zilongwang/ReadingBank huggingface dataset:
Setting up OneDrive for Business Use this guide to learn how to set up the OneDrive for Business sync client on your PC to easily access your OneDrive library files offline. Find the URL for your District-supplied OneDrive for Business account Open the browser of your choice Enter onedrive.com in the address bar and hit the Enter key on the Sign in link Sign in using your e-mail.4cd.edu address and password (e.g., ) and click the Next button If a choice is given, select OneDrive for Business Enter your e-mail (AC.Portal/InSite) password when prompted and left-click on the Sign in button. After the browser opens into your OneDrive for Business account, right-click on the address bar and select Copy from the drop down menu. Launch and configure OneDrive for Business Left-click the Start button Left-click All Programs Microsoft Office 2013
Leading With Recruiting Hi___, this is_____(short chat). I'm working in a new business and would love for you to come work with me. If you see the presentation and love it, that would be great, if not that's ok, too. At least you will know exactly what I'm doing and could refer me to people that want to make extra money. Will you help me out? Great, Is ____ good or _____ better? Ok, I'll line it up with my trainer. Grab a pen and paper, I'm going to give you the address. (Give address) See you on ____ on ___. Please come dressed business professional. Make sure you don't leave me hanging, I don't want to look bad in front of my trainer. (Open Houses are Tuesday at 7:00pm. For one on one interviews please see trainer for best available Common Objections What is it OR What's it about? Its about making money, saving money, and getting out of debt. Which one of those interests you the most? What's the name of the Company? PFS we just went public on the New York Stock Exchange on April 1, 2010, symbol PRI I don't want to buy anything That's fine. I just need your help. By learning what we do, I'm sure you can refer me to people who need to make extra money or
Playing and Exploring, Active Learning and Thinking Critically support children’s learning across all areas Personal, Social and Emotional Development Communication and Language Physical Development Literacy Mathematics Understanding the world Expressive arts and design M R S-C and S- A M F and B L and A U S M and H H and S-C R W N SSM P and C The W T E and U M and M B I Birth -11 months 8-20 months 16-26 months 22-36 months 30-50 months 40-60+ months
A S S E S S Assessment date: Chronological age: Review date: Chronological age: R E V I E W Skills developing at Skills developing at A S S E S S CLL Assessment date: Chronological age: CLL Review date: Chronological age: R E V I E W Skills developing at Skills developing at A S S E S S PD Assessment date: Chronological age: PD Review date: Chronological age: R E V I E W Skills developing at Skills developing at
Assessment summary: Comments : Parent Comments : Person completing this form: Name & Date Checked by SENCo / Manager: Name & Date Parent signature: Date: (This form must be signed either in writing, an electronic signature or signature indicating the date the information was shared with parents) At Stoke-on-Trent City Council we take your privacy seriously and will only use your personal information for purposes required or allowed by law. You can find information about how we handle your personal information by visiting .
Hazard identified Person(s) at risk 4. Possible death 3. Serious injury 2. First aid injury 1. Minor injury/ damage 4. Very likely 3. Possibility 2. Unlikely 1. Remote What you will due to reduce/control the risk. Eg Hiking over rough terrain. Field trip Participants 3 3 Participants to wear suitable clothing/footwear. Hike to only be undertaken in daylight hours Participants to declare they are fit & healthy to participate List of initial members (15 minimum required for new ups) Name Email Signature
Signed…………………………………………………………………………………………………………… Print………………………………………………………………………………………………………………. Date……………………………………………………………………………………………………………….
Setting up VCWS (Virtual Clinical Workstation) Register in Virtual and set up your PIN: Using your Vanderbilt badge, tap the HID card reader. An AccessVU pop-up box will appear with prompts to set a 4 digit pin number. Fill in all blanks and click “Set PIN”. For security reasons, you must create a PIN number. The PIN cannot be four sequential or similar numbers. Unacceptable examples: 1234, 5678, 1111, 2222, etc. After correctly entering your PIN, a pop up window appears confirming your PIN is properly set. The PIN takes approximately 15 minutes to activate. If a HID card reader is not available, a PIN can be set up from the CWS clinical desktop by clicking on the Badge Pin Registration icon Set up your virtual Inpt Whiteboard: From desktop, “StarBrowser” icon From Black Tool Bar click “Customize”-- “Preferences” Scroll to find “Show items automatically when logging in?” and click on “no” to change to “yes” Click “PtLists” and “Inpt.wboard” From Black Tool Bar click “Dashboards” Locate Inpt.Whiteboard Left click and drag Inpt.Whiteboard to “Favorites” section Drop when “Favorites” turns green Click on “Inpt.Whiteboard” and select the appropriate unit
Lunchtime and afterschool revision timetable –Summer Term 1 2017 - 2018 Week A and Week B Weekday Club Year group Room Times Leader Monday Geography ‘drop in’ GCSE students T11 Lunchtime Mrs Whitaker Catering ‘drop in’ GCSE students T22/T12 Lunchtime Ms Mason GCSE Music GCSE students C12 Lunchtime Miss Shaw Physics revision GCSE students T23 + T15 Lunchtime Miss Nutter and Mr Hudson English GCSE GCSE students B1 – B4 Lunchtime Ms Ellwood GCSE French ‘drop in’ GCSE students T2 Lunchtime Mme Bataller GCSE Drama Catch up GCSE students Studio Lunchtime Ms Power Maths ‘open door’ All students Lunchtime All staff Art ‘drop in’ GCSE & 6th Form C14 3.30 – 5.30 Ms Watt Tuesday Year 13 English Lit Year 13 students B2 Lunchtime Mrs Lewis Chemistry revision GCSE students T24 + T23 Lunchtime Mr Langan and Miss Nutter Catering ‘drop in’ GCSE students T22/T12 Lunchtime Ms Mason GCSE French ‘drop in’ GCSE students T2 Lunchtime Mme Bataller GCSE History GCSE students T5 Lunchtime Ms Fisher Maths ‘open door’ All students Lunchtime All staff Psychology Clinic A Level students T3 3.30 – 5.00 Mr Wiggans A - Level French A Level students T2 3.30 – 4.30 Mme Bataller GCSE History GCSE students T5 3.30 – 4.30 Ms Fisher GCSE Physics GCSE students T15 3.30 – 4.30 Mr Hudson GCSE & A Level revision club All students Library 3.20 - 5.20 SLT GCSE Science Chemistry Higher tier after CAs are finished GCSE students T23 Lunchtime Miss Nutter B14
GCSE PE – Badminton GCSE students Hall Lunchtime Mr Harrison A Drama A Level Students Drama Studio Lunchtime Ms Power GCSE French ‘drop in’ GCSE students T2 Lunchtime Mme Bataller Catering ‘drop in’ GCSE students T22/T12 Lunchtime Ms Mason Maths ‘open door’ All students Lunchtime All staff Art ‘drop in’ GCSE & 6th Form C14 3.30 – 5.30 Ms Watt GCSE Biology GCSE students T25 3.30 – 4.30 Dr Williets GCSE PE drop in GCSE students C8 3.30 – 4.30 Mrs Tarjanyi RE GCSE Revision Yr 10 students T3 3.30 – 4.30 Mr Wiggans Revision Yr 11 students B11 – 3.30 – 4.30 All staff Thursday GCSE Physics, foundation tier after CAs are finished GCSE students T23 Lunchtime Miss Nutter Catering ‘drop in’ GCSE students T22/T12 Lunchtime Ms GCSE Physics (Higher tier) Year 11 T15 Lunchtime Mr Hudson English Lit (Week B only) Yr 12 & Yr 13 B1 Lunchtime Ms Lewis GCSE French ‘drop in’ GCSE students T2 Lunchtime Mme Bataller Maths ‘open door’ All students Lunchtime All staff A - Level French A Level students T2 3.30 – 4.30 Mme Bataller GCSE Geography GCSE T11 3.30 – 4.30 Mrs Whitaker & Mrs Craig English revision GCSE B1-B4 3-30 – 4.30 All staff Art ‘drop in’ GCSE & 6th Form C14 3.30 – 5.30 Ms Watt Friday GCSE Music GCSE students C12 Lunchtime Miss Shaw Geography ‘drop in’ GCSE students T11 Lunchtime Mrs Whitaker GCSE French ‘drop in’ GCSE students T2 Lunchtime Mme Bataller Catering ‘drop in’ GCSE students T22/T12 Lunchtime Ms Mason Maths ‘open door’ All students Lunchtime All staff GCSE PE Revision Y10-11 C8 Lunchtime Mrs Tarjanyi
Year 13 Chemistry revision Yr 13 T23 3.20 – 5.00 Miss Nutter GCSE & A Level revision club All students Library 3.20 - 5.20 SLT Specific GCSE PE revision day – Saturday 12th May, 9.00am, in the hall with Mr Paisley.
Stratum Young’s Modulus, Relative to Value for Layer 3b 2 3a 3b 3c 4 5a 5b 6 2.3 0.6 1.0 1.0 0.8 0.7 0.8 0.7 Fig. 2. Summary of Young’s modulus values. Fig. 3. Assessed soil relative stiffness. Pile Load A program of pile load testing was undertaken which involved the installation of seven test piles in the podium area near the location of the . All the test piles and reaction piles were bored cast and constructed under polymer fluid. A permanent casing, 6m long, was installed from the top of each pile to just above the highest strain gauge level for all the trial piles tested in compression and tension. Five piles, designated as P1, P2, P3, P4 and P5, were tested in compression; two, P3 and P5, were shaft grouted. Test pile P6 was tested in tension and test pile P7 was laterally loaded. Only the compression load tests on piles P1, P2 and P4 have been considered for the present paper. Table 5 summarizes the main features of these piles. Figure 4a shows the load test arrangements for piles P1 and P2, which consisted of the test pile and six reaction piles, while Figure 4b shows the set-up for pile P4, which consisted of the test pile and four reaction piles. Steel load distribution plates were grouted to the top of the test piles and hydraulic jacks were placed between the steel plates and the reaction beams. Steel reaction beams were used to transfer the load from the hydraulic jacks to the installed reaction piles. Macalloy bars were used as reaction anchors to transfer the load from the beams to the reaction piles. Six cycles of loading were applied to trial piles P1 and P2 while nine cycles of loading were applied to trial pile P4, which was the pile designated to be tested cyclically. Table 5. Summary of pile load tests. Pile Diam. [m] Cut-off [m DMD] Toe level [m DMD] Length [m] Load Test layout DWL* [t] DML** [t] No. of cycles 1 1.5 -4.85 -50 45.15 6 RP circle with a 4.5 m radius 3000 6000 6 (50%-150% DWL) 6 RP
Sinhalese 0 <5 8 9 2.6% Vietnamese 0 7 <5 8 2.3% Total <5 62 75 139 40.1% Gender of Permanent Settlers (All Streams) – Northern Territory - Outback Gender Migration Stream % of Humanitarian Family Skilled Female <5 141 84 228 65.7% Male 5 34 80 119 34.3% Total 8 175 164 347 100%
Claims [for breach of contract or wrongful dismissal;] [for unfair dismissal, section 111 of the Employment Rights Act 1996;] [in relation to the right to a written statement of reasons for dismissal, under section 93 of the Employment Rights Act 1996;] [for a statutory redundancy payment, section 163 of the Employment Rights Act 1996;] [in relation to an unlawful deduction from wages or unlawful payment, under section 23 of the Employment Rights Act 1996;] [for unlawful detriment, under section 48 of the Employment Rights Act 1996 or section 56 of the Pensions Act 2008;] [in relation to written employment particulars and itemised pay statements, under section 11 of the Employment Rights Act 1996;] [in relation to guarantee payments, under section 34 of the Employment Rights Act 1996;] [in relation to suspension from work, under section 70 of the Employment Rights Act 1996;] [in relation to parental rights and flexible working, under sections 80 and 80H of the Employment Rights Act 1996;] [in relation to time off work, under sections 51, 54, 57, 57B, 60, 63 and 63C of the Employment Rights Act 1996;] [in relation to working time or holiday pay, under regulation 30 of the Working Time Regulations 1998;] [in relation to the national minimum wage, under sections 11, 18, 19D and 24 of the National Minimum Wage Act 1998;] [for equal pay or equality of terms under sections 120 and 127 of the Equality Act 2010 [and/or section 2 of the Equal Pay Act 1970];] [for pregnancy or maternity discrimination, direct or indirect discrimination, harassment or victimisation related to sex, marital or civil partnership status, pregnancy or maternity or gender reassignment under section 120 of the Equality Act 2010 [and/or direct or indirect discrimination, harassment or victimisation related to sex, marital or civil partnership status, gender reassignment, pregnancy or maternity under section 63 of the Sex Discrimination Act 1975];] [for direct or indirect discrimination, harassment or victimisation related to race under section 120 of the Equality Act 2010 [and/or
BARWON SD – METROPOLITAN/RURAL REGIONAL Barwon SD - All SSDs SGP Target Group by Visa Stream Family Humanitarian Skilled Total 541 787 51 1,379 57% 4% 39% Top 10 Countries of Birth and Visa Stream Family Humanitarian Skilled Thailand 82 Burma 252 (PRC) China 34 (PRC) China 70 Afghanistan 155 Former Yugoslavia <5 Vietnam 46 Thailand 154 Japan <5 Philippines 40 Democratic Republic Of Congo 51 Malaysia <5 Japan 29 Pakistan 37 Bosnia-Herzegovina <5 Former USSR 18 Iran 27 Germany <5 Indonesia 18 Liberia 23 Iran <5 Sudan 18 Zimbabwe 15 Italy <5 Fmr Yugo Rep Of Macedonia 13 Sudan 13 South Korea <5 Poland 12 Tanzania 11 Nepal <5
SGP Target Group by Gender and Visa Stream Gender Family Humanitarian Skilled Total Female 206 132 51 389 Male 63 121 28 212 Total 269 253 79 601 SGP Target by Age on Arrival and Visa Stream Age on Arrival Family Humanitarian Skilled Total 00-05 13 22 4 39 06-11 11 41 6 58 12-15 12 28 9 49 16-17 11 18 3 32 18-24 39 47 8 94 25-34 96 39 24 159 35-44 58 34 19 111 45-54 20 15 6 41 55-64 6 6 0 12 65+ 3 3 0 6 Total 269 253 79 601
SGP Target Group by Visa Stream and Years Since Arrivalin Australia c:::::J Family c::::J Humanitarian r- r- 6000 - - - 2000 - - I-- - I-- 0 <1 1-2 2-3 34 4-5
MELBOURNE SD - METROPOLITAN Melton-Wyndham SSD SGP Target Group by Visa Stream Family Humanitarian Total 2,291 1,700 3,991 Top 10 Countries of Birth and Visa Stream Family Humanitarian (PRC) China 390 Burma 665 India 271 Thailand 390 Vietnam 170 Iraq 72 Lebanon 148 70 Ethiopia 126 Iran 64 Philippines 114 Ethiopia 58 Thailand 111 Indonesia 51 Fmr Yugo Rep Of Macedonia 65 Eritrea 35 Sudan 60 Sri Lanka 35 Indonesia 59 Egypt 31 SGP Target Group by Gender and Visa Stream Gender Family Humanitarian Total Female 1,572 819 2,391 Male 719 881 1,600 Total 2,291 1,700 3,991 SGP Target Group by Age on Arrival and Visa Stream Age on Arrival Family Humanitarian Total 00-05 53 218 271 06-11 84 235 319 12-15 55 125 180 16-17 43 82 125 18-24 415 287 702 25-34 1,162 316 1,478 35-44 270 206 476 45-54 95 118 213 55-64 53 53 106 65+ 61 60 121 Total 2,291 1,700 3,991
SGP Target Group by Gender and Visa Stream Gender Family Humanitarian Skilled Total Female 67 … 16 83 Male 14 … 6 20 Total 81 2 22 105 Female Male 81% 0% 19% 70% 0% 30% SGP Target Group by Age on Arrival and Visa Stream Age on Arrival Family Humanitarian Skilled 00-05 1 … 3 4 06-11 4 … 3 7 12-15 5 … 0 5 16-17 0 … 0 0 18-24 3 … 0 3 25-34 21 … 12 33 35-44 32 … 4 36 45-54 13 … 0 13 55-64 1 … 0 1 65+ 1 … 0 1 Total 81 2 22 105 40 30 20 10 0 00-05 06-11 12-15 16-17 18-24 25-34 35-44 45-54 55-64 65+
SGP Target Group by Key Settlement Locations and Visa Stream Location Family Humanitarian Skilled Avon 45 … 13 58 Campion 9 … 1 10 Moore 27 … 8 35 Total 81 2 22 105 Avon Campion 0 20 40 60 80 SGP Target Group by Visa Stream and Years Since Arrival in Australia
The Government does not agree with Tyson. The Government has told the Court that they think: The BSWAT was a fair way of working out wages for people with intellectual disability working at ADEs. It was not disability discrimination. Tyson’s lawyers in this class action are Maurice Blackburn Lawyers. Are you in the class action? We are sending this notice to you because you might be in the class action. You are a group member in this class action if: you were working in an ADE on or before 22 October 2013 and you have an intellectual disability and your wage was worked out using the BSWAT. Some people told us that they didn’t want to stay in the class action. This process was called opting out. The time for opting out has passed. Our records show that you have not opted out of the class action. That’s why we’re sending you this notice.
ANNEXURE A NOTICE OBJECTING TO SETTLEMENT No. VID 1367 of 2013 Federal Court of Australia District Registry: Victoria Division: General Division DUVAL-COMRIE (by his litigation representative CLAUDINE DUVAL) Applicant COMMONWEALTH OF AUSTRALIA Respondent To: The Registrar Federal Court of Australia Victoria District Registry Owen Dixon Commonwealth Law Courts Building 305 William Street Melbourne VIC 3000 REMEMBER! – Only complete this form if you object to the settlement. Don’t complete this form if you do NOT object to the settlement. I, ____________________ [WRITE YOUR NAME], of _____________________________________________ [WRITE YOUR ADDRESS], a group member in this representative proceeding, object to the proposed settlement.
VoIP – Personal Address Book / Directory To create / manage a personal address book, the customer may either log in to the management web portal (which may be easier when creating multiple entries – see section 1) or manually create entries through the phone interface (see section 2) Web Portal Method In Internet Explorer, navigate to If presented with a security certificate warning, click “Continue to this website” The customer must log in with his/her LDAP / MyBama credentials Select the User Options drop-down box, then click on “Personal Address Book” Click the “Add New” button, then populate the information in the fields, then click Save Once the entries have been the customer can access the directory on the phone by pressing the “Directories/Contacts” button ( on 79XX phones or on 89XX, 6945, 6961, and 6921 phones), selecting “Personal Address Book”, and then searching by first name, last name, or nickname. If asked to log in when accessing the Personal Address Book, the customer must enter his/her LDAP/MyBama username and voicemail PIN. Phone Interface Method New entries can also be added to the address book from the phone interface by: Press the “Directories/Contacts button ( on 79XX phones or on 89XX, 6945, 6961, and 6921 phones) Selecting “Personal Address Book” If asked to log in when accessing the Personal Address Book, the customer must enter his/her LDAP/MyBama username and voicemail PIN. Press the “more” softkey Press the “new” softkey Enter a first name, last name, and nickname, then press the “Phones” softkey Enter the contact phone numbers then press the “Submit” softkey
Ans: y4 = 4 = 4 y3 = (3 c3 y4)/3 = [31 1(4)]/0.143 = 3 y2 = (2 c2 y3)/2 = [1.14 (1)(3)]/3.5 = 2 y1 = (1 c1 y2)/1 = [2 (3)(2)]/2 = 1
The Collision of Recreation with Restoration SE Utah Riparian Partnership Fall 2016 Meeting December 8th, 2016 from 9:45 – 3:30 pm BLM Conference Room Attending: Name Affiliation Natalie Conlin UT FFSL Russ von Koch Retired Moab BLM Makeda Hanson UT DWR Jeff Adams Canyonlands Watershed Council Ann Marie Aubry BLM Moab Taylor Hohensee ACE / Moab BLM Josh Relph BLM Moab Gabe Bissonette BLM Moab Kirks BLM Moab Carly McGuire University of Denver Lisa Clark University of Denver Molly Marcello Times - Independent Tony Tocci NPS SEUG Kelli Quinn NPS SEUG Burr USU Moab Gerrish Willis SEURP Steve Young NPS Jennifer Jones BLM Moab Suter NPS Reed Kennard BLM Dave Erley Town of Castle Valley Jazmine Duncan Town of Castle Valley Rebecca Mann USGS Amber Johnson BLM - Monticello Eli Tome UT FFSL Rachel Hosna BLM / Great Basin Inst Tim Graham Grand County Zacharia Levine County Kaleigh Welch Grand County Elaine Gizler Moab Area Travel Council Ruth Dillon Grand County Linda Whitham TNC Jan Denney BLM - Moab Pam Riddle BLM - Moab Christina Price BLM - Moab Tim County Jake Deslauriers Utah Conservation Corps Katie Stevens BLM - Moab Bill Stevens BLM - Moab Jessica Tyra BLM - Moab Tamsin McCormick Plateau Restoration Michael Smith Plateau Restoration Annie Adams Moab Jett Mary Moran NPS SEUG Daniel Oppenheimer Tamarisk Coalition Kara Dohrenwend Rim to Rim Restoration POWERPOINT PRESENTATIONS AND HANDOUTS ARE ALSO AVAILABLE EXECUTIVE SUMMARY Nearly 50 community members attended a meeting convened by the Southeast Utah Riparian Partnership (SURP) in Moab, UT to explore how to achieve an increasingly positive intersection between restoration and recreation. During two panel sessions and follow-up group discussions, attendees increased their learning about timely issues and identified opportunities that the SE Utah Riparian Partnership will consider for working with new and existing partners to support public education and inspiration, collaborative planning processes, and sharing of resources. WELCOME AND INTRODUCTIONS
Stage Management: Call - Kaitlyn Baker Lights – Spencer Cummins Music - Mallory Campbell Spotlight – Lindsey Dishon Microphones in – Vicka Korotkov Microphones on Stage – Joshua Hall and Lauren James Deck - Morgan McClure Headset SL – McKenzie See-Holbrook Headset SR – Ashley Rogers Set Moving: Curtains – Brody Palmer Zachary Jean-Baptiste Christian Odom Connor McIntire Abram Wilcox Braydan Meyers Props: Rachel Forney Shiva Warriner Catherine Clarke Allison Reineke Elizabeth Appleton Madison Smith Usher: Kennedy Allemond Vanessa Dufour Brianna Burton Leah Kobetich
Prof Ü Niinemets Centre of Excellence in Environmental Adaptation Estonian University of Life Sciences July 2011 Dr M Raidal Dark Matter in Physics and Cosmology (DarkMatter) National Institute of Chemical Physics and Biophysics July 2011 Prof J Engelbrecht Centre for Nonlinear Studies Tallinn University of Technology July 2011 Prof E Lust Hightechnology Materials for Sustainable Development University of Tartu July 2011 Prof V Hizhnjakov Mesosystems - Theory and Applications University of Tartu July 2011
Class Assignment/ Activity Introductions and Team building Session 2: General topic: Discussion of student's and the ISU faculty liaison's expectations regarding field learning and the process of skill development, building self-confidence and assertiveness. Establishing personal and professional learning goals and identify learning opportunities within your agency setting. Day and Date: Monday, August 24, 2015 Required Readings: Course text: BSW Program Field Manual. Review all forms and assignments. Berg-Weger & Birkenmaier (2011), Chapter 2, Socialization into the Social Work Profession, pages 28-50. Class Assignment/ Activity Journal Entry: Pick 2 questions from 1-15 (See below) Topic of the week: (See below) Session 3: General topic: Professional values and ethics in generalist practice; confidentiality practices in your agencies; overview of professional recording; agency policies, organizational structure and philosophy. Safety issues in the field. Day and Date: Monday, August 31, 2015 Required Readings: Course text: Berg-Weger & Birkenmaier (2011), Chapter 3, Safety in Social Work Settings, pages 51-67. Class Assignment/ Activity Journal entry: Pick 1 question from 1-15 (See below) Topic of the week: (See below) LABOR DAY-September 7, 2015 - NO CLASS Session 4: General topic continued: Professional values and ethics in generalist practice. Confidentiality practices in your agency, overview of professional documentation and practices. Review agency policies, organizational structure and philosophy. Day and Date: Monday, September 14, 2015
# 5 – Ask “So What?” When polled, most people attending presentations say that is too much information in the presentations. Audiences are overwhelmed. How do you determine what to put in and what to take out of your presentation? Use the “So What?” rule – What will really change the outcome of your presentation or their understanding of your topic? Ask yourself . . . So what if I don’t include that bullet So what if I don’t include that slide? So what if I don’t include all those words? So what if I don’t include that section? # 6 – Simplify Your Slides Reduce Your – think headline copy Replace Your Words with Pictures Rework Steps into a Diagram Redesign Tables into Graphs # 7 – Stop Boring Your Audience Your audience is bored. They may have seen a presentation like yours before. You have to make it interesting. Here are some easy ways to create interest.
WHAT DO WE KNOW ABOUT THE OECD’s 7 PRINCIPLES OF LEARNING IN OUR STUDENTS’ LEARNING ENVIRONMENTS? What are we doing well that is promoting learning What are we not doing so well that isn’t promoting learning? What are we doing well that is promoting learning? What are we not doing so well and isn’t promoting learning? What are we doing well that is promoting learning? What are we not doing so well and isn’t promoting learning? What evidence do we have? 1. Learners at the centre What evidence do we have? What evidence do we have? 2. Social nature of learning What evidence do we have? What evidence do we have? 3. Emotions are integral to learning What evidence do we have? What next? What next? What next? What next? What next? What next? 1. Learners at the centre 2. Social nature of learning 3. Emotions are integral to learning What are we doing well that is promoting learning? What are we not so well that isn’t promoting learning? Implications for our inquiry Implications for our learning STUDENT LEARNING FOCUS 4. Recognizing individual differences How do we know? 4. Recognizing individual differences How do we know? 7. Building horizontal connections 6. Assessment for learning 5. Stretching all students What next? What next? What are we doing well that is promoting learning? What are we not doing so well and isn’t promoting learning? What are we doing well that is promoting learning? What are we not so well that isn’t promoting learning? What are we doing well that is promoting learning? What are we not doing so well that isn’t promoting learning? How do we know? 7. Building horizontal connections How do we know? How do we know? 6. Assessment for learning How do we know? How do we know? 5. Stretching all students How do we know? What next? What next? What next? What next? What next? What next?
Scope of lesson plan: Lessons 1-5 Teacher name: Grade: 7 Subject: ELA Period(s) this lesson will be taught: MONDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 1: Launching the Text: Reading the Map and Beginning Chapter 1 Long-term Targets: (Common Core standards addressed) I can determine the central ideas of a literary text. (RL.7.2) I can effectively engage in discussions with diverse partners about seventh grade topics, texts, and issues. (SL.7.1) Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) I can effectively participate in discussion with my classmates. I can determine the meaning of visual representations on a map. I can read for gist as we begin Chapter 1 in A Long Walk to Water Agenda (Activities / Tasks) 1. Opening A. Engaging the Reader Part I: Scenarios (10 minutes) B. Introducing Learning Targets (10 minutes) 2. Work Time A. Engaging the Reader Part II: Reading the Map (10 minutes) B. Reading First Section of Chapter 1: Getting the Gist in Reader’s Notes (10 minutes) 3. Closing and Assessment A. Debrief: Revisiting Learning Targets and Creating Partner Discussion Criteria (5 minutes) 4. Homework: N/A Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) Discussion Scenarios (numbers 1 and 2 for each pair of students) Fist to Five chart A Long Walk to Water by Linda Sue Park (one per student) Document camera I Notice/I Wonder note-catcher (one per student, and one to project on document camera) Reader’s Notes (one per student, and one to project on document camera) Chart paper for new anchor chart: “Partner Talk Expectations”
_____________________ in a few sentences each chapter or section of the text -For example, as you finish a page of a short story, write one sentence/phrase at the bottom “recapping” what happened. Annotation prompts for each page: Page 3: setting protagonist Page 4: conflict (person v. society) Page 5: internal conflict Page 7: conflict (person v. person) internal conflict “Seventh Grade” Gary Soto In Baseball in April and Other Stories (1990) On the first day of school, Victor stood in line half an hour before he came to a wobbly card table. He was handed a packet of papers and a computer card on which he listed his one elective, French. He already spoke Spanish and English, but he thought some day he might travel to France, where it was cool; not like Fresno, where summer days reached 110 degrees in the shade. There were rivers
4 That’s It! 3 Almost There 2 Needs Improvement 1 Just Beginning 0 Unacceptable Ideas & Insight Fulfills all requirements of task; shows insight; makes clear connections within & beyond text Fulfills most requirements; some insight & connections Fulfills some requirements; mostly literal interpretation; gaps in understanding Shows little understanding of text or task; meaning is often unclear No understanding of text or task; illegible or incomprehensible writing Details Ideas are supported with specific details and examples; good elaboration Some support; good details; some elaboration Vague; little elaboration; some inaccuracies Few details; too brief; no elaboration Incomplete or mostly copied from text Clear focus; clear connections between main idea and sub-topics Focused; mostly relevant details Weak structure; poor topic sentences; irrelevant details Very weak structure; no topic sentences; just lists No structure or mostly copied from text Voice & Word Choice Vivid & precise words; appropriate tone; clear voice Some interesting words; tone is usually appropri-ate; some voice Vague words; uninteresting Basic words; repetitive; no voice or interest Meaningless words or just copied from text Sentence Fluency Variety of sentence length & structure; smooth, flowing sentences; good transitions Some variety of sentences Choppy sentences; lack of variety Poor sentence structure; monotonous No sentence structure or mostly copied from text No mistakes Very few mistakes, which do not interfere with reading Mistakes begin to interfere with reading Mistakes begin to interfere with understanding Shows little attempt at proofreading or shows little understanding of conventions
thought he was rich because each time he picked her up he had a different car. It was fun until he had spent all his money on her and had to write home to his parents because he was broke. 57. Victor couldn’t to look at Teresa. He was sweaty with shame. “Yeah, well, I picked up a few things from movies and books and stuff like that.” They left the class together. Teresa asked him if he would help her with her French. 58. “Sure, anytime,” Victor said. 59. “I won’t be bothering you, will I?” 60. “Oh no, I like being bothered.” 61. “Bonjour.” Teresa said, leaving him outside her next class. She smiled and pushed wisps of hair from her face. 62. “Yeah, right, bonjour,” Victor said. He turned and headed to his class. The rosebuds of shame on his face became bouquets of love. Teresa is a great girl, he thought. And Mr. Bueller is a good guy. 63. He raced to metal shop. After metal shop there was biology, and after biology a long sprint to the public library, where he checked out three French textbooks. 64. He was to like seventh grade.
Why did Victor wish to start his life over? What happened to make him so embarrassed? Below is a list of events to place on the Story Map. Raises his hand in French class. Tries to speak with Teresa after homeroom but says something embarrassing. Goes to library to get French books. Teresa is impresses and asks him to her in French. Opportunity to speak to her at lunch when their eyes met but doesn’t. Victor wants to impress Teresa because he wants her to be his girlfriend. Embarrasses himself in English when asked for a noun. Mr. Bueller doesn’t reveal his bluff. Returns to French to get books and sees Teresa. to speak French in class and embarrasses himself. “SeventhGrade” Quiz
_______________________ Last Name, First CHE426: Problem set #3 (Need to show all the works. Except for plot or numerical calculation, Matlab solutions are not acceptable) 1. An isothermal, first-order, irreversible reaction A B with rate constant k takes place in the liquid phase in a constant-volume reactor. Due to imperfect mixing, the reactor system can be modeled as a two-tank system with back mixing as shown in the sketch below3. Assuming F and FR are constant, write the differential equations describing the concentration CA1 and CA1 as function of time. Do not solve the equations. 2. If a forcing function f(t) has the Laplace transform f(s) = + Plot f(t) for 0 t 5. 3. Solve the following equation for y(t) 2 = + 3y y(0) = 1 4. Express the function given in Fig. 3-4 in the t-domain and the s-domain Figure 3-4 5. Sketch the following functions: a) f(t) = u(t) 2u(t 1) + u(t 3) b) f(t) = 3tu(t) 3u(t 1) u(t 2) 6. Determine f(t) at t = 1.5 and at t = 3 for the following function: f(t) = 0.5 u(t) − 0.5 u(t 1) + (t 3) u(t 2) 7. Find the solution to the following differential equations using Laplace Transforms. a) y′ + y = (t) , y(0) = 0 b) y′+ y = (t −1), y(0) = 0 8. For the following transforms, find f(t).
Background The Australian Commission on Safety and Quality in Health Care (the Commission) has undertaken a clinical safety program for the My Health Record system since the system’s implementation in 2012. In July 2015, the Australian Government Department of Health appointed the Commission to conduct the seventh clinical safety review of the system, with the oversight of the Commission’s Clinical Safety Oversight Committee (CSOC). The aim of the Commission’s clinical safety reviews is to proactively identify potential clinical safety risks to, and arising from, the My Health Record system and to recommend suggested mitigation strategies. This will improve the overall safety and quality of the system over time. Copies of the Commission’s completed clinical safety reviews and the System Operator status reports against review recommendations to date are available on the Commission website at The seventh clinical safety review of the My Health Record system, conducted by the Commission, comprises: review 7.1 – assessing the impact and safety of the use of the My Health Record system in emergency departments (the hospital emergency department review) review 7.2 – assessing the presentation to healthcare providers of the My Health Record system ‘medications views’ (the medications view review) review 7.3 – assessing downtime management best practices for clinical safety in health IT systems (the downtime management review). This report presents the findings of clinical safety review 7.2. This review component assessed the medication information displayed by the My Health Record system through the National Prescription and Dispense View (NPDV), with a focus on the presentation of the information from a clinical safety perspective.
the progression of learning for Grades K-12. The grade-level standards include teacher notes that provide explanations, definitions, and links to resources to support teachers. The document focuses on literacy skills rather than literary content. Teachers have the opportunity to select grade-appropriate literature and literary nonfiction texts to teach the standards. The texts must provide opportunities to teach all the strands at rigor. Three measures of text complexity should guide text selection: quantitative, qualitative, and reader and task. Teacher notes in the grade-level documents provide support for effective text selection. Teachers are encouraged to become familiar with the standards above and below the grade level they teach. The standards below grade level will guide decisions for providing interventions for students who do not have all the grade-level skills in place, and the standards above grade level will guide decisions for extending students who are ready to move ahead. In addition, familiarity with the K-12 standards will support developing a smooth learning progression from kindergarten through high school. The Arkansas Department of Education academic standards are intended to assist in district curriculum development, unit design, and to provide a uniform, comprehensive for instruction. The standards are not intended to be a state-mandated curriculum. Arkansas Anchor Standards for Reading The standards on the following define what students should understand and be able to do by the end of the grade or grade span. The grade-specific standards correspond by number to the Arkansas Anchor Standards for Reading. The Arkansas Anchor Standards and grade-specific standards are necessary complements--the former providing broad standards, the latter providing additional specificity--that together define the skills and understandings that all students must demonstrate. Key Ideas and Details Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Determine central or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure level
Seventh Grade Instruction and Assessment Schedule 2013-2014 It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. Approx. Number of Days of Instruction Benchmark 1 ?? ?? ?? Common Assessment A ?? ?? ?? Common Assessment B Benchmark 2 ?? ?? ?? Common Assessment C ?? ?? ?? Common Assessment D Benchmark 3 End of Year Instructional Content Unit of 1 Unit of Study 2 Unit of Study 3 Unit of Study 4 Unit of Study 5 Unit of Study 6 Unit of Study 7 Unit of Study 8 Unit of 9 Unit of Study 10 Unit of Study 11 Unit of Study 12 Getting Ready for Gr. 1 Unit Assessment Ch. 1 Test Ch. 2 Test Ch. 3 Test Ch. 4 Test Ch. 5 Test Ch. 6 Test Ch. 7 Test Ch. 8 Test Ch. 9 Test Ch. 10 Test Ch. 11 Test Ch. 12 Test
Transitions Math Common Core Alignment Unit of Study 4 – Additional Resources 6-5 7.G.5 6-6 7.G.5 6-7 7.G.5 6-8 7.G.5 6-9 7.EE.4 7.EE.4a Scale Drawing Task – 7.G.1 – Students watch a video on how to find the scale factor. They then use this knowledge to take a small picture and enlarge it to a given size. Patterns Task – 7.EE.1; 7.EE.2 - developing a pattern and equation from a given set of pictures; rewriting the equation in different forms
Transitions Math Common Core Alignment Unit of 5 – Additional Resources 7-1 7.G.6 7.NS.2 7-2 7.NS.2 7.NS.2a 7-3 7.EE.1 7-4 7.G.6 7-5 7.G.6 7-6 7.G.4 Distributive Property iPad Activity – discovering distributive property through repeated addition
Transitions Math Common Core Alignment Unit of Study 8 – Additional Resources 12-1 7.SP.1 7.SP.2 7.SP.3 12-2 7.SP.1 7.SP.2 7.SP.4 12-3 7.SP.1 7.SP.2 7.SP.4 12-4 7.SP.4 12-5 7.SP.4 11-1 – gather data to generate multiple samples All sections – possibly after taking the quiz – compare data from two samples
Membership: The Channel Panel meets on a monthly basis in Essex and where needed in Thurrock and Southend. Permanent members will include Social Care (Adult and Children), and Essex Police Prevent team. Other agencies will be invited depending on need. Case Management, Recording, Supervision and Support Case management & recording Social Care case management and recording policies should be followed in respect of Prevent casework. Supervision & support Social Care supervision policies should be followed. The existing research into Prevent casework acknowledges the complexity of the issues around: maintaining consent and trust when dealing with complex and highly emotive issues, delivering help to families where there may be either pressure or a need to monitor and report back, balancing human rights and individual liberties against the risk of harm, operating as a confident and challenging practitioner in a politically charged environment, & understanding cultural issues. Training WRAP (Workshop to Raise the Awareness of Prevent) is an hour/2 hour long interactive workshop. It is aimed at frontline staff as well as the community. The National Counter Terrorism Policing Headquarters (NCTPHQ), in conjunction with the College of Policing, have developed a general awareness e-learning package for Channel. This e-learning is not a substitute for WRAP training The package includes: information on how Channel links to the Government’s Counter-Terrorism Strategy (CONTEST) through the Prevent strategy guidance on how to identify people who may be vulnerable to being drawn into terrorism how to refer them into the Channel process. The training can be accessed . Annex A A Vulnerable to Radicalisation referral form can be found here or by contacting
Annex B – PREVENT and CHANNEL leads/administrators Organisation Name Job title/role County Council Kim Spain PREVENT Lead Chair of Essex PREVENT Board Essex Channel Panel Chair Essex County Council Interim: Seema Moules PREVENT Lead (Family Operations) Co-Chair Essex Channel Panel Essex County Council Sophie Scollen PREVENT Safeguarding Coordinator Essex County Council Jo Barclay Education Lead Police Rachael Harris Essex PREVENT Engagement Officer Counter Terrorism Unit Gareth Coombs PREVENT and Channel Lead for Essex, Suffolk and Norfolk Borough Council Dipti Patel Chair of Southend PREVENT Board Head of Service for Public Protection Borough Council Yasmin Amin PA to Patel Borough Council Laurence Doe Co-Chair of Southend Channel Panel Group Manager Quality Assurance Thurrock Council Fran Leddra Chair of Thurrock PREVENT Board Chair of Thurrock Channel Panel Thurrock Council Jason Read Vice Chair of Thurrock Channel Panel
The growth of yeast cell mass concentration Cc can be described by the Monod relationship = Cc = max The solution is by ln + ln = max(t t0) In this equation YC/S = g of yeast cells produced per g of glucose consumed, Yet/S = g of ethanol produced per g of glucose consumed, and Ygly/S = g of glycerol produced per g of glucose consumed. Cs is the substrate or glucose concentration with an initial value Cs0 = 100 g/L and the Monod constants are Ks = 1.5 g/L and max = 0.15 hr-1. The initial yeast cell concentration after inoculation of the fermentor is 0.2 g/L. Use Matlab to plot the concentrations in the fermentor of the yeast cells Cc, glucose Cs, ethanol Cet, and glycerol Cgly as functions of time. You need to put your own name on the graph using the Matlab statement “title” to receive credit for this problem. (Note: You can plot the yeast cell concentration as a function of time by varying Cc from 0.2 to 3.2 g/L and evaluating the corresponding time t).
8. Does your hospital have procedures to debrief patients, staff, and community partners? 9. Does your hospital have a continuing process to capture all costs and expenditures related to operations? 10. Does your hospital have a process for submitting costs for disaster reimbursement from insurance carriers, as well as local, state, and Federal Emergency Management Agency disaster relief? 11. Does your hospital have procedures to collect and collate incident documentation and formulate an After Action Report and Corrective Action and Improvement Plan?
Assess the community impact of the storm to determine direct and indirect effects on staff, transportation, power, etc. Logistics Section Chief Refer to the Job Action Sheet for appropriate tasks. Service Branch Director Implement emergency support procedures to sustain communications and information technology. Obtain and distribute food and water to sustain operations. Support Branch Director Obtain and distribute supplies, equipment, medications to sustain operations. Finance/ Administration Section Chief Refer to the Job Action Sheet for appropriate tasks. Time Unit Leader Implement established pay for personnel to track hours associated with storm. Intermediate and Extended Response (2 to greater than 12 hours) Section Officer Time Action Initials Command Incident Commander Evaluate the hospital’s capability to provide safe patient care and need for evacuation. Public Information Officer Conduct briefings to patients, staff, and persons seeking shelter as well as the media to provide updates on storm and hospital status. Coordinate risk communication messages with the Joint Information Center, if able. Address social media issues as warranted; use social media for messaging as situation dictates. Liaison Officer Maintain contact with the local Emergency Operations Center, other area hospitals, local emergency medical services, and regional medical health coordinator to relay status and critical needs and to receive storm and community updates. Safety Officer Continue to monitor weather reports and conditions.
and on the expiration of such period we will safely delete it. Any customer records which have had no transactions will be removed after 3 months. Information provided to the Combined Authority will be processed on the basis of the performance of a contract with individuals, to deliver goods and services requested. We do not require separate consent to use such data for this purpose. However, as a data subject you have a number of rights under the DPA and the upcoming GDPR. These include the right to access the information which we hold about you. In some cases you may have a right to have your personal data rectified, erased or restricted, and to object to certain use of your data. You have an absolute right to demand that you stop receiving marketing information. You may also withdraw your consent and ask us to delete your information at any time by contacting us at the address provided. This would not affect the legality of what we do with your personal data before you withdraw consent and would not stop us from continuing to use your data to the extent that we do not require your consent. It would stop us from further using data for purposes which require your consent (e.g. marketing). If you are unsatisfied with the manner in which we collect or handle your personal data you have a right to make a complaint to the Information Commissioner’s Office. Information about how to make complaints can be found on the ICO’s website at https://ico.org.uk
Business Continuity Branch Director If record keeping included use of paper based records, ensure all clinical information is entered into electronic medical records. Patient Family Assistance Branch Director Notify families of repatriated patients or patients permanently transferred to hospitals. Planning Section Finalize and distribute the Demobilization Plan. Conduct debriefings and hot wash with: Command Staff and section personnel Administrative personnel All staff All volunteers Write an After Action Report and Corrective Action and Improvement Plan for submission to the Incident Commander, including: Summary of the incident Summary of actions taken Actions that went well Actions that be improved Recommendations for future response actions Documentation Unit Leader Collect, collate, file, and secure completed documentation of actions, decisions, and activities. Prepare a summary of the status and location of all incident patients, staff, and equipment. After approval by the Incident Commander, distribute it to appropriate external agencies. Demobilization Unit Leader Ensure that issues impacting clinical and support operations are relayed to appropriate sections for resolution. Implement the Demobilization Plan. Logistics Section Chief Release temporary staff and other personnel to normal positions. Inventory all Hospital Command Center and hospital supplies and replenish as necessary, appropriate, and available. Service Branch Director Monitor and assist with restoration of communications and Information Technology Services. Support Branch Director Restock supplies, equipment, medications, food and water to pre-incident inventories.