zilongwang/ReadingBank huggingface dataset:
THEORIES ABOUT HOW SOCIETIES WORK The main theories in sociology can be divided into two groups: Structural Theories Social Action Theories These theories say that the ‘rules’ of society structure behaviour. We think and behave the way we do, because we have learnt how to do it. We have been through a process of socialisation. The ‘rules’ existed before we came along and will exist after we have gone. The ‘rules’ are therefore external to us. They have a reality of their own. These theories say that society is produced by individuals interpreting what is going on around them, and choosing to act in a certain way. Although individuals share meanings with others, this is not the same as learning ‘rules’. Society is constantly being created and recreated by the actions of individuals. Think of the following example: What is going on in this classroom is the result of the socialisation process. The students have been taught how to behave as students through their experiences in school since the age of 5. The teacher has been taught the role of teacher by observing other teachers and through teacher training. The result is a classroom where everyone conforms to the norms, the expected and acceptable behaviours. What is on in this classroom is that every individual is interpreting the situation and making choices about how to behave. The interpretations are likely to be similar because everyone is a member of the same culture and shares the meanings that are common in that culture. Students are choosing to interact in a certain way, and the teacher is choosing to interact in a certain way. What is going on is the end result of all those choices. Which do you think best describes what you are experiencing now??? In the past sociological theories have tended to be basically structural or basically action theories, and that is how we will study them, but ………….. modern sociology acknowledges that both approaches useful explanations of human behaviour. Anthony Giddens, who is the best known modern sociologist, has put forward a theory called “structuration” which looks at the interaction between structural forces in society and individual actions.
Table 2.1.1 Resource status and trends summary for soil acidity Ag Soil Zone number Ag Soil Zone Summary Condition Trend Confidence in condition Confidence in 1 Mid West half of the zone is below target pH but there are indications that soil pH is gradually improving. Poor Improving Adequate high-quality evidence and high level of consensus Adequate high-quality evidence and high level of consensus 2 Mullewa to Morawa The majority of soils are below target. With more than 70% of surface soils below target, the subsurface soil will continue to acidify. Poor Deteriorating Adequate high-quality evidence and high level of consensus Limited evidence or limited consensus 3 West Midlands About half of the soils are below target, but the trend is relatively stable, with a few areas improving. Poor Variable Adequate high-quality evidence and high level of consensus Adequate high-quality evidence and high level of consensus 4 Central Northern Wheatbelt The majority of soils are below target and stable over most of the zone, with improvement in the north of the zone. Poor Variable Adequate high-quality evidence and high level of consensus Adequate high-quality evidence and high level of consensus 5 Swan to Scott Coastal Plains A large proportion of soils are below target. The trend shows continuing deterioration. Very poor Deteriorating Adequate high-quality evidence and high level of consensus Limited evidence or limited consensus 6 Darling Range to South Coast With nearly 90% of surface soils below target, subsurface soils will continue to acidify. Poor Deteriorating Adequate high-quality evidence and high of consensus Limited evidence or limited consensus 7 Zone of Drainage A large proportion of surface soils are below target. Although the trend for surface soils is stable, the subsurface will continue to acidify. Poor Deteriorating Adequate high-quality evidence and high level of consensus Adequate high-quality evidence and high level of consensus
EDS Goal EDS Outcome Summary of Activity from ND CCG Examples of Evidence Goal 2 - Improved patient access and experience 2.1 Patients, carers and communities can readily access services, and should not be denied access on unreasonable grounds Stakeholder Meetings/ Events ND CCG takes seriously every concern and issue that we receive from patients, their carers and the public. On a quarterly basis feedback the actions from our Stakeholder Forum Meetings via a ‘You said – We Did’ and how your feedback has improved services. Feedback, comments and concerns are also encouraged via the ND CCG website and responded to on a daily basis. There is a ‘Contact Us’ section on the website for public to feedback. This comes via email to a nominated person in the CCG. Feedback is shared with relevant teams for a response. The requester always receives an email response. Derbyshire Community Healthcare Services (DCHS) The Clinical Patient Safety Schedule for 2013/2014 contract specifies that DCHS has equality schemes (race, gender and disability) in place. These are reviewed as necessary and complete Equality Impact Risk Assessments for all policies and processes. Patient Participation Groups (PPGS) ND CCG has been working with PPGs across all localities to inform patients of access pathways, for example NHS 111
Tour Operator and Activity Provider Licensing Tour operator fees Fact Sheet June 2018 What is the purpose of a licence? The tour operator licensing system provides a consistent legislative framework for licensing commercial tourism and commercial recreation activity on public land and waters in Victoria. Licensing provides land managers and government with assurances that tour operators and activity providers are: implementing risk management measures associated with a tour or activity meeting relevant safety standards complying with environment protection conditions. Tour operator licence fee regulations The tour operator licence fee Regulations ensure public land managers charge consistent state-wide fees and recover a reasonable proportion of licence administration costs. The fees have two parts, an annual licence fee and a use fee (based on visitor numbers). This means that the majority of fees are collected on a proportional use basis, thus reducing the financial burden for operators. Why are the fees charged? The fees reflect the need to effectively manage environmental and public safety issues that arise from nature-based tourism. The licence fees allow public land managers to recover a reasonable proportion of licence administration costs. Full cost recovery has not been set in recognition of the health, cultural, and educational benefits of activities on public land. Fees for standard tour operator licenses The fees for standard tour operator licences are shown in Table 1. Table 1: Summary of standard tour operator licence fees Category Fee for 2018/2019 Annual fee – standard one year licence $300.30 Annual fee – standard licence greater than one year (per year) $235.50 Use fee – adulta. $2.40 Use fee – (16 years and under) and school studenta. $1.60 Use fee cap $14,720.80 Per head per day The annual licence fee for standard tour operator licences is fixed to the identified number of fee units as set out in the Regulations. The value of a fee unit is indexed annually by a rate set by the Treasurer, ensuring that the value of fees is not eroded by price increases over time. It is published in the Government Gazette and major newspapers. The annual licence fee for a standard one year tour operator licence is 20.78 fee units, or 16.3 fee units for
2.1-2.3 Review Answers 37, 42 1.111111 8, 1.6 12345, 123456 0.0003, 0.00003 36, 49 See image See image Is odd Is negative Is even Is a multiple of 10 Multiply by 1 Rectangle Leap year Hypothesis: You can predict the future Conclusion: You can control the future Hypothesis: Dan is nearsighted Conclusion: Dan needs glasses Hypothesis: Lines k and m are skew Conclusion: Lines k and m are not perpendicular 13 – If the result is always larger than the original number, then you multiplied by a positive integer 14 – If a figure is a square, then it is a four figure with four right angles 15 – If a month has exactly 28 days, then it is February If a figure is a square, then it is a rhombus Converse: If , then True Conditional: If a person is a baseball player, then they are an athlete. True Converse: If a person is an athlete, then they are a baseball player. False Conditional: If two numbers are even, then their product is even. True Converse: If the product of two numbers is even, then the numbers are even. False the product of two numbers is not even, then the numbers are not even. True Conditional: If the number is one, then it is the smallest possible square. True Converse: If the number is the smallest possible square, then it is one. True Biconditional: The number is one if and only if it is the smallest possible square. Conditional: If a figure is a rectangle then it has four True Converse: If a figure has four sides, then it is a rectangle. False Conditional: If a square has an area of, then is has sides that measure. Converse: If a square has sides that measure, then it has an area of. Biconditional: A square has an area of if and only if it has sides that measure.
2:00-2:15 Recess Take students to recess and stay on duty. Students will need to take a bathroom break. While students are doing a bathroom break, send them to AR test with Mrs. Mary Jean on the Shared Reading Story for the day and let them test on their extra readers. Columbus Day! National Geographic on Christopher Columbus Discuss voyage with them and show on a map * H.6.1.1 H.6.1.11 Identify and discuss national symbols that represent American democracy: American Flag House Bald Eagle Statue of Liberty United States Constitution BrainPop Video on National Symbols Color the National Symbols Book *C.5.1.4 Science: Identify the features of landforms Social Studies: Map Skills Map Book *ESS.8.1.1 Science: Identify the features of major landforms Discuss Landforms *ESS.8.1.1 Science: Identify the features of landforms Review Landforms. Make a Map of Landforms. *LAB* *ESS.8.1.1
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. LANGUAGE Academic Language (TE Page 175U) national pastime, strike, career, statistics, accomplishments Text Vocabulary (TE Page 150, 175C) in context L.4.4.a Grammar (TE Page 175I, 175J) Common and Proper Nouns L.4.2.a Use correct capitalization. WRITING Text Type Write a persuasive letter (TE Page 174) W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Form Letter Focus (TE Page 175A) A Good Topic W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. TD Writing Prompt a letter to convince a friend or family member to do something. Use the writer’s Checklist on (Page 175) W.4.2.e Provide a concluding statement or section related to the information or explanation presented.
Figure 5.4. Governmental categories of liquidators Table 5.2. Cohorts of liquidators (EWs) in 1986 No Cohort Number Dates 1 Witnesses and first responders 1,000 April, 26 2 Urgent response teams 35,000 27.04 –20.05 2.1 Military 13,000 2.2 Civil 22,000 3 Emergency & Recovery workers 89,000 21.05 – 30.11 3.1 Military 49,000 3.2 Civil 40,000 Total 125,000 26.04 – 30.11 Table 5.3. Operating schedule in 1986 Category Type Duration ChNPP personnel Shift work 15working days + 15days of rest liquidators Single mission Till 15 days Attached to ChNPP Shift work or single/repeated missions Till 30 days US-605 personnel Single work 2 months Military liquidators Single frame Single/repeated missions work 3 min or E < 200mSv E < 250 mSv 3/6 months Attached into 30-km zone Shift work or single/repeated missions 3 months or E < 250 mSv Table 5.4 General activities Measure Object Preventing of release Ruined Unit IV 26.04 -10.05.1986 Evacuation Pripyat town Chernobyl town, rural settlements 27.04.1986 3.05-7.05.1986 Decontamination Units I-III, industrial area, settlements, roads “Red” forest 1986-1990 1987 Construction “Shelter” Waste depository Damps Filter screen 21.05-30.11.1986 1986-1988 11.07-25.09.1986 1987 Building Shift industrial community 15.05-31.10.1986
2.1.1 Cell Structure End of Topic Test NAME __________________________________ Qu. Marks available Predicted mark Actual mark Section A - multichoice 5 Section B - Definitions and use of microscope 11 1 Microscopy and cell structures 11 2 Cell structures and function; microscopy 8 3 Cell structures and function 10 Total 45 Reflection: Spelling, punctuation or grammar Maths, data analysis or experimental techniques Application of knowledge Not Reading question carefully Clarity and precision of answer Knowledge not revised/ understood Statements per mark Section A – multiple choice
AGENDA Meeting of the District Advisory Council Thursday, February 1st, 2018 6:00pm – Auditorium Welcome & Executive Committee Introductions – Larry McAdoo Consent Agenda – Jenni Hofschulte Family and Community Engagement Report Committee Reports Review January Minutes Positive Notes – Demetria Anderson New Business District Budget Process Unfinished Business – Small Group Discussion Rooms Children’s Savings Accounts Evaluations Adjourn Committee Meetings (Optional) 7:30-8:00pm Human Trafficking Ad Hoc Committee – Room 206/208 Bullying Ad Hoc Committee – Room 210/211 Family Action and Training Standing Committee – Room 131
CRITICAL INCIDENT STRESS MANAGEMENT continued… A Critical Incident Debriefing may occur 24 to 72 hours after the event. It will be lead by qualified professionals and participation is voluntary. The debriefing may be set up as a result of discussion at the defusing, or based on the judgement of the Director, Deputy Director or Officers. A critique of the incident should happen within 30 days of the event. It is based on identifying what went well, what can be done better and improving the response systems. The purpose of the critique is not to assign blame. Members that require additional psychological help, in dealing with the affects of the incident, may receive assistance through WCB (1 888 922-3700) and from the City Employee Assistance Program (1 800-667-0993). Interior Health provides a crisis line for anyone who wishes to talk to mental health professional regarding any issue they may be struggling with (1 888-353-2273) The Employee Family Assistance Program can also provide assistance for non work related CIS. Reference: WorkSafe BC, Workers Compensation Board, Coping with Critical Incident Stress at Work Employee Family Assistance Program Ramsay Consulting, Critical Incident Stress Management, Thought Therapy. Bruce Ramsay, 1023 Arlington Crescent, North Vancouver, BC, Canada, V7R 1K8. (604) 868-1172 CF&ES post CIS Information Sheet (attached) Also OG: This OG replaces: Implementation Date: May 7, 2008 CF&ES Post Critical Incident
C. Work done by gases: NOTE the piston was PUSHED up 1. the signs (+/-) for the variables when work is done by a gas? a. ΔV b. w c. Equation: 2. the (+/-) for the variables when work is done to a gas? a. ΔV b. w c. Equation: Problem 8: Calculate the work associated with the expansion of a gas from 46 L to 64 L at a constant external pressure of 15 atm. Problem 9: A balloon is being inflated to its full extent by heating the air inside it. In the final stages of this process, the volume of the balloon changes from 4.00 x 106 L to 4.50 x 106 L by the
2014 / 2015 ANNUAL REPORT Electricity Key Performance Indicators Baseline 12/13 Annual Target 14/15 5 Year Target of verification Measures taken to improve performance Status as at 30 June 2015 The backlog of ELECTRICITY connections to consumer (includes housing backlog and un-served rural consumer units) 290 393 262 393 276 448 Actual Households connected captured in Ellipse Housing delivery dependent 260 660 The number of consumer units provided with new prepaid ELECTRICITY connections captured, including housing and rural consumer units 9 986 15 000 40 000 Actual recorded in Ellipse Housing delivery dependent 13 342 The number of consumer units provided with new conventional ELECTRICITY connections 1 069 750 5 000 Actual captured in Ellipse Housing delivery dependent 808
Activity 2.1.3 Free Body Diagrams Purpose In 1981 at a Kansas City Hyatt, a walkway holding hundreds of people collapsed during a party. The collapse killed 114 people and injured 200 others. When building this walkway, designers and engineers made serious errors that allowed the collapse to occur under the weight of so many people. In such a design, every part must be analyzed to ensure that it can perform its intended function without failing. One planning tool that engineers can use is the free body diagram. Free body diagrams show all forces that act upon a body or part. The information identified in a free body diagram can be used to determine whether a part is adequate. Procedure In this activity you will practice creating free body diagrams (FBD) in order to evaluate all of the forces interacting with those objects. Examine the below. Draw a free body diagram for both objects. Use the notation in the image as subscripts when labeling forces. Examine the image below. Draw a free body diagram for the four labeled parts in the image. Use the notation in the image as subscripts when labeling forces. Examine the image below. Draw a free body diagram for the five labeled parts in the image. Use the notation in the image as subscripts when labeling forces.
VOLUNTEER APPLICATION FORM PERSONAL DETAILS Title: Mr/Mrs/Miss/Ms/Other* Surname:* First Name(s):* Address:* Phone Number:* Mobile Phone Number: E-mail Address: Date of Birth: ACTIVITIES (please circle any activities you are interested in. You may also want to enquire about volunteering in more than one area with us) Day Care (Carlisle, Penrith, Appleby) Lunch Clubs (Carlisle, Appleby, Kirkby Stephen) Home Day Care (Various Areas) Shop Roles (Carlisle, Brampton, Alston, Kirkby Stephen, Penrith) REACH Home visits (Carlisle, Penrith, Appleby) Information & Advice (Carlisle, Penrith) Reception & Shop mobility (Penrith) Brampton Dial-A-Ride (Brampton) Blue badge admin assistant Carlisle Penrith As we often have new services coming up, we may be able to consider you for new services that are being planned. Please let us know if there is anything not listed above you would like to do. ABOUT YOU In order to offer volunteer opportunities that are suitable to you - please let us know your interests, hobbies and skills, and what experiences you have that you would you like to share? (this may include qualifications, employment and other voluntary work) As an agency working with vulnerable people, certain volunteer roles are considered exempt from the provisions of the Rehabilitation of Offenders Act 1974 and any convictions must be declared. You must disclose all previous convictions; none of these may be considered spent. Have you ever been convicted, warned, reprimanded or
2.1.4 Understanding comics – Worksheet Use the following questions to discuss Texts 1-10 from Page 2.1.4. The texts are taken from 99 Ways to Tell a Story: Exercises in Style, by Matt Madden. Which text gives you the most objective understanding of the story? What makes you say this? Which text gives you the most subjective understanding of the story? What makes you say this? Which text is the most complex, considering style, structure and meaning? What makes you say this? Which text is the simplest, considering style, structure and meaning? What makes you say this? Which text is furthest from the template text (Text 1), considering style, structure and meaning? Why? Which text do you recognise as a particular genre of comics? Is there evidence of pastiche or parody?
2.1.5 Biological Membranes End of Topic Test NAME ________________________________________ Qu. Topic available Predicted mark Actual mark Section A – multiple choice 5 1 Transport across cell membranes and practical investigation skills including graph skills 16 2 Structure of cell membranes and practical investigation skills 15 3 Structure and function of cell membranes incl long answer question 11 Total 47 Reflection: Spelling, punctuation or grammar Maths, data analysis or experimental techniques Application of knowledge Not Reading question carefully Clarity and precision of answer Knowledge not revised/ understood Statements per mark
POST EXPOSURE TO BODY FLUIDS/COMMUNICABLE DISEASE continued… These types of injuries can be stressful for family members of those affected, if needed contact the Employee Assistance Program at 1-800-668-2055. Complete the Work Safe BC forms as outlined in the CF&ES Occupational Health & Safety program. Enter into FDM as an exposure and injury. Reference: WorkSafe BC BC Ministry of Health Services form “Management of Percutaneous or Permucosal Exposure to Blood and Body Fluid/Laboratory Requisition”, HLTH 2340 2004/08/20 BC Ministry of Health Services form “Management of Percutaneous or Permucosal Exposure to Blood and Body Fluid Letter for follow-Up Physician”, HLTH 2339 Rev.2005/04/12 Cranbrook Fire and Emergency Services letter “Firefighter/First Responder Infectious Disease Exposure”, 2007/07/03 Cranbrook Fire & Emergency Services information pamphlet “ Blood borne Pathogen Exposure Informational Handout”, 2007/07/25 WCB Publication – “Blood Borne Pathogens” BCAS Policy – “Blood and Airborne Pathogens” BILL 39 — 2012 EMERGENCY INTERVENTION DISCLOSURE ACT, retrieved on July 16, 2012 from Also OG: Employee Immunization2.1.3 Critical incident Stress 2.1.2 Dealing with Blood, Body Fluids and airborne Contaminants 2.1.4 This OG replaces: Split into OG #1.01.18 and 1.01.19 Implementation Date: July 25, 2007
Read through the list of ways that people help causes that are important to them. In your groups, tick the ones you are familiar with and give an example. Volunteering Fundraising Donating Voting Public awareness campaigns Lobbying Starting a petition Crowdfunding Joining action groups Being an activist Joining social media groups Undertaking paid work in the area of interest and applying expertise Can you think of any others? You don’t need to be famous to make a valuable contribution. The important thing is to start where and with what matters most to you. What might be some areas of contribution where you would like to make a difference? Is there an organization already active in this area that you can connect with? Do they: have a guest speaker who can visit your school or community; offer work experience; or need volunteers?
experience of providing emotional & practical support to survivors of domestic violence experience of safety planning and conducting risk assessments experience of planning and facilitating group work Skills The facilitator should possess skills that enable them to run the group effectively and ensure that collective and individual needs are met. The following specific facilitator skills are essential for a successful self-help group: excellent group management skills, including the ability to plan and facilitate group sessions effectively; excellent communication skills, including clear verbal delivery & positive body language; active listening skills, and the ability to respond empathetically to the group members; the ability to challenge participants, where relevant and necessary, in a but assertive manner; the ability to handle issues, such as anger, in the group; an understanding of professional boundaries and the facilitator’s limitations within the group, e.g. not getting personally involved with the women’s lives; not counseling; self-initiative to plan and execute their group facilitation responsibilities effectively; ability to apply anti-discriminatory practice and equal opportunities into all aspects of the support group; ability to evaluate the effectiveness of the support group and report on the outcomes; the ability to use basic information technology, such as searching the internet and word processing is preferred. Education, qualifications and training At this time there is no legislative educational credential or qualification requirement in Illinois for a facilitator to run domestic violence survivor support group. However, it is uniformly recommend {by licensed domestic violence agencies} that facilitators should successfully complete the 40-hour Domestic Violence Training at a certified training site and have a good combination of relevant experience and knowledge. It is further recommended that the trained facilitator of a domestic violence survivor support group is supervised by a licensed, professional clinical counselor at a collaborating agency. A facilitator who has prior experience of working with survivors will generally possess the fundamental knowledge, skills and attitudes needed. In addition, some facilitators may have some relevant training for work within the domestic violence field, and/or a relevant degree or qualification such as social work. Such training courses might include the following topics: • domestic violence; • sexual violence; • diversity and equal opportunities; • group facilitation skills;
Questions Who has rights? All people have human rights. People with disability from all cultures, religions and backgrounds have the same human rights as everyone else. Module 1 Describe four reasons as to why human rights matter in your role? It’s the right thing to do People with disability have the same human rights as everyone else, but they are not always upheld in disability services or the community. You can help change this. If human rights are to have meaning, we all have a role to play. It’s better for everyone Research shows that a human rights based approach in your work can lead to: Improved outcomes and services for people with disability Improved outcomes, greater efficiency and more engaging work for you It’s a legal obligation Human rights are protected by laws. You have to comply with some of these laws in your work. It’s driving change Recognition of the human rights of people with disability is the driver behind lots of changes in disability services. These include: Person centred approaches Individualised funding Changing community attitudes and expectations Module 1 What do the 3 R’s stand for in the three step process? Describe how each of the steps helps you to apply human rights to your work. Recognise - Recognise there is an issue which may impact on the human rights of a person that you support. Reflect - Reflect on what can be done to uphold the rights of the person you support. You may need to involve others or it could be something you can do yourself. It is always a good idea to talk to your manager if you are unsure.
Strengthening Families Program Facilitator Responsibilities Family Session 1 Supporting Goals and Dreams Lead Facilitator: ________________________________________ Who Activity Length of Time Group Games Knot Game Spin the Bottle Game 10 minutes (total) 5 minutes 5 minutes Activity 1.1 Parents/Caregivers View and Discuss Youth’s Treasure Map Individual Families Whole-Group Discussion 15 minutes 10 minutes 5 minutes Activity 1.2 Steps to Reach Goals Individual Families Whole-Group Discussion 10 minutes (total) 8 minutes 2 minutes How Well Do We Know Each Other 20 minutes Closing Circle 5 minutes
Strengthening Families Program Facilitator Responsibilities Youth Session 2 Appreciating Parents Lead Facilitator:__________________________________________ Who Activity Length of Time Mystery Compliments Icebreaker 4 minutes Round of Compliments 2 minutes Appreciating Parents Activity 2.1 What’s Good and What’s Hard About Being a Youth or a Parent? 19 minutes Active Game – Body Talk 5 minutes Activity 2.2 Why Parents and Caregivers Are Stressed 12 minutes Activity 2.3 of Parents 13 minutes Home Practice 1 minute Preparation for the Family Session 2 minutes Wrap Up ½ minute Strengthening Families Program
Who Activity Length of Time Round of Compliments 5 minutes Reaching Out to Others Activity 7.1 What Do I Do When…? (worksheet) 5 minutes Learning From Older Adolescents Activity 7.2 Writing Questions for the Panel 5 minutes Activity 7.3 Panel Questions and Answers 20 minutes Activity 7.4 Program Evaluation 15 minutes Activity 7.5 Letters to Parents/Caregivers 10 minutes Group Games (optional), Preparation for the Family Session & Wrap up 3 minutes
Photocopies of ID Card or Alien Resident Certificate (both Please attach 2-inch color Headshot Photo x1 Please affix 2-inch color Headshot Photo x1 Gender Date of Birth YYYY / MM / DD Please affix 2-inch color Headshot Photo x1 ROC ID Card No. (if applicable) Occupation Passport No: (For Non-Citizen) Expiry Date: YYYY / MM / DD Visa No: (For Non-Citizen) Expiry Date: YYYY / MM / DD Address Home Phone Mobile Office Phone E-mail Personal Website: Contact info to be publicized? Address Home Phone Office Phone □Yes □No □Yes □No □Yes □No Mobile E-mail Website □Yes □No □Yes □No □Yes □No
Are you disabled? □No □Yes, Are you currently holding cities’ Street Artist Permit? □No □Yes, I am currently holding Street Artist Permit(s); (Please fill in other city names.) Consent of Collection, Process and Use of Personal Information on the Application I, , hereby agree the following information with the Department of Cultural Affair, New Taipei City Government: I have read “Regulations for Performing in New Taipei City Outdoor Public Area” (See Attachment 4, in Chinese), “Review Procedure and Inspection Regulation for Applying Performing in New Taipei City Outdoor Public Area” (See Attachment 5, in Chinese), and “General Regulations and Application for the 2017 Audition for Street Artist’s Permit in New Taipei City,” and agree with the review time, location and Regulations.
Lesson Plan Schedule WEEK OF: January 10-12 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Order of operations pizzazz worksheet Fractions - comparing them and finding their decimals Power Rule with exponents 5th: Dividing exponents pizzazz worksheet Fractions and dividing exponents on quizzizz. Catch-up day and multiplication practice Week of: January 15-19 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Exponents with multiplying (power rule) Exponents with adding Exponents with division Review day of exponents Quiz on Exponents 5th: Exponents with adding Exponents with negatives and order of operations. Exponents with negatives - all 3 kinds (adding, power rule, and dividing) Review on exponents Quiz on exponents Week of January 29 - February 2
Estimated actual $'000 $'000 Forward year 1 $'000 Forward year 2 $'000 Forward year 3 $'000 Annual administered expenses Ordinary annual services 9,979 12,100 12,274 12,330 12,332 Special appropriations National Health Act 1953 - Blood fractionation, products and blood related products - to National Blood Authority 646,003 681,848 733,689 794,955 860,155 Program support 3,937 3,889 3,983 3,900 3,931 Total Program 13.1 expenses 659,919 697,837 749,946 811,185 876,418 Program 13.1: Deliverables 13.3: Qualitative Deliverables for Program 13.1 Improve Australians’ access to organ and tissue transplants Qualitative Deliverables 2012-13 Reference Point or Target Support the Australian Bone Marrow Donor Register and the National Cord Blood Collection Network to identify matched donors and stem cells for transplant Increase diversity of tissue types of donors and cord blood units available for transplant Support access to blood and blood products Qualitative Deliverables 2012-13 Reference or Target Effective planning of the annual supply through the National Supply Plan and Budget The 2013-14 National Supply Plan and Budget agreed by all Health Ministers in 2012-13 Table 13.4: Quantitative Deliverables for Program 13.1 Improve Australians’ access to organ and tissue transplants Quantitative Deliverables 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3
Percentage of emergency department patients admitted, referred or discharged within 4 hours 64% 70% 76% 83% 90% Improve access to public dental services Quantitative Indicators 2011-12 Revised Budget 2012-13 Budget Target 2013-14 Forward Year 1 2014-15 Forward Year 2 2015-16 Forward Year 3 Number of additional public dental patients treated by the states and territories above agreed baseline N/A 80,000 180,000 140,000 N/A
Random mutations and new gene combinations from sexual reproduction may create beak variations. Describe at least 3 beak variations that could randomly appear and further your species chance of surviving Why did some beaks survive on the Large Seed Island when they couldn’t survive on Small Seed Island? Part 5: Analysis Questions: Data Did those who stayed on Small Seed Island survive equally well in Round 2? Why? Why were fewer survivors at the end of Round 3? What types of “beaks” were successful at the end of Round 3 on Large Seed Island? Were those “beaks” different from those at the end of Round 3 on Small Seed Island? Why? How did this lab show competition? How did this lab show adaptation? which species of finch would most likely survive if the weather on the Galapagos Islands gradually changed, and the seeds available to the finches became larger with heavier coverings. Why?
Dear Parents & Guardians, Thank you to the following students & parents who contributed treats & games for our Valentine Party: Hannah LeClair, Johnathan Randles, Gwen Fecht, Anthony Shreffler, and Hannah Crouse. We had a S-W-E-E-T party!!! Have a great weekend Ms. Huddlestun UPCOMING DATES: Monday, Feb. 19th No School Friday, Feb. 23rd Technology Fundraiser “P.J. Day” $0.25 (or more) As of last week, our homeroom was in 1st place!!!! If we win the entire contest, I will be buying pizza to supplement the popcorn/game party!!! Friday, Feb. 23rd “The Enchanted Bookshop” @ Nash We will be boarding & leaving by 8:30 am. Late arrivals will stay at the office our return to Chebanse. Saturday, Feb. 23rd Daddy & Daughter Dance @ Ashkum 6:30 – 8:30 p.m What we learned this week: Math: Students have been converting mixed numbers and improper fractions. They have also been adding, subtracting, and multiplying fractions. Our test will be on Tuesday, February 20th. Students are encouraged to practice workbook pages from both chapters to prepare for the test. Social Studies & Language: We are done writing our “sloppy copy” for our Illinois research report and will use class time next week to type the final report. When researching, students were required to write 2-3 sentences for each symbol, city, river, lake, product, etc. on their outline. Students who were absent, who did not follow directions, or use class time productively may need to finish their research or paragraph writing at home. Due to the amount of time (days) spent on this report, it will be worth 10 grades for Social Studies and Language. Reports are due Friday, February 23rd. No late reports will be accepted!!! Science: Students discovered how their muscles and tendons control their bones. We explored how our bodies move by creating a robotic finger based on how our own fingers work. Pictures on the back Students discover the
(mark applicable score) Score – (below) 40 Basic Unit Not Granted Score – 40 - 55 All ratings – 2 or above Basic Unit Granted – 55 - 70 All ratings – 2 or above Completed Basic SPE Ready to Begin Advanced Score – 70 - 85 All ratings – 3 or Completed 1st Advanced Granted – (above) 85 All ratings – 4 or above Completed 2nd Advanced Granted to Apply for Specialist (see below) REVIEW TEAM SIGNATURES: Please add comments, print name and sign. Comments and Recommendations: Assessor’s Name & Signature: Date: Comments and Recommendations: Assessor’s Name & Signature: Date: Comments and Recommendations: Supervisor’s Name & Signature: Date: For those Scoring (Ready to Apply for Specialist), please note the following requirements to proceed. EVIDENCE OF THE FOLLOWING IS REQUIRED IN ADDITION TO RECEIVING 2nd ADVANCED: FOR CPE CANDIDATES – (Manual, Chapter 2, Section II) – requires an additional 1,000 hours of spiritual care practice. FOR PCE CANDIDATES – (Manual, Chapter 2, Section III) – requires evidence of: 1) candidate’s own therapeutic process, 2) 500 hours of counselling, 3) receiving 200 hours of supervision (100 of which is individual supervision). Once completed, this report form is forwarded to the Candidate and Regional Admitting Chair (RAC) and RAC forwards an official record of placement to National Office electronically. Candidate: _____________________ I have received a copy of this completed Step 2 Report (Form 2.17). (Please sign)
outcomes. How does the project align to the strategic plan? What is the total estimated time and cost to implement the outcomes and what is the recommended next step in the process? Provide a statement of what the approver is being asked to approve >> Enter text here Project Purpose << Describe the problem/opportunity that prompted the project to be initiated >> Enter text here Process to Date << Background details for the Business Case should include any changes, actions, and/or activities that have already occurred in relation to the project proposal >> text here Project Objectives and Outcomes << Provide a broad statement and/or dot points about what objectives the project is expected to deliver based upon the current state of knowledge and understanding. A good method to use to ensure your objectives are clear is the “Verb, Quantity, Time, Quality” method. Ensure information is consistent with the Project Logic template >> Enter text here Strategic Alignment << Demonstrate how this project supports the CED Strategy Map and Branch/Office Operational Plan >> Enter text here Benefit Analysis Project Objective Performance Measure Baseline Performance Target Performance Target Date List an objective from 1.2 Project Objectives and Outcomes. How will the improvements in performance be measured. What is the current level of performance? What is the expected of improvement in performance that will result from the outputs of this project? When will the performance be achieved? Risk Analysis << Undertake an overall risk analysis >> Likelihood Consequence Management Strategy
Wrap-Up and Action Steps Action Items – Care Transition & Navigation Cohort Meeting (2.18.15) Task Person Assigned Task Status Share template with co-facilitators Liz Dickey Due 2/18/15 Doodle Survey to set date/time for next meeting Ade Moronkeji Due 2/19/15 Provide cohort referral template to group w/sample information and instructions Karla Blaine Due 2/23/15 Complete Doodle Survey and commit to meeting date/time All Due 2/25/15 Complete spreadsheet with requested referral/resource information All Due 3/2/15 Draft meeting minutes and share with group Karla and Ade Pending Consolidate spreadsheets for the group and share prior to next meeting Karla Blaine Pending
Lesson Plan Schedule WEEK OF: January 10-12 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Order of operations pizzazz worksheet Fractions - comparing them and finding decimals Power Rule with exponents 5th: Dividing exponents pizzazz worksheet Fractions and dividing exponents on quizzizz. Catch-up day and multiplication practice Week of: January 15-19 Monday Tuesday Wednesday Thursday Friday 2nd/4th/6th/7th: Exponents with multiplying (power rule) Exponents with adding Exponents with division Review day of exponents Quiz on Exponents 5th: Exponents with adding Exponents with negatives and order of operations. Exponents with negatives - all 3 kinds (adding, power rule, and dividing) Review on exponents Quiz on exponents Week of January 29 - February 2
2.2 Force and mass determine acceleration. Page 49D What concepts are involved in Newton’s Second Law? Newton’s Second Law States: What happens to the acceleration of an object when the force on it increases? A ping pong ball and a bowling ball are pushed with the same force. Which one will accelerate more? Why? Force equals mass times acceleration Force = ___________ • ____________ F = What is the standard unit of forces? What unit is used for mass when calculating force or acceleration? If the same force was applied to two objects of different mass, which object would have the greater acceleration? What formula is used to calculate acceleration? A mass of 2 kg. what other information do you need to calculate acceleration? Mass and Acceleration Mass is also a variable in ________________________________. If the ___________________ acts on two objects, the object with _______________ will have the ________________acceleration. If an object ________ mass, they can gain _________________ if the force remains ____________________. Use the sample problem found on page 53D to help solve the following problems Another model rocket is acceleration at a rate of 3 m/s2 with a force of 1 N. What is the mass of the rocket? A boy pushes a shopping cart with a force of 10 N, and the cart accelerates 1 m/s2. What is the mass of the cart?
Name_______________________________ Hour______ 2.1 Functions and their Graphs 1. Identify the domain and range values on the graph. (use the y-x value table if needed) Domain = ________________________ Range = _________________________ X Y X Y 0 0 2 2 4 4 -4 4 -3 3 -1 1 X Y -4 -3 0 3 4 -4 -2 -1 -1 -4 Graph the relation and tell whether it is a function or not. 2. 3.
Part A Completion Extensive Intensive Mass Volume Amount Type Substance Shape Volume Shape Gas Part B True-False AT NT ST AT Part C Matching D I C A H E B G F K J Part D Questions and Problems Classify Vapor Liquid Liquid Solid Gas Chemical or Physical Physical Physical Chemical Physical
Read Chapter 2 Section 2 and complete the reading matrix below by answering each question. Western Europe During the Middle Ages What is a barbarian? Romans called all non-Roman or Greek people barbarians because they were believed to be uncivilized because of their lack of education and a written language. Who were the Franks The Franks were a successful barbarian from Gaul that developed a new style of warfare which used knights on horseback. They also created an early form of feudalism based on loyalty to a ruler in exchange for land. What is Christianity? Christianity is a religion based on the teachings of Jesus Christ. Clovis brought Christianity to the Franks and most of his followers became Christian. What is the Roman Catholic Church? The RCC is a Christian Church based in Rome and headed by the bishop of Rome. The Christian church at the time was split between the RCC in the West and the Eastern Byzantine Church. Who was Charlemagne? Charlemagne aka: Charles the Great, was a Frankish king who encouraged his lords to become educated. He unified most Christian lands in Europe into a single empire which he ruled. What is the pope? The Pope is the Bishop of Rome and the supreme leader of the Roman Catholic Church. Pope Leo III was the pope during Charlemagne’s reign. How did the pope help Charlemagne? Pope Leo III crowned Charlemagne as the “Holy Roman Emperor” in 800 CE. This showed the people that the church-therefore God- supported Charlemagne, “God is on my side.”
College/Alg Trig 2.2 Even and Odd Functions Name: _______________________ We can classify the graphs of functions as either even, odd, or neither. Even Odd A function is an even function if _____________ for all x in the domain of f. *The right side of the equation of an even function does NOT change if x is replaced with –x. Even functions are symmetric with respect to the ____________________. This means we could fold the graph on the axis, and it would line up perfectly on both sides! A function is an odd function if ______________ for all x in the domain of f. *Every term on the right side of the equation changes signs if x is replaced with –x. Odd functions are symmetric with respect to the ____________________. This means we can flip the image upside down and it will appear exactly the same! If we cannot classify a function as even or odd, then we call it neither! Directions: Determine graphically using possible symmetry, whether the following functions are even, odd, or neither. 1. 2. 3. 4. 5. 6. To verify algebraically if a function is even, odd, or neither, we must prove one of the following.
GIFT/GRANT DETERMINATIONS Policy Number: 2.0.1 Version Number: 001 Classification: Proposal Development and Submission Effective Date: February 12, 2013 Responsible University Office: Vice President for Research Purpose The purpose of this policy is to specify the criteria and process used to determine the appropriate categorization and treatment of philanthropic and sponsored award funding received from external entities. Applicability This policy applies to all Clemson University faculty, staff and students. Government Rules and Regulations 2 CFR 200 – Uniform Administrative Requirements, Cost Principles, and Requirements for Federal Awards (200.62 – Internal Controls; 200.403 – Consistent Treatment of Like Circumstances) Definitions Contract – Exchange of for the performance of a specific scope of work, usually written by the contracting agency. A contract is generally associated with procurement rather than financial assistance. Cooperative Agreement – Similar to a but with more substantial involvement between the grantor and grantee. Grant – An award of financial assistance to allow for the performance of certain work envisioned by the university or principal investigator. Gift – Cash or property received for the purpose of enhancing the public good without expectation of specific benefit to the donor. Contributions that are generally irrevocable, used for broad purposes and normally do not have time limits. Sponsored Project – Exchange transaction, generally in the form of a grant, cooperative agreement or contract with a defined scope of work, line item budget, specified deliverables, subject to audit and compliance requirements; unexpended funds must be returned. Usually initiated by funding agency through a program announcement or other type of solicitation. All sponsored projects are routed for review and approval through the Office of Sponsored Programs and managed financially by Grants and Contracts Administration.