the other jury members. Any problem or concern regarding the Chief of Finish must be addressed to the Canada Snowboard. Chief of Competition The Chief of Competition must be a certified Level 3 Official; see the Officials Scope of Practice and Minimum Standards.(doc under review) The Officials Working Group is responsible for all the chief of competition designation. Any problem or concern regarding the of competition must be addressed to the Canada Snowboard. Organizers must read and follow the deliverables listed on the Officials Program Operational Manual. (doc under review) CS Technical Supervisor The CS Technical Supervisor will be appointed by Canada Snowboard to supervise the event. The CS Technical Supervisor will work directly with the Organizer to ensure alignment across all the different events and all the technical deliverables related to the event. The CS Technical Supervisor will directly report to the Canada Snowboard Technical Program Committee. Any problem or concern regarding the CS Technical Supervisor must be addressed to the Canada Snowboard Technical Program Committee’s chairperson.
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