zilongwang/ReadingBank huggingface dataset:
Intensive interaction of focussed interaction where the adult responds to the child’s lead. Chailey Communication System (CCS) Using a bespoke categorised communication system, enabling pupils to express their thoughts and ideas. VOCA A ‘high tech’ communication system, often accessed by switches, touchscreen or eyegaze. Developing relationships with peers All pupils spend time developing their relationships with their peers, learning about themselves and others in a variety of different settings. Working with others All pupils work with a team of skilled teaching assistants across the day developing their communication skills in a wide variety of learning environments Patchwork Farm All classes spend at least one learning session each week at the farm on-site or in school – handling animals, feeding and caring for them, listening and looking – developing their communication skills in a different context.
Biking All pupils who are able have a bike and ride this regularly developing their stamina and physical skills. They also have a great deal of fun! Hoist walking Pupils are able to use the hoists in the classroom for walking gives them other opportunities to practise their walking skills and develop their stamina. Hydrotherapy This includes differentiated and age-appropriate activities in the water, working with the Aquatics team and Physiotherapists Box sitting Box sitting supports pupils in developing their balance and core strength. They also have great fun sharing rhymes and songs which also support group work skills. Soft Play Pupils have the opportunity to explore their environment in a specially equipped soft play area. Hippotherapy Pupils have the opportunity to develop their balance and core strength whilst riding, and another setting in which to develop their communication skills
troy: You're gonna have to use it! You wanna draw that bat back on me . . . you're gonna have to use it. cory: Come on! . . . Come on! (cory swings the bat at troy a second time. He misses. troy continues to advance toward him.) troy: You're gonna have to kill me! You wanna draw that bat back on me. You're gonna have to kill me. (cory, backed up against the tree, can go no farther. troy taunts him. He sticks out his head and offers him a target.) Come on! Come on! (cory is unable to the bat. troy grabs it.) troy: Then I'll show you. (cory and troy struggle over the bat. The struggle is fierce and fully engaged, troy ultimately is the stronger, and takes the bat from cory and stands over him ready to swing. He stops himself.) ACT TWO 89 Go on and get away from around my house. (cory, stung by his defeat, picks himself up, walks slowly out of the yard and up the alley.) cory: Tell Mama I'll be back for my things. troy: They'll be on the other side of that fence. (cory troy: I can't taste nothing. Helluljah! I can't taste nothing no more, (troy assumes a batting posture and begins to taunt Death, the fastball in the outside corner.) Come on! It's between you and me now! Come on! Anytime you want! Come on! I be ready for you ... but I ain't gonna be easy. (The lights go down on the scene.)
Pinus aristata Sherwood Compact Pinus aristata Silver Alibi Pinus aristata Silver Bee Pinus aristata Silver Boy aristata Silver Dad Pinus aristata Siver Hells Pinus aristata Silver Joy Pinus aristata Stata aristata Stewen Pinus aristata Tlatla Pinus aristata Vanc Gold (v zimě svítivá) Pinus aristata Všejany Pinus aristata Wait Mountain Pinus aristata Vanc aristata Jeddeloh ayacahuite Maya Pinus ayacahuite Roman Pinus banksiana Abš Pinus banksiana Angel Pinus banksiana Beehive Pinus banksiana Bety Pinus banksiana x Contorta Pinus banksiana Garfield Pinus banksiana Chippewa banksiana Kalsnava Pinus banksiana Kokořín Pinus banksiana Manomet Pinus banksiana Midge banksiana Mitch Pinus banksiana Novák Pinus banksiana Plocar Pinus banksiana Pospíšil Pinus banksiana Shoodic banksiana Sofronka 8 Pinus banksiana Schneverdingen Pinus banksiana Trio Pinus banksiana Věžka Pinus banksiana WB Pinus banksiana Winnipeg Pinus banksiana Wisconsin Pinus bungeana Junes Broom Pinus bungeana Rel WB Pinus cembra # 2 Pinus cembra Adige # 3 Pinus cembra Adrenalin Pinus cembra Almrausch Pinus cembra Aurea Pinus cembra Barbarossa Pinus cembra Dolomiten Pinus cembra Drei Zinnen Pinus cembra Glauca Compacta cembra Hintertux cembra Hirschbichelalm Pinus cembra Ikarus Pinus cembra Johnny Blue Pinus cembra Kaja Pinus cembra Kohout 5 Pinus cembra Komárek Hexe cembra Kornock cembra Latemar Pinus cembra Leo Pinus cembra Lisa Pinus cembra Malga
Sensor malfunction Check for sensor failure or malfunctions X X Time difference Check the time difference between each measurement for consistency and against specifications and check for strange variations in time X X Error values/substitutes Identify error values/substitutes (i.e. “999” or “NaN”) X X X Constant value Repetitions of consecutive data with the same value (repeating standard deviations or offset). X X Completeness Check whether the number of records and their sequence is correction (identification of gaps, check for repetition) X Range /threshold Check whether the data of each sensor lie within the measurement range of that sensor. X X Measurement continuity Compare the rate of change of a signal to expected/seasonally accepted values and between similar measurements that are collocated in close proximity X X Measurement Consistency comparison between statistics, such as the of wave height to power X Near-by Comparison Comparison with similar/duplicate measurements that are collocated in close proximity X Spectral spikes Spikes in the spectral data X X Trends and inconsistencies Identify trends in data such as large drift in sensor output or X
F: QA Pressure sensor spot check No Reference reading (in H2O) Differential Pressure Reading (in H2O) 100 x (Reference Reading - Differential Pressure Reading)/Reference Reading (%) 1 2 3 4 5 6 7 Probe-derived pitch angle spot check No Reference reading (rad) Pitch (rad) 100 x (Reference Reading - Pitch)/Reference Reading (%) 1 2 3 4 5 6 7 Probe-derived roll angle spot check No Reference reading (rad) Probe-derived Roll (rad) 100 x (Reference Reading - Probe-derived Roll)/Reference Reading (%) 1 2 3 4 5 6 7
Absorbed Power Absorbed power for PTO j All The following variables will be calculated for each run and be available for viewing between runs (if time permits) Variable Definition Reference Formula Relevant Runs Wave PSD Spectral density of the water surface elevation All Significant Wave Height Measured significant wave height where All Omni-Directional Wave Energy Flux Omni-Directional Wave Energy Flux All Wave Energy Period Wave Energy Period All Horizontal Displacement Horizontal displacement of the WEC from its at rest position All Mean The mean of the mooring tension for line j All Standard Deviation The standard deviation of the mooring tension for each mooring line All Max The maximum value of the mooring All
tension of all mooring lines Min The minimum value of the mooring of all mooring lines All Mean The mean value of the kinematic side of power for PTO j All Standard Deviation The standard deviation of the kinematic side of power for PTO j All Max The maximum value of the kinematic side of power All Min The minimum of the kinematic side of power for PTO j All Kinematic spectral density Spectral density of the kinematic side of power for PTO j All Mean The mean value of the dynamic side of power for PTO j All Standard Deviation The standard deviation of the dynamic side of power All Max The maximum value of the dynamic side of power All
13. Washdown Equipment A spring retractable storage reel for handgun hose be provided to allow the operator to deliver water to area served by pick up hose and to the inside of the debris body for clean out. Reel shall be mounted mid-ship on curbside, equipped with 1/2 x 50’ minimum 4000 psi hose. Hand sprayer with adjustable spray-pattern to be provided 14. Front Operating Station and Controls Primary operator station will be located at front of truck on right curb side of hose reel. The Front Work Station shall include truck engine throttle, water pump (on/off), water pump mode, hose reel control valve (forward / reverse), and low water warning with light. The single joystick will control the following: Hose reel payout and retrieve (forward / reverse), adjustable hose reel speed control, down rigger leg up and down, rotation of hose reel 180 degrees, all boom functions (telescope in/out, left, right up and down), Vacuum engagement and disengagement (three stages of vacuum Low, medium, and high), Auxiliary engine start/stop, and increase and decrease RPM of auxiliary engine. Joystick must be deadman type. Tachometer and hour for chassis engine provided at control station shall be provided. Tachometer and hour for auxiliary engine provided at control station shall be provided. All Hydraulic Functions - Color Coded, Sealed Electric/Hydraulic NEMA 4 switches shall be provided. Fan Engagement/Vacuum Relief - Sealed Electric/Air NEMA 4 or equivalent Switch shall be provided. Water pump hour meter shall be provided.
City of Casper Bid Processing Check List Project Title: Solid Waste Loaders Department: Public Services Division: Solid Waste Shellabarger Estimated Cost: $285,000 Revenue Source: Line Item: (Following Section Completed by Department Head) Public Services Director Date: (Following Section Completed by Administrative Services) Pertinent Dates: Publish: Open Date: Open By: Room Needed: Bid Type (check appropriate): Construction Purchasing Review: Budget Verified: Approval: Name: Date: (Following Section Completed by City Manager’s Office) Assistant City Mgr Date: City Manager Date: Telecommunications Date: Publish # Imaging Date: For Projects over $25,000 -- Estimated Cash for this bid (this allows investments to be aligned with your project’s cash needs) 2013: 2013: 2013: 2013: 2013: 2013: 2014: 2014: 2014: 2014: 2014: 2014: 2014: 2014: 2014 2014: 2014: 2014: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2015: 2016: 2016: 2016: 2016: 2016: 2016:
Ensure “payment with Title I funds” is added to the definition for extended services. Develop policies that determine justification of the need to extend the short term basis Revise previous definitions of “Clubhouse model” by referencing “transitional employment” as a workplace learning activity – as opposed to an employment outcome in supported employment.
Stakeholder Engagement Engaging SEAs and Teachers as Stakeholders -SLDS Webinar (2013) Engaging Local Stakeholders from Postsecondary and/or Workforce - SLDS Webinar (2013) Everyone on Board: How to Engage Reluctant Stakeholders and Stakeholders Experiencing Leadership Transitions - SLDS Issue Brief (2014) Leadership Change: How to Keep the Work on Track - EIMAC Presentation (2014) Managing Leadership Change: Keeping the Work - SLDS Webinar (2015) Stakeholder Engagement Plan Guide and Template (2012) Stakeholder Engagement: Communications - SLDS Best Practices Conference (2014) Stakeholder Engagement & Sustainability: Helping Stakeholders Get the Most from an SLDS (2013) Stakeholder Engagement & Data Use: Helping Stakeholders Get the Most from an SLDS (2013) Strategies for Situation Based Communications - SLDS Issue Brief (2014) Traversing ‘Stakeholder Land’ - Stakeholder Engagement Toolkit (2013)
Acknowledgements The department recognizes and appreciates all of the listed educational professionals, higher education faculty, parents, and advocates who contributed to the development of the Emotional Disturbance Evaluation Guidance for their time and effort. Patti Wilson Clarksville Montgomery County Schools Leslie Jones The ARC of Tennessee (West) Pamela Guess University of Tennessee at Chattanooga Erika Christianson Williamson County Schools Laria Richardson The ARC of Tennessee (Middle TN) Alison Gauld Tennessee Department of Education Angela Collins Hamilton County Schools Lisa Rodden-Perinka Wilson County Schools Nathan Travis Tennessee Department of Education Michelle Hopkins Vanderbilt Kennedy Center/ Melanie Schuele Vanderbilt University Theresa Nicholls Tennessee Department of Education Ashley Clark Clarksville Montgomery County Schools Cathy Brooks Disability Rights of Tennessee Joanna Bivins Tennessee Department of Education Andrea Ditmore Oak Ridge Schools Jenny Williams Tennessee Disability Coalition Kristen McKeever Tennessee Department of Education Robin Faircloth Houston County Schools Ron Carlini Knox County Schools Table of Contents
flag1 = 1; fs = 14; % fontsize time_step = 200; % jump frames Save animation flag2 % Save animation as a gif file (0 no) (1 yes) for flag2 flag2 = 1; % file name for animated gif ag_name = 'ag_se_fdtd_14.gif'; % Delay in seconds before displaying the next image = 0.0; % Frame to start frame1 = 0; The Schrodinger Equation and the FDTD Method The Schrodinger Equation is the basis of quantum mechanics. The state of a particle is described by its wavefunction which is a function of position and time t. The wavefunction is a complex variable and one can’t attribute any distinct physical meaning to it. We will consider solving the [1D] time dependent Schrodinger Equation using the Finite Difference Time Development Method (FDTD). The one time dependent Schrodinger equation for a particle of mass m is given by (1) where is the potential energy function for the system. The wavefunction is best expressed in terms of its real and imaginary parts is (2) Inserting equation 2 into equation 1 and separating real and imaginary parts results in the following pair of coupled equations
b) Fly in for closeups of the Everglades control structures. Are passive structures, active structures, or both? i) How does the function of the Everglades control structures differ from the coastal control structures? (see Figures 20 and 21 for a schematic explanation) ii) Which, if any, of the Everglades control structures will become problematic with progressive sea level rise, and why?
The department recognizes and appreciates all of the listed educational professionals, higher education faculty, parents, and advocates contributed to the development of the Functional Delay Evaluation Guidance for their time and effort. Kevin Steelman Sumner County Schools Leslie Jones The ARC of Tennessee (West) Kristen McKeever Tennessee Department of Education Toby Guinn Franklin County Schools Laria Richardson The ARC of Tennessee (Middle TN) Alison Gauld Tennessee Department of Education Erica Roberts Metro Nashville Public Schools Lisa Rodden-Perinka Wilson County Schools Scott Indermuehle Tennessee Department of Education Ashley Clarksville Montgomery County Schools Melanie Schuele Vanderbilt University Nathan Travis Tennessee Department of Education Andrea Ditmore Oak Ridge Schools Brooks Disability Rights of Tennessee Theresa Nicholls Tennessee Department of Education Robin Faircloth Houston County Schools Jenny Williams Tennessee Disability Coalition Joanna Bivins Tennessee Department of Education Pamela Guess University of Tennessee Chattanooga Ron Carlini Knox County Schools Table of Contents
Performance - Third Edition Scale of Ability Raven’s Standard Progressive Matrices Wechsler Preschool & Primary Scale of Intelligence – Fourth Edition Reynolds Intellectual Assessment Scales – Second Edition Woodcock Johnson Tests of Cognitive Abilities – Fourth Edition Stanford Binet – Fifth Edition Primary Test of Nonverbal Intelligence Test of Nonverbal Intelligence – Fourth Edition Measures of Adaptive Behavior AAMR Adaptive Behavior Scale - Second Edition Bayley Scales of Infant & Toddler Development – Third Edition, Adaptive Behavior Domain Adaptive Behavior Assessment System – Third Edition Developmental Assessment of Children – Second Edition, Adaptive Behavior Domain Adaptive Behavior Evaluation Scale – Second Edition Scales of Independent Behavior – Revised Adaptive Behavior Diagnostic Scale Vineland Adaptive Behavior Scales – Third Edition
This list may not be comprehensive or include all acceptable available measures. These are the most recent versions of these measures at the time this document was created (Spring 2017). The determination of which measure is used in an evaluation is at the discretion of the assessment specialist. Measures of Intellectual Functioning Comprehensive Test of Nonverbal Intelligence – Second Edition Universal Nonverbal Intelligence Test – Second Edition Differential Abilities Scales – Second Edition Wechsler Intelligence Scale – Fourth Edition Kaufman Assessment Battery for Children – Second Edition Wechsler Intelligence Scale for Children – Fifth Edition Leiter International Performance Scale - Third Edition Wechsler Nonverbal Scale of Ability Raven’s Standard Progressive Matrices Wechsler Preschool & Primary Scale of Intelligence – Fourth Edition Reynolds Intellectual Assessment Scales – Second Edition Woodcock Johnson of Cognitive Abilities – Fourth Edition Stanford Binet – Fifth Edition Primary Test of
___Shows sympathy for others when they are sad or upset ___Uses words to express own emotions ___Chooses not to say embarrassing things in public Home/School Living ___Shows respect for others' belongings ___Picks up toys/belongings when asked ___Changes easily from one activity to another ___Keeps track of personal belongings ___Uses acceptable table manners Community Use ___Demonstrates understanding of the function of money ___States value of coins ___Obeys people in authority ___Understands the function of a clock ___States current day of the week when Self-Direction ___Follows daily routines ___Completes in a reasonable amount of time ___Controls anger when denied his/her own way ___Apologizes when appropriate ___Keeps working on a task even when it is difficult ___Asks for help when needed Health and Safety ___Respects personal space of others ___Follows safety rules when playing outside ___Shows caution around dangerous activities ___Tells adult when injured or sick Play and Leisure ___Plays with toys and other objects alone or with others ___Shows interest in the activity of others ___Follows in a game without reminders ___Tries a new activity to learn something new ___Invites peers to join activities ___Shares toys and possessions when asked ___Plays cooperatively with others ___Uses things for make-believe activities Physical Development ___Walks independently ___Picks up objects with hand ___Kicks a ball ___Runs smoothly with changes in speed and direction ___Walks up and down stairs ___Draws shapes
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The department recognizes and appreciates all of the listed educational professionals, higher education faculty, parents, and advocates who contributed to the development of the Other Health Impairment Evaluation Guidance for their time and effort. Heather Stewart Knox County Schools Leslie Jones The ARC of Tennessee (West) Ron Carlini Knox County Schools Gabi Madison Robertson County Schools Laria Richardson The ARC of Tennessee (Middle TN) Pamela Guess University of Tennessee at Chattanooga Brandi Mangan Bradley County Schools Lisa Rodden-Perinka Wilson County Schools Alison Gauld Tennessee Department of Education Ashley Clark Clarksville Montgomery County Schools Melanie Schuele Vanderbilt University Nathan Travis Tennessee Department of Education Andrea Ditmore Oak Schools Cathy Brooks Disability Rights of Tennessee Theresa Nicholls Tennessee Department of Education Robin Faircloth Houston County Schools Williams Tennessee Disability Coalition Joanna Bivins Tennessee Department of Education Kristen McKeever Tennessee Department of Education Table of Contents
rating scales work samples RTI2 progress monitoring data, if appropriate FBA/BIP or behavior contracts present levels of performance pre-vocational checklists transitional checklists/questionnaires/interviews vocational checklists/questionnaires/interviews relevant quantitative/qualitative data A licensed medical provider: medical assessment diagnosis (as indicated above in evaluation procedures) prognosis (if provided or available) medical reports/records consultative information/data A school psychologist, senior psychological examiner, clinical or counseling psychologist, or psychological examiner (under the direct supervision of a licensed psychologist): direct assessment school record review review of outside providers’ input observations in multiple settings with peer comparisons interviews rating scales relevant quantitative/qualitative data Other professional personnel as indicated (e.g., occupational therapist, speech language pathologist): direct assessment functional behavior assessments/behavior intervention plans rating scales observations in multiple settings with peer comparisons other relevant quantitative/ qualitative data Components of Evaluation Report The following are recommended components of an evaluation. The outline is not to be exhaustive, but is an example guide to use when writing evaluation results. reason for referral current/presenting concerns previous evaluations, findings, recommendations (e.g., school-based & outside providers) school history (e.g., attendance, grades, state-wide achievement, disciplinary/conduct info, BIP) relevant developmental and background history assessment instruments/procedures (e.g., test names, dates of evaluations, observations, and interviews, consultations with specialists) RTI/progress monitoring
2 The learner will know how to use tools and techniques The learner must know: Assessment Requirements Evidence Location 2.a Basic stitches Learners should identify basic stitches for specific purposes The following assessment methods can be used in the assessment of this standard: of practical activity tasks/questions and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b Attachments and needles can be used for different stitches Learners should identify attachments and needles can be used for different stitches and techniques 2.c How to achieve correct tension when sewing different fabrics Learners should outline how to achieve correct tension when sewing different fabrics 3 The learner will be able to produce samples showing different stitching effects
Once a shipper is published the quantity is removed from the open quantity on the PO and is available to invoice. Through the Shipments menu tab, you can create a shipper. On the menu, click Shipments. On the Shipments submenu, click Create Shipper. The Facility and Location Selection page displays. Select the Facility from the drop down menu. (This is the item in #6 of Open & Verifying PO step) Select the Ship To from the drop down menu. (This is the item noted in #6 of Open & Verifying PO step) Select the Ship From address from the drop down menu. The next shipper number is entered for you. Change the shipper number to the Invoice Number. Click Continue. The page displays. Enter the Requirement Filters and click Search. The Parts List updates. The number of days’ set will show the number of open orders and quantities due within the date range. NOTE: If the PO does not show up you will need to increase the Days value according to the suggestions below, and click Search. this information into the section outlined in Red: The following values are suggested for Domestic Suppliers 30 Requirement View 5 Ship Coverage 2 Transit Time The following values are suggested for International Suppliers 120 Requirement View 65 Ship Coverage 60 Transit Time If the PO does not show up you have tried changing the dates you will need to confirm that there is open quantity on that PO, and that the parts were not already received prior to your entering in the shipper and invoice. If this is the case a miscellaneous invoice will be needed. (See Creating a Miscellaneous Invoice section) In the Parts List table, select (via check box) the parts to be added to the shipper. As needed, change the suggested ship quantities to the actual ship quantities.
Ages DELETIONS 2 3 4 Initial Consonant Deletion Final Consonant Deletion Consonant Cluster Reduction at/hat, up/cup, ike/bike no/nose, ba/ball, pe/pen top/stop SUBSTITUTIONS 3 ½ – 5 3 3 – 6 4 – 5 5 – 6 Stopping Voicing/Devoicing Gliding Fronting/Backing Affrication/Deaffrication ton/sun dus/juice die/tie crip/crib wef/leaf weed/read dum/gum cop/top chew/shoe ship/chip ASSIMILATION 3 – 4 3 – 4 or 3 3 – 4 4 3 Progressive Regressive Velar Assimilation Labial Assimilation Alveolar Assimilation Nasal Assimilation beb/bed dod/dog lellow/yellow gog/dog beb/bed lellow/yellow dod/dog neon/pencil OTHER (infrequent) 3 – 4 4 7 5 2 2 Vocalization (vowelization) Weak Syllable Deletion Transposition (Metathesis) Vowel Naturalization CC Deletion Reduplication bado/bottle ca/car tefon/telephone asks/ask mud/mother op/stop ca/cats wawa/water d du/thank you Bennett (11/85: 9/87) Adapted from Hodson (1980); Ingram (1981); Shribert & Kwiakowski (1981); Kahn (1982).
How to double-thread a needle. Cut about 36” of thread (a piece that goes from your nose to as far as you can reach 1 arm). Make sure that the thread has a clean cut at the end. It should not be frayed. Holding very close to the end of the thread, push it through the eye (hole) of the needle. Grab the thread when it comes through the needle, and pull. Continue pulling both ends of your thread are together. Tie a knot near the ends of your thread, NOT by the needle.
Course Content Week Topics Chapter in Text 1 ,2 Introduction to software engineering Chapter 1 3, 4 Software Processes Chapter 2 5, 6 Agile Software Development Chapter 3 6, 7 Requirements Engineering Chapter 4 Exam 7, 8 System Modeling Chapter 5 9, 10 Architectural Design Chapter 6 11 Second Exam 11, 12 Design and Implementation Chapter 7 12,13 Software Testing Chapter 8 14,15 Software Evolution Chapter 9 16 Final Exam Course quality improvement : From the market and new subjects in the From the monitoring of students feedback (Evaluation sheet). Cooperation on Assignments: For both homework assignments, I strongly believe that discussion with your peers is an excellent way to learn. If you don’t understand something, discussing it with someone who does can be far more productive than beating your head against the wall. Having advocated discussion, then, I must be about clear what is allowed, and what is not. In general, students are allowed to cooperate as follows: you are allowed to discuss with other students the assignment, and general methods for solving the assignment. However, you are not allowed to work with someone else to actually solve the assignment, or copy anyone else’s solution; doing any of these things will be considered cheating, and will constitute grounds for failing the course. Note that there is a fine line between discussion and cheating. If you are unsure what is allowed and what isn’t, feel free to discuss the distinction with me, but if something feels uncomfortable, it’s probably not allowed. Late Policies: Exams : no late exams, no make-up exams; Assignments : no late assignments; Quizzes: no make-up quizzes. However, if you let me know in advance of an expected absence, we can attempt to schedule some alternative. Late work will be accepted as stated above. I may waive the late policy conditions only in case of a documented illness or another extraordinary circumstance. In either case you have to contact me
Avalyn Rutherford County Schools Laria Richardson The ARC of Tennessee (Middle TN) Denslow Tennessee Disability Coalition/ Project Brain Rhonda Clark Bartlett City Schools Lisa Rodden-Perinka Wilson County Schools Jean Doster Tennessee Department of Health Jamie Seek Shelby County Schools Melanie Schuele Vanderbilt University Alison Gauld Tennessee Department of Education Ashley Clark Clarksville Montgomery County Schools Cathy Brooks Disability Rights of Tennessee Scott Indermuehle Tennessee Department of Education Andrea Ditmore Oak Ridge Schools Jenny Williams Tennessee Disability Coalition Nathan Travis Tennessee Department of Education Robin Faircloth Houston County Schools Ron Carlini Knox County Schools Theresa Nicholls Tennessee Department of Education Pamela Guess University of Tennessee Chattanooga Leslie Jones The ARC of Tennessee (West) Joanna Bivins Tennessee Department of Education Kristen McKeever Tennessee Department of Education Table of Contents
Long-term memory: Contains knowledge of concepts and words, rules, strategies, and procedures; organizational principles and knowledge frames; goals, experience and self-concept Emerging evidence of remote memory; recognition of familiar objects and persons May assume that contents are present but inaccessible Growing access to pre-trauma contents Recognition of strong associations (e.g., hammer-nail), basic semantic relations, and common or three- event sequences Stabilization of recovery of access to pretraumatically acquired knowledge base Variable growth of long-term memory, depending on type and severity of residual cognitive deficits Aspects of Cognition Early Phase Middle Phase Late Phase* Response system: Controls all output, including speech, facial expression, and fine-and activity: includes motor planning Severely limited; perseverative responses Speaks or begins augmentative system Generally functional communication system- Executive system (“central processor”): Sets goals; plans and monitors activity; directs processing and operations according to goals current input, and perceptual-affective set May use some gestures and speech toward end of this stage, but with motor planning problems or delayed responses Minimal awareness of self and current condition No apparent self-direction of behavior or cognitive processes Possible problems or general slowness Impulsiveness and possible preservation Variable function depending on site and extent of injury Growing awareness of self; poor awareness of deficits Weak metacognitive awareness of self as thinker Minimal goal setting, or self-inhibition, or self-evaluation Usually speech Possible motor-planning problems or slowness Possible rapid fatigue Shallow awareness of residual deficits Middle to severe deficits in executive functions, related in part to anterior frontolimbic damage Strategy training possible, depending on meta-cognitive level Functional Integrative Performance Aspects of Cognition Early Phase Middle Phase Late Phase* self-
Treatments to 2010 trial Treatment Number Name Reasoning 2 Plantmate Granules Plantmate Granules were not available in 2009 4 Agralan Revive Agralan Revive was not available in 2009, and offered a unique activity for 2010 12 Radifarm Radifarm was not available in 2009, and offered a unique activity for 2010 Treatments dropped from 2010 Treatment Number Name Reasoning - Bio Fungus Granules No longer on sale for 2010 and caused transient root burn in 2009 - Broadleaf Root Dip No advantage noted in 2009. There was little water absorbing capacity compared to the hole application. Removed to make space for additional treatments in 2010 Materials and methods Site details A second year raised bed crop was chosen at JW Busby & Partners, Chilcote, Derbyshire. The soil was a well graded, free draining sandy loam, pH 6.6 with no obvious signs of compaction or root disease and, as such, had excellent potential for good establishment. The 2009 season had however been cropped with the highly wilt- sensitive variety Sweet Eve, which suffered low level verticillium wilt, following soil disinfestation the previous autumn. The dead Sweet Eve crowns were pulled out immediately before replanting. The trial was planted within a large block of replanted Evie 2, which remained disease free for 2010. All of the 2010 plants were planted directly into the previous plant holes.
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Le public-privé Devoirs : Composition (200 mots) 19 Les vedettes de la société « La grande évasion » Contrôle continu: Traduction* 23 Emploi Comment les recruteurs vous jugent Devoirs : Composition (400 mots) 25 Semaine d’étude Rédiger un texte argumentatif Méthode et vocabulaire Contrôle continu: Composition (300 mots)* 28 Arrêt sur image (1) L’étude des images publicitaires Devoirs : Composition (200 mots) 33 Arrêt sur image (2) L’art dans la rue Contrôle continu: Composition (300 mots)* 37 Le résumé de texte La bataille du : La Mecque contre Greenwich Devoirs : Résumé 40 Révision Grammaire 42 *Les « Contrôles continus », dont les notes contribueront à votre note finale, doivent être rendus lors du cours de la semaine suivante Hilary Term (HT) Sem. Thème Page Technologie Appels longue distance Devoirs : Résumé 44 Urbanisme (1) Haussmann, créateur du Paris moderne Devoirs : Résumé 46 Urbanisme (2) Les Artistes contre la Tour Eiffel Contrôle continu: Résumé* 49 La presse et les médias (1) Faits divers Devoirs : Composition 51 La presse et les médias (2) Sur la télévision, Pierre Bourdieu Contrôle continu: Résumé* 53
Transformez les phrases verbales en phrases nominales. Vous ferez tous les changements nécessaires. (30 points) Ex : Les Parisiens s’opposent à la construction de tours. Opposition des Parisiens à la construction de tours Le couple présidentiel est accueilli avec enthousiasme au Brésil. D’après l’Insee, le nombre de chômeurs augmenterait d’ici la fin de l’année 2010. Le directeur de la Caisse d’Epargne a démissionné. Au Sénat, le débat sur la réforme de l’école a été suspendu. La réception à l’ambassade de France a été annulée.
Technical consultancy on availment of benefits and incentives and issues on VAT Consultancy on human resource to act as intern on basic bookkeeping Awareness seminar on BMBE law CBA North Shine Enterprises Skills training on Biscuit production, soap making and sweet potato processing into chips Technical consultancy on trademark for C LIGHTING and Y12CEN LIGHTING COS Design and development of Promotional tools Development of POS Technical consultancy on bookkeeping, patenting and product development CBA/CCS Product layout and design visualization CAFA Skills training on welding COENG FORLALES Bakery Industry technical consultancy and assistance (18 inches minimum dough shedder automated design COENG Consultancy on packaging material assessment and product packaging label design for boxes CAFA Designed and development of promotional materials CAFA Pascasio Pottery and Gen. Merchandize Technical consultancy on product design layout and visualization CAFA Charms N’ Crystal Consultancy on logo revision and branding to meet target market Technical consultancy on Label design of packaging (Product tag, Pouch design and Paper bag) Designed of Loyalty Card CAFA Consultancy on website development, POS and Inventory Management system and card system data base of clients CCS SPYS pharmacy Technical consultancy on encoding of purchases (request the programmer to have access on printing of purchases. CBA Consultancy on POS and inventory management system COS Tarlac tour service cooperative Design conceptualization of food truck/Van CAFA RP Corpuz Technical consultancy on design of controls from pasteurization to filling COENG
Name Title and Agency County Email Sandi Cimino Writer/Speaker/Coach (Independent Contractor) Maricopa sandi.cimino@gmail.com Yvette Corral Outreach Coordinator Pima County Health Department Pima yvette.corral@pima.gov Flanigan Program Specialist Phoenix Children’s Hospital Maricopa eflanigan@phoenixchildrens.com Bertha Fuentes Healthy Families Supervisor Healthy Families Yuma Yuma Patricia Garcia Program Supervisor Healthy Families Yuma pgarcia@cfraz.org Lucy Garcia Family Program Coordinator Northland Family Help Center Coconino LGarcia@northlandfamily.org Sara Guerra Amberly’s Place Family Advocacy Center Yuma Sharon Listiak Home Visiting Coordinator Gila County Gila Claire Louge Training and Outreach Manager Prevent Child Abuse Arizona Yavapai Christy Maltos Outreach Coordinator Child and Family Resources Graham/ Greenlee .org Paula Mandel Nurse Supervisor Pima County Health Department Pima Jannelle Radoccia Lutheran Social Services of the Southwest Maricopa jradoccia@lss-sw.org Brandi Samaniego Healthy Families Child and Family Resources Cochise bsamaniego@cfraz.org
Parent / Carer Name: D.O.B: Address: Contact No: Child’s Name: D.O.B: Are you unemployed? Yes/ No (please circle) 2) What benefits are you receiving? Benefit Yes / No Benefit Yes /No Jobseekers Allowance Carers Allowance Income Support Employment Support Allowance Incapacity Benefit Severe Disability Allowance Notes 3) What support would you like? Support Type Yes / No Support Type Yes/No An in work benefits calculation to give an estimate of how better off you could be in work? Local education or training opportunities? Careers Advice/ Help completing a CV? Work experience, Work Trials & Apprenticeship opportunities? Help looking for work? Local Volunteering Opportunities? Is anything else you’d like help with? 4) Support Worker Details: Name: Agency: Telephone No. E-mail: 5) Consent: I have been involved in the completion of this form: Yes No I consent to the Supporting Families Employment Advisor to contact me in relation to the information on this form: Yes No Sign: Print: Date: Please send completed form to Paul (Supporting Families Employment Advisor) 2nd Floor North, Tor Hill House, Castle Circus, Torquay TQ1 3DR.Telephone: 07825833258
Outcome Recording All visits were documented on the VW ‘sharepoint’ by the VW-MMT and interventions made were categorised the following headings: Medicines optimisation (eg regimen simplification, dose optimisation) Medicines education/counselling Medicines adherence advice Inhaler technique check / advice Compliance aid initiation including blister packs Patient education (eg understanding medical conditions, disease management, lifestyle advice) Waste medication Controlled Drug issues Critical incidents Signposting to other members of VW MDT Hospital admission avoidance To assess the potential clinical impact of interventions made during the project all interventions were collated and reviewed by a panel of 2 CCG pharmacists, 2 hospital pharmacists, 2 hospital doctors and 2 GPs. Twenty interventions were circulated to the panel by email and Delphi methodology used to arrive at consensus. The Delphi process is a group judgement technique in which contributors individually respond to survey questions and submit the results to a central coordinator [21]. The coordinator processes the contributions and results are then fed back to the respondents. The respondents are then asked to resubmit their views, assisted by the input provided by the coordinator. This process continues until the coordinator sees that a consensus has formed. For the purposes of this evaluation, consensus was defined as 75% agreement between participants’ scores [22]. In addition, consensus can also be achieved when stability of the distribution of scores occurs; for example if variation between rounds is less than 15%, a state of stability is said to exist [21,23,24]. This process resulted in each intervention being assigned a value according to the Eadon-ScHARR scoring criteria (Table 1) [25,26]. 1: Eadon Scoring System Intervention type Score ScHARR Cost Avoidance (£) Intervention which is detrimental to the patients well-being 1 0 Intervention is of no significance to patient care 2 0 Intervention is significant but does not lead to an improvement in patient care 3 0-6 Intervention is significant and results in an improvement in the standard of care 4 65-150 Intervention is very significant and prevents a major organ failure or adverse reaction of similar importance 5 713-1484 Intervention is potentially life-saving 6 1085-2120
Applicant 2 Personal details Title Mr / Mrs / Ms / Miss / Other First name Middle name(s) Last name Alternative name(s) Gender Female Male Date of birth Relationship to Applicant 1 Address Postal address Home phone Work phone Mobile Other phone Email Occupation Are you of Aboriginal and/or Torres Strait Islander origin? Aboriginal Torres Strait Islander Aboriginal and Torres Strait Islander Marital status Married De facto Single Divorced Separated Widowed Number of dependants Age/s of dependants Are these dependants stated also by Applicant 1? Yes No
As you to drink and breath of His presence, you will sense within your spirit desire to vocalize something yet you will not understand mentally what it is you are to say. At that point, simply speak the first word the Holy Spirit is giving you through your spirit, which will come from deep within you. Do not try to mentally analyze or figure out what it is you are to say. This will merely hinder you. Bypass the conscious mind and release the spirit and you will speak in an unknown fluently, at first hesitantly, but gradually a spiritual eloquence will prevail. Now you are on your way. You've received a prayer language through which you will be able to intercede for others in the dimension of the spirit. Begin to your gift daily, even at times when it seems it is faint or distant from you (this is important to developing your gift). A convenient time would be while driving to work in your car or carrying out household chores. Quietly, begin to release your prayer language and allow God to use you to edify, not only yourself, but others as well. 1 Corinthians 14:4, “He that speaketh in an unknown tongue edifieth himself;” Jude , “But ye, beloved, building up yourselves on your most holy faith, praying in the Holy Ghost,” and Ephesians , “Praying always with all prayer and supplication in the Spirit, and watching
Spirit in the understanding, might be made and everyone can agree. 1 Corinthians 14:30, “If any thing be revealed to another that sitteth by, let the first hold his peace.” Those who pray in tongues (in a prayer meeting, not a public meeting) may do so and do well verse 17, “For thou verily givest thanks well, but the other is edified,” as long as there is prayer in the understanding as well. There may also be prophecy or messages in tongues with interpretation of tongues during a collective prayer meeting. This is another time at which others hold their peace so that the message can be clearly received and understood. prayer, prophecy, or messages in tongues should be done by inspiration. Prayer in the understanding, rooted in worry and anxiety, can interrupt the flow of the Holy Spirit. One should be prayerful about the timing of their prayer, prophecy, or message in tongues and its inspiration. The meeting itself should be conducted with an energetic attitude and spirit, yet at the same time, the volume should not to a level whereby others are intimidated or cannot speak loud enough to convey their prayer or message.
How do you consult with your staff on Health and Safety, Environmental and Quality issues? (Specify) SPECIALIST ENVIRONMENTS Does your company currently work under the Construction (Design and Management) Regulations (CDM)? Yes No (Specify) Does the company currently work in any other specialist environment? Yes No (Specify) ADDITIONAL INFORMATION Please provide details of any other supporting information relevant to the questions you have answered in this application (Specify) DRIVER AUTHORISATION AND DECLARATION I confirm that all driving licences submitted have been checked through the DVLA; This will inform you of vehicles your staff are able to drive and penalty points and disqualifications. Name: Signature: DECLARATION I declare that the information provided in this application is true and correct to the best of my knowledge. Name: Signature: Date: Position: Once complete, please return this questionnaire, and all supporting evidence, to Ground Control Ltd for review. USEFUL TO HELP YOUR PQQ SUBMISSION DVLA - HSE - NPTC / City & Guilds -
OPERATIVE LIST Name Date of Birth Job Title N I Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 WASTE MANAGEMENT What are your arrangements for the disposal of waste generated by your work? (Specify) Do you hold a Waste Carrier’s Licence? Yes No PROVIDE A CURRENT COPY
What is your process for disposing of i.e. squirrels (if applicable) (Specify) ACCIDENTS AND INCIDENTS Do you record and investigate accidents / incidents? Yes No PROVIDE LAST INCIDENT / ACCIDENT COPY Who is responsible and carries out accident investigations within your company and what documentation is produced? Name: Position How many Near Calls have been reported during the past 12 months? Number: Details: Has your company received any HSE, Environment Agency or SEPA enforcement notices and/or prosecutions, improvement or prohibition notices in the past years? Yes No If yes, provide details: EQUIPMENT AND PPE Please select the types of equipment you will have available should you be successful Sprayer Pesticides/ Rodenticides Full PPE Traps Chippers Other NB: Full PPE would include respirators, safety eyewear, Hi Vis, gloves, boots, hard had etc. Specify any other equipment not listed above: How often do you undertake equipment inspections? 6 Monthly PROVIDE COPIES OF COMPLETED CHECK LISTS Annual Random Do you use any lifting and lowering equipment e.g. ropes, harnesses, lanyards etc? Yes No PROVIDE COPIES OF CURRENT LOLER CERTIFICATION How do you issue and replace Personal Protective Equipment (PPE) (Specify) PROVIDE COPY OF COMPLETED RECORD OF ISSUE COMPANY ACCREDITATIONS
Do you have a procedure for the issue, use and replacement of Personal Protective Equipment (PPE) Yes* No If yes, provide details: Do you maintain a record of issue and training for the correct use of PPE Yes* No If yes, provide example copies of PPE issue records* (copies will also be requested from time to time) Do you use any lifting and lowering equipment e.g. ropes, harnesses, lanyards, MEWP’s etc Yes* No If yes, provide copies of LOLER inspection records* (copies will also be requested from time to time) TRAINING AND COMPETENCE OF STAFF Please provide evidence of training and/or competence for all employees that will be working on Ground Control contracts, e.g. certificates of competence, CSCS Cards, ROLO, Lantra & NPTC certificates* (Please refer to the training guidance enclosed for basic entry qualifications) Please note: you will be required to provide training records of ALL staff who will be working on behalf of ground control. Do you have a register of training, qualifications and experience for your (please circle) Yes* No Please provide example evidence
To list Additional Senior/Key Person Profile(s) for the Senior/Key Person Profile(s) Component, use the format provided You can copy the informational table as many times as needed. Follow the instructions provided for Senior/Key Person [n] Profile, indicating the number of the profile. You must enter the Prefix, Suffix, State, Country, and Project Role, rather than selecting from a list. An asterisk (*) indicates required data. Attach a biographical sketch for each senior/key person separately. Please delete instructions before attaching this file to your Senior/Key Person Profile(s) Component. *PROFILE – Senior/Key Person Number: ___ Prefix *First Name Middle Name *Last Name Suffix Position/Title Department Organization Name Division *Street1 Street2 *City County/Parish *State or Province *Country *Zip/Postal Code *Phone Number Fax Number *E-Mail Credential, e.g., agency *Project Role Other Project Role Category Degree Type Degree Year