zilongwang/ReadingBank huggingface dataset:
B2: Resources and support The school’s resources and support structures ensure the implementation of the Diploma Programme. Objective Actions Date to be achieved Person/group responsible for achieving this objective Budgetary implications Evidence of achievement or of progress towards achievement of the objective C: Curriculum C1: Collaborative planning Collaborative planning and reflection support the implementation of the Diploma Programme. Objective Actions Date to be achieved Person/group responsible for achieving this objective Budgetary implications Evidence of achievement or of progress towards achievement of the objective
C2: Written curriculum The school’s written curriculum reflects IB philosophy. Objective Actions Date to be achieved responsible for achieving this objective Budgetary implications Evidence of achievement or of progress towards achievement of the objective C3: Teaching and learning Teaching and learning reflects IB philosophy. Objective Actions Date to be achieved Person/group responsible for achieving this objective Budgetary implications Evidence of achievement or of progress towards achievement of the objective
STRENGTHS Diversity of faculty; their professional, academic and personal backgrounds Smaller yet growing major; still maintaining personal advising, exciting time Rebranding from LSRC to RTM; major and degree name changes attracting different students, internship placements, industry interest, etc.; management in title is WEAKNESSES Uncertainty about filling faculty positions; department perceived as too broad by some administrators Smaller unity heavily with part-time faculty; limited number of bodies/minds to get things done Department advisory council should be Program and department need better, comprehensive marketing Limited resources for graduate
important national trend in careers Good, relationship with USU, AS and College of Extended Learning Location in CA as valuing parks, recreation, tourism and outdoor lifestyle assistants, research Indirect access to and Chair in main office No office for new hires Classrooms located all over campus RMA not visible in New Student Orientation OPPORTUNITIES hospitality industry in California Community connections THREATS Competition from increasing number of programs Budget constraints that
and fund development through Castaic Lake Aquatic Center and College of HHD Wellness Institute Connections in international marketplace; students, instruction, consulting, etc. RTM has no competition in SFV New Student recreation Center could expand partnerships Possible Recreation Therapy licensure may limit program development, increase “turf” protection, or lead to mergers CSU student realities; FT employee, family responsibilities, cost of units Enrollment limitations based on geography may reduce diversity of students Course structure/unit limitations internship, independent study, etc.) Turnover in upper administration; unknown
Contracts and grants with and industry partners Tseng College online program Formalize visiting scholar exchange programs Summer Institutes with international “sister” institutions; expand concept of Lily Academy Retiring campus partners High cost of living for (potential) new hires; Growing number of students with mental health concerns; national on autism spectrum disorders (perhaps at expense of other populations)
Appendices The provides links to supporting appendices for the Program Review Self-Study. Material is listed under the relevant Part 1-4 of the Self-Study document by document title. The Appendices section lists other general appendices not specifically referenced in the narrative of Parts 1-4. Faculty GE Courses Recertification
ADMINISTRATOR EVALUATION OBSERVATION Self -Reflection Formal Evaluation (Circle One) 5 4 3 2 1 Significantly Above Expectations Above Expectations At Expectations Below Expectations Significantly Below Expectations Standard A – Instructional Leadership for Continuous Improvement 5 4 3 2 1 Comments: Score: Capacity Building 2. Data Analysis and Use 3. Interventions 4. Progress Monitoring Standard B – Culture for Teaching and Learning 5 4 3 2 1 Comments: Score: 5. Leveraging Educator Strengths 6. Environment 7. Family Involvement 8. Ownership 9. Recognition and Celebration Standard C – Professional Learning and Growth 5 4 3 2 1 Comments: Score: 10. Evaluation 11. Differentiated Professional Learning 12. Induction, Support, Retention and Growth
ANS: Strategic Orchestrator PTS: 1 DIF: Hard REF: p. 15 OBJ: 5 19. The three roles played in consultative selling include strategic orchestrator, business consultant, and ___________________. ANS: Long-term Ally PTS: 1 DIF: Medium REF: p. 16 OBJ: 5 20. One of the selling foundations in the trust-based sales process is trust and ____________. ANS: Ethics PTS: 1 DIF: Medium REF: p. 17 OBJ: 6 21. The final stage of the trust-based sales process is ______________ customer relationships. ANS: Enhancing PTS: 1 DIF: Easy REF: p. 17 OBJ: 6 22. The first step of the initiating customer relationships phase of the trust-based sales process is strategic ______________. ANS: Prospecting PTS: 1 DIF: Hard REF: p. 17 OBJ: 6 23. In the Trust-Based sales process salespeople need to develop a selling strategy for their sales territory each customer and each _________________. ANS: Sales Call PTS: 1 DIF: Medium REF: p. 18 OBJ: 6 24. _________________ salespeople refers to a category of sales support personnel who are not typically involved in the direct solicitation of purchase orders. ANS: Missionary PTS: 1 DIF: Medium REF: p. 20 OBJ: 7 25. Because order-getters actively seek orders (usually in a highly competitive environment), they are also called _________________. ANS: Hunters PTS: 1 DIF: Medium REF: p. 21 OBJ: 7 26. Because order-takers specialize in maintaining current business, they are also called _________________.
Staff Member Details Staff Name !Unexpected End of Formula Manager’s Name !Unexpected End of Formula Position Title !Unexpected End of Formula Manager’s Position Title !Unexpected End of Formula I have reviewed the staff activity report (data suite) Period of Review <insert date> !Unexpected End of Formula to <insert date> !Unexpected End of Formula Self-Assessment and Proposed Plans for the Future Area of Focus Looking Back How do you think your performance has been? Looking Forward What do you believe should be your future performance outcomes? Teaching and Learning Research Administration (including professional and community engagement) Work Values (including behavioural skills, team work, commitment, initiative and accountability)
Margaret Avison, “Tennis” Barbara Nickel, “For My cousin” Johnson, “Heat” Villanelle Jennifer Michael Hecht, “Villanelle If You Want to Be a Bad-Ass” Jennifer Michael Hecht, “Cannibal Villanelle” Marilyn Taylor, “Subject To Change” Elizabeth Bishop, “One Art”
CHAPTER ONE: Finding Focus Additional Practices/Projects Practice What do you disagree with in this textbook so far? What, in your experience, is just not accurate? Project Write your own “introduction to creative writing.” What do you think is most important for students to learn about this craft? Project Design the perfect set of readings for The Practice of Creative Writing. What should students read, in every genre you can think of? Why?
Self-registration for 3-5 year olds Personal, Social and Emotional Development Communication& Language Literacy Mathematics Understanding the World Expressive Arts & Design Physical Development Activities and what adults do all children and parents individually by name as they come in Encourage child to carry out activity with parent/carer support Give praise and emphasise the “belonging” significance of registration eg. “Well done, now we can all see who is here as part of the class today” Support child to see who else is already here to develop relationships and friendships “Oh look, this is Samiha’s name. She’s already here. Why don’t you go and find her to see what she is playing?” Develop progressive system as children move from early nursery through reception: child to find own name card/ write first letter/ own name on board/ write full name Invite children to “read” board – who else is already here? Who is not here today? Encourage children to play such as recognising the same letters in someone else’s name etc. Establish system that requires to children to put names in order of arrival – encouraging 1st, 2nd, 3rd language Count how many name cards etc are on the board Talk about the as a community Children can progress from writing the initial letter of their name to writing their full name on the whiteboard using marker pens eg What children Developing a strong sense of self A sense of belonging to and being part of a group and confidence in carrying out activity That names are important and act as symbols Turn-taking That print carries meaning and information can be conveyed in the form of print To recognise/write own first/last name That words are symbols Phonic skills in linking sounds and letters Recognising names of peers Growing awareness of cardinal and ordinal numbers A sense of belonging Fine motor skills
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Romance Writers of Australia SELLING SUBMISSION Score Sheet Entry No. Title: Judge No. Sub-genre/Line TOTAL SCORE (Maximum: 90 marks) JUDGES: You are asked to assess READINESS FOR SUBMISSION. Refer to Guidelines for Judges before you begin. PLEASE GIVE COMMENTS WHEREVER POSSIBLE. The scoring scheme is from 1 to 5. Zero is not a valid mark. Half-marks are acceptable. 5 = ready for submission; 4 = only minor adjustments needed; 3 = needs moderate revision; 2 = needs significant revision; 1 = major problem. PART A – TARGETED GENRE/PUBLISHER Is the entry suitable for the targeted subgenre, publisher or line? If No, please advise alternatives: (Mark Yes or No. A score is not applicable for this question.) FOR ROMANCE ENTRIES: does the synopsis focus on the growing relationship between the romantic couple above all other plot points? OR, FOR ROMANTIC ELEMENTS: does the synopsis indicate a romantic involvement or strong relationship for the main character/s? (Mark Yes or No. A score is not applicable for this question.) PART B – Spelling, Grammar & Punctuation Remember you are marking readiness for submission, not perfection – a few errors can still be ready for submission. Do not mark based on personal preferences. Allow for tone and voice if applicable, especially in dialogue. Either US or Australian spelling is acceptable so long as it is consistent. Score Is the free of spelling errors? (Max 5 marks) Are the basics of grammar followed? (Max 5 marks) Are the basics of punctuation followed? (Max 5 marks) If you gave less than full marks for any of these, either mark the errors on the entry, or explain here: Subtotal for SPELLING, GRAMMAR & PUNCTUATION (Maximum: 15 marks) PART C: The Writing pLEASE MARK THIS SECTION FOR ALL eNTRIES Score
RCC Region – Choose the RCC who is the Chain of Command for the NOSC where you drill Commanding Officer’s name - Enter the name of the commanding officer who has administrative control over you. This is not the NOSC CO. CO Email – enter the CO’s email Command Training Officer’s name - Enter the name of the command training officer who has administrative control over you. Command Training Officer’s Email – enter the command training officer’s email Detachment Training Officer’s name - Enter the name of the detachment training officer who you drill with. Detachment Training Officer’s Email – enter the Detachment Training Officer’s email I Verify that I have NO MAS Codes - Your NOSC is to verify in NRRM that you have no MAS Codes. If it is submitted with MAS Codes, the application will be returned. Date Submitted – Click to enter the date the application was submitted. Full Course Name and Class Number – Enter the full course name, no abbreviations, and the class number if there is one. CIN – Enter the Course Identification Number if it has one. Common ones are: B-61-2330 Advanced Medical Department Officer Course B-300-1789 EXECUTIVE MEDICAL DEPARTMENT ENLISTED COURSE B-6H-0001 COMBAT CASUALTY CARE COURSE (C4) B-300-4010 TACTICAL COMBAT CASUALTY CARE PROVIDER B-300-40O0 TACTICAL COMBAT CASUALTY CARE, TRAIN THE TRAINER B-6E-1000 EN ROUTE CARE COURSE B-61-2304 JOINT OPERATIONS MEDICAL MANAGER COURSE (JOMMC) B-61-2400 MEDICAL PLANNERS COURSE (JMPC)
B-61-2310 PLANS, OPERATIONS AND MEDICAL INTELLIGENCE COURSE (POMI) B-6A-1501 MILITARY TROPICAL MEDICINE COURSE (MTM) B-300-0036 COLD WEATHER MEDICINE B-300-0023 MOUNTAIN MEDICINE COURSE B-300-0038 MEDICAL MANAGEMENT OF CHEMICAL AND BIOLIGICAL CASUALTIES B-6H-3001 FIELD MANAGEMENT OF CHEMICAL AND BIOLOGICAL CASUALTIES COURSE B-6A-1013 NAVY TRAUMA TRAINING CENTER Check CANTRAC () for CIN. If no CIN, then enter “No CIN” CDP: use website above to obtain CDP (site where training will occur). You also may obtain from POC at training site. If no CDP, then enter “No CDP”. QUOTA NUMBER: Obtained from course POC or CANTRAC. If the course does not use quota #, then enter “No Quota” School House/ Entity Providing Course: Enter the name of the schoolhouse, command, etc who is hosting the training. UIC of Navy Command reporting to if Applicable: Enter the UIC of the command you will be reporting to if the training is hosted by a Navy Command/Unit. If it is not, then enter “No UIC” Confirmed Seat in Course: Choose yes if the member has contacted the POC and secured a seat in the course. Choose no if does not have a confirmed seat in the course. Name of Who Confirmed Seat: Enter name of person who confirmed the seat in the course Course (Report) Date: Enter the date you must report for training. It is not your travel day usually. Course End Date: Enter the date the course ends Mode of Travel: Choose your mode of travel. Type of Funding Requested: Choose the type of funding you are requesting for the training. Street Address Where Course Will Be Held : Enter the street address of where the training will occur. We must have this to create your NROWS Requirement
Who leads self review? What form does this take? How is leadership capability fostered in your individual services? How effective are your umbrella organisation’s processes for consulting with parents, whānau and the wider community? What are your next steps in developing Pou Ārahi in your umbrella organisation?
1:00 – 1:30 Moving forward - Best practice/guidance document and needed resources Review of Moving Forward ideas generated at the May 4 meeting (handout) What is your vision for the model of best practices/guidance document for schools and how it fits with the All in One document (SBI's) and the Module? – Large group discussion – 1:00 – 1:15 Based on what you know now, what/who do we need as additional resources to accomplish this work? – Large group discussion – 1:15 – 1:30 1:30 – 2:00 Review and comment - "Pursuing Social and Emotional Development Through a Racial Equity Lens: A Call to Action" - Aspen Institute - Framing the discussion From this research paper, what resonated with you? How do you see this applying to our work? 2:00 – 2:15 Minnesota SEL and Equity – Great Lakes Equity Center – Lessons learned – Nick Yoder 2:15 – 3:15 Equity, Cultural Responsiveness, and SEL Small groups – 2:15 – 3:00 How can we authentically assure that equity and cultural responsiveness will be best expressed in the development of the Indicators? What are specific and actionable approaches/strategies we can use to be inclusive for all cultures as we continue to develop this work? – Small group/Flip chart capture Small group report out/large group discussion – 3:00 – 3:30 3:15 – 3:30 Moving the Indicators forward – Large group discussion/planning 3:30 – 3:45 Public comment 3:45 – 4:00 Summary – Review agreed upon next steps between now and our next meeting – Final thoughts 4:00 Adjourn Next meeting: August 3, 2018, Tacoma Professional Development Center, Room 8.
To ensure that learners are successfully supported in placement at Selworthy School, agencies are used appropriately and effectively to help identify and address learners’ needs. Research has confirmed that learners with SEN and those with ASD are at greater risk of developing behavioural, emotional and social difficulties than typically developing children and young people. A number of our learners may already have links with the Child and Adolescent Mental Health Service (CAMHS) and new referrals will be able to be made by the school. The SMT work closely with this service to ensure learners get the best possible support. The service will provide treatment for learners with emotional difficulties, anxiety, fears or unhappiness. Most learners come to the school with a relatively recent Educational Psychologist’s report. If, however, an issue arises during their time at the school that is beyond the school staff’s SEN expertise, an Educational Psychologist’s advice might be sought. Access to speech and language therapists is provided for learners at Selworthy School if it is included in EHC plan. Specialist SLTs may be brought in to support learners with eating and drinking difficulties (dysphagia) as most SLTs do not have the appropriate training or experience to deal with this complex difficulty. Teaching Assistants Our Teaching Assistants work in classrooms alongside teachers to provide personalised learning programs. They develop individualised knowledge of how our learners learn best and work collaboratively with teachers to deliver and support lessons designed to minimise an individual’s barriers to learning and continue to develop their strengths. Wider collaboration Selworthy School is also a member of SEN.se (Special Educational Needs Somerset Expertise). For more information please visit the SEN.se website at: sen-se.org.uk Other opportunities for learning All learners have equal opportunity to access extra-curricular activities at Selworthy School and the school offers a range of additional clubs and activities. We are committed to making reasonable adjustments to ensure participation for all.
Safe School Climate Events and Workshops Greenwich Public Schools District emphasizes the importance of SEL and more administrators, teachers and parents support the development of SEL initiatives. The goals of our project are in accordance with the GPS’ vision of the Graduate, emphasizing the development of students' social-emotional skills and talents in order to contribute to community through service and leadership and develop resilience and responsibility. For the 2017-2018 academic year, the Dare 2 Care program intended to further expand the social-emotional district wide initiative and emphasize the role of mindfulness-based stress reduction strategies with students, teachers and parents. Specifically, we aimed for expanding and strengthening a sustainable school and community support for SEL by: Teaching mindfulness strategies to more students (Pre K - High School) in to reinforce social and emotional learning not only classroom but also on the playground, in the cafeteria, and in the hallways. Training teachers in every building to implement mindfulness and SEL strategies. Organize several parent and child retreats to invite parents to spend quality time with their children and learns how to reinforce social and emotional learning at home and how to learn mindfulness-based stress reduction. Personalize the implementation of the Dare 2 Care mindfulness program in every school, by identifying the specific needs of the school. Provide school staff opportunities to learn and practice the same emotional and interpersonal skills they are helping students develop. This can be accomplished through training teachers on how to model strategies for self-regulating emotions and how to use emotion coaching to promote social and emotional learning. Accomplishments Launching the Dare 2 Care program - Press Release – GPS website Western Days – Dare 2 Care Greenwich Time Article BE HERE--BE YOUR BEST - September 29th 2017 This event was a common initiative across grade levels to promote student motivation and setting goals for learning the school year.
Step-by-Step Guidelines Timing Content: topic/steps/activities Notes to facilitator Resources/ materials 30 minutes Activity Provide students with several (5–10) math problems relevant to the current lesson. Ask students to work individually to complete the math problems. Group students together and assign each group one of the problems to present to the class. Invite students to share their individual solutions with their group and choose one of the solutions to share with the class. IMPORTANT! The group must make one intentional mistake in its solution. They can choose a mistake one of their members made (this leads to a discussion of who had “the best mistake”) or they can think of a mistake other students might make. They can make as many unintentional mistakes as they like. As each group shares its solution, the rest of the class listens and at- tempts to find the mistake. When they find the mistake, they MUST ask a question in order to get the group to admit its mistake: “Why did you...?” “Can you explain how you did ...?” Key point It’s ok to make mistakes! Mistakes are opportunities for learning. The Mistake Game can be tailored to work with any age group. It could even be changed to go with a different subject such as science. See mindsetkit.org for more information and free mindset resources. Teacher-generated math problems relevant to the current lesson
Timing Content: topic/steps/activities Notes to facilitator Resources/ materials 10 minutes Optional class discussion about mistakes 1. Lead a discussion on how students feel about making mistakes and why. Key questions How do you feel when you make a mistake? Why? How do you think other people see you when you make a mistake? Have you ever discovered something new from making a mistake? Have you ever felt proud of making a mistake? Has a mistake ever made you think deeply about a problem? (You can start by talking about a non-academic setting and then talk about how the lessons apply to academics.) See Mindsetkit.org for more discussion resources.
IDEA: A Collaborative Organizational Design Process Integrating Innovation, Design, Engagement, and Action Donald W. de Guerre, PhD Associate Professor and Graduate Program Director Department of Applied Human Sciences Concordia University 7141 Sherbrooke St. West VE 225.3 Montreal, Quebec, Canada +1 514 848 2424 (2270) Fax: +1 514 848 2262 Daniel Séguin, MA Desirable Futures PO Box 9 Kootenay Bay British Columbia, V0B 1X0, Canada Alicia Pace, MA Pace Consulting PO Box 9 Kootenay Bay British Columbia, V0B 1X0, Canada Noel Burke, MEd Dean School of Extended Learning Concordia University 1455 De Maisonneuve Blvd. West Montreal, Quebec, H3G 1M8, Canada IDEA: A Collaborative Organizational Design Process Integrating Innovation, Design, Engagement, and Action Donald W. de Guerre, Daniel Séguin, Alicia Pace, and Noel Burke Abstract This paper describes an innovative and successful one-year organization change process. It captures a design-based inquiry that simultaneously applies creative, purposeful, and systemic thinking to a complex set of issues. Three significant findings result from this research. First,
Timing Content: Notes to facilitator Resources/ materials 5 minutes Possible selves exercise Show the Possible selves exercise slides. Make the following key points: Key points Possible selves involves group discussions and/or writing exercises in which students reflect on their possible future selves to develop their vision of their own future. Research suggests this activity can reduce depression, absences, and misbehavior while boosting belonging, and engagement in school. This exercise should only be done if there is an atmosphere of trust and safety in the classroom. Detailed instructions for this activity are packaged separate cover. 21-25: Possible selves exercise (4 slides) Thank you
What Matters to Me Today we’re going to spend some time thinking about what is important in our lives. You'll be providing written responses to some questions about your ideas and beliefs. Here’s how it works: Below Below is a list of common values that some people feel are important in their lives. Which ones matter most to you? What do you appreciate about yourself? 1) Pick your top three. If something comes to mind that is not on this list, write it down. Acceptance Adventure Artistic Ability Athletic Ability Challenge Collaboration Commitment Community Compassion Courage Curiosity Creativity Discipline Discovery Efficiency Enthusiasm Environment Equality Excellence Fairness Faith/Religion Family Freedom Friendship Fun Generosity Gratitude Happiness Hard Work Harmony Health Helping Others Honesty Humor Independence Innovation Integrity Interdependence Leadership Love Loyalty Musical Ability Openness Peace/Non-Violence Personal Growth Problem Solving Reliability Resourcefulness Self-Reliance Simplicity Tradition Trust Willingness Wisdom Other:____________ Other:____________ Other:____________ Other:____________ Other:____________ My Top Three: _______________ _______________ _____________
Timing Content: topic/steps/activities Notes to facilitator Resources/ materials 5 minutes Optional follow-up Hand out envelopes and have students put their essay in the envelope and seal it with their names on the outside. Students can either keep the envelopes, or you can collect them and hand them back at the end of the school year as a “booster” of values affirmation. While research suggests that “boosters” are not necessarily needed for sustaining the impact of this activity, students may enjoy reading and reflecting on their responses as a later follow-up activity. Envelopes Pen or pencil
22 (#21. 1998) 23 (#22. 1998) 24 (#25. 1998 25 (#26. 1998 26 (#19. 1998) 27 (#31. 1998 28 (#1. 1993 29 (#2. 1993 30 (#34-1993) 31 (#25. 1993 32 (#4. 1993 33.
136.Explain President Hoover’s handling of the economy and the depression- 137.What was the Indian New Deal? Explain its impact- 138.Explain the “black cabinet”- 139.Identify key New Deal legislation- 140.Explain the immediate and far –reaching impact of the New Deal legislation, programs, and agencies- Notes:
Given  589.5 nm 5.895 10 m m 1, 2 Solution PTS: 1 DIF: IIIC OBJ: 15-2.2 69. ANS: 1.51 m 1.51 km Given q 48.8 C q C F 7.98 N N•m/C Solution Rearrange to solve for r. Use the magnitude of each charge to determine the separation distance. r r 1.51 m 1.51 km PTS: 1 DIF: IIIB OBJ: 16-2.1 70. ANS: 3.9  10 F Given l 5.8 cm 5.8  10m d 7.7 mm 7.7  10m  8.85  10 C/Nm Solution PTS: 1 DIF: IIIB OBJ: 17-2.2 71. ANS: 0.17 F PE 8.1  10 J V 9.8 V Solution
PTS: 1 DIF: IIIB OBJ: 17-2.3 72. ANS: 6.1 V Given C 0.74 F 7.4  10 F Q 4.5 C 4.5  10 C Solution PTS: 1 DIF: IIIB OBJ: 17-2.3 73. ANS: 16.1 C t 13.4 s  1.20 A Solution PTS: 1 DIF: IIIB OBJ: 17-3.1 74. ANS: 27.9 s Given  1.48 A Q 41.34 C Solution PTS: 1 DIF: IIIB OBJ: 17-3.1 75. ANS: 7.3  Given V 11 V I 1.5 A Solution PTS: 1 DIF: IIIA OBJ: 17-3.3
Donna Portmann: Lesson Plans dportmann@asd5.org Semester 2 ~ Week 18 ~ June 5, 2017 Freshman English. Sophomore English Assign “Knowledge is final projects—Due 6/13 before 3:00 INDEPENDENT NOVEL UNIT: continue reading novel and taking notes Level 2 Questions due to Turnitin.com before 11:59 pm Continue “Knowledge is assignment… INDEPENDENT UNIT: continue reading novel and taking notes CLT—EARLY RELEASE FOR STUDENTS 12:45 Continue “Knowledge is assignment… CLT—EARLY RELEASE FOR STUDENTS 12:45 INDEPENDENT NOVEL UNIT: continue reading novel and taking notes Continue “Knowledge is Power” assignment… INDEPENDENT NOVEL UNIT: continue reading novel and taking notes Remember to bring your laptop charged and ready to go. If your device is not ready, you must make up the quiz immediately after school today. INDEPENDENT NOVEL UNIT: continue reading novel and taking notes
Donna Portmann: Lesson Plans dportmann@asd5.org Semester 2 ~ Week 8 ~ March 20, 2017 Freshman English. Sophomore English New Seating Charts Sketchy Review Continue reading from “The Odyssey” Part 1, TEXT pgs. 558-589—annotate as class New Seating Charts TEXT: pg. 372 Concept Vocabulary TEXT: Read & Annotate “The Necklace” pgs. TEXT: Comprehension Check Questions, pg. 381 Complete “Odyssey” Part I ? TEXT: Comprehension Check questions 1-4 Discuss “Analyze Text” pg. 591 Analyze Craft & Structure, TEXT pg.592—on a separate piece of paper TEXT: Conventions practice pg. 385 TEXT: Craft & Structure pg. 383 Analyze TEXT pg. 382—on a separate piece of paper, Use direct evidence for 1-3. Restate #4 from “The Odyssey” Part 1, QUIZ PearsonRealize from “The Odyssey” Part II, TEXT: pgs. Annotate! “The Necklace” quiz—PearsonRealize Read & Annotate Peace” on your own TEXT: pgs. 389-394 Continue from “The Odyssey” Part II, TEXT: pgs. 595-616. Annotate! NOREDINK PRACTICE—due 11:00 pm TEXT: Analyze Craft & Structure pg. 397 TEXT: Analyze the Text pg. 396—on a separate sheet of paper. Due by end of period NOREDINK PRACTICE—due 11:00 pm Remember to your laptop charged and ready to go. If your device is not ready, you must make up the quiz immediately after school today. Remember to bring your laptop charged and ready to go. If your device is not ready, you must make up the quiz immediately after school today.
Word Parts #20 Vocabulary Quiz; Homework due before quiz begins. NoRedInk quiz Assign NoRedInk Practice—due Thursday, 11:00 pm Assign new Vocabulary: Word Parts Lesson 21 Latin Root 8 Vocabulary Quiz; Homework due before quiz begins. NoRedInk quiz Assign NoRedInk Practice—due Thursday, 11:00 pm Assign new Vocabulary: Latin Roots Vocabulary 9
E=[: so E is closed in Q. EB(0,2): hence E is bounded in Q. is an open cover of E having no finite subcover. E=( is also open in Q. 21. Construct a compact set of real numbers whose limit points form a countable set. Let E1={1}, E2={1+,…,Em={1+. Consider E=. 22. Give examples to show that for subsets A,B of a MS(X,d), need not imply A=B, A0=B0 need not imply A=B, int (cl A) need not be equal to cl(int A). In Ru, consider subsets Q, R-Q. 23. Let A be a subset of a MS X such that d(A)<r and A. Prove that Let x1AB(x,r). Let yA. Then d(x,y)x1)+d(x1,y)<r+ d(x1,y)r+d(A)<2r. yB(x,2r). 24. Show that for a subset A of a MS X, following are equivalent: (1) A is dense in X, (2) F is closed in X and AF implies F=X, (3)int(X-A)=. Since A is dense in X, every nonempty open set in X intersect A; thus X-A cannot contain any nonempty subset; thus int(X-A)=. (3) Let F be closed in X and AF. Thus X-F is open and contained in X-A. Hence int(X-A) unless X-F=. (2) Let U be open in X and U. Then X-U closed. So X-U=X. Thus U=.Hence A is dense in X. 25. Let aQ and bR-Q, where a,b>0. Show that {xQ:-a<x<a} is open but not closed in the MS Q (with subspace topology)while {xQ:-b<x<b}is clopen in Q.
In the space provided below, briefly describe the overall experience during this testing phase. This description should specifically express the recommendation (from the testing perspective) as to whether the project should proceed to the next phase of testing, move to the next product increment or be implemented as appropriate. Notable Events This section should include any specific events/circumstances that affected the execution of testing during this phase. Executed Test Cycle No. Planned Number of Tests per Test Cycle Number of Tests Executed Number of Passed Test Cases Passed Percentage Number of Failed Test Cases Test Failure Rate per Cycle Success criteria for this phase of testing is a pass rate of <XX>. This test phase had a pass rate of <XX> which <meets/does not meet> the exit criteria for this phase of testing. Describe any exception or factors to the numbers supplied above: Defect Analysis Complete the table below listing the defect metric counts from this phase of testing. List any issues still outstanding at the end of this test phase. Defect Metrics Priority No. Defects Opened No. Defects Closed No. Defects On Hold No. Defects Rejected No. Defects Open at end of Test Phase Critical High Medium Low Outstanding Issues Defect ID Description Severity / Impact Action Plan
Reading Extension Guideline for Highly Capable Students (Schoolwide Enrichment Model-Reading) TEACHER . . . Video! (it’s good) - Introduction – An enrichment based approach/framework to reading – engagement in challenging, and higher order thinking skills. Focus: Use with entire class or as support for reading extension/intervention. Phase 1: Book Hooks – exposure Introduction of “Bookmarks” as probes toward higher order thinking. Phase 2: Supported Independent Reading – the heart of the program Teacher/Student Conferences on a regular basis (min. 1x/week) “Bookmarks” as probes toward higher order thinking. 3: Student Self-Choice Activities Pursuit of individual interests – options provided. Consider “bookmarks” to encourage a project. What is the SEM-R?
Reading Extension Guidelines for Highly Capable Students (Schoolwide Enrichment TEACHER . . . Watch Video! (it’s good) - Introduction – An enrichment based approach/framework to reading extension for highly capable students focusing on engagement in challenging, and higher order thinking skills. Phase 1: Book Hooks – exposure Introduction of “Bookmarks” as probes toward higher order thinking. Phase 2: Supported Independent Reading – the heart of the program Teacher/Student Conferences on a regular basis (min. 1x/week) “Bookmarks” as probes toward higher thinking.
Please describe your SEM-R implementation this week. Use the prompts provided as a guide. Phase I List the strategies, literary devices, genres, and/or themes addressed this week in Phase 1. Identify which books were used as Book Hooks. Monday – Mississippi Trial, 1955 by Chris Crowe (Strategy-Determining Importance) Tuesday – 20,000 Leagues Under the Sea by Jules Verne (old copy I found at a yard sale) Wednesday – Clockwork by Philip Pullman (Strategy-Determining Importance) Thursday – Zach’s Lie by Rolland - Student recommendation Friday – Science by Jon Scieszka and Lane Smith – (poetry) II What strategies, literary devices, genres, and/or themes did you on with students during the conferences? How many conferences were held this week? Approximately how long were the conferences? The strategy focus for conferences this week was Determining Importance. This strategy is applicable to both the fiction and non-fiction texts students are reading. Monday – Marcus, Sean, Tara, Amelia, and Jillian Tuesday – Eric, Daniella, Owen, Brandon, and Carmen Wednesday – Jake, Sara, Erin, and Miguel Thursday – Vanessa, Eddie, Kristin, Gavin, and Nicholas Friday – Cole and Mikayla Phase III List the options that were provided for students during Phase III time. Friday Phase 3 options: Science Fair research Book Club discussion Web-quest choice Journal writing Peer reading Weekly Reflection:
1.3 Information Cards On the menu bar click personal. This will bring up information cards. In this section of Self Service, there are cards that display the information we have about you in the system The following are available: Personal Details – view only Sensitive Information – view only Contact information – view and edit Emergency Contact information – view and edit Bank Details – view and edit Private vehicles – view, edit and add Clicking on one of the cards will bring up a box with more detail and the option to review and/or edit the data within the card. In some areas of Self Service, cards will be replaced by a list such as shown below: You need to click on one of the entries to bring up more detail.
3.4.2 Requesting more than one day’s holiday Select the ‘Absence type’. This is ‘Personal holiday’. Select the ‘Holiday period’ of ‘More than one day’. Complete all the new fields that appear. If you the start or end of your holiday is not a full day, select whether you will be away for half the day or specify the time you will be away from/to. Complete any you want to add. Click save. Example: Self Service will send an email to your line manager with details of the holiday request. You will receive an email telling you the outcome.
4.4.4 Adding Personal Journeys to Self Service A ‘Personal Journey’ is a business journey that is unique to you e.g. from an office to an external meeting. These can be stored in Self Service so that you can select them in the expenses claim form. To add a Personal Journey, select ‘Pay & Benefits’ from the menu bar at the top of the page. Under ‘Saved journeys’ click on ‘Add journey’ as shown below. This will bring up a box as shown here: Type in: Journey Name Journey Type (Select Personal Journey from the drop down) Miles Claimed (how many business miles travelled) Tick the ‘Active’ box ‘Save’ and the journey will be stored for you to select in the claim form.
# ASSIGNMENTS Week 9 Strange Choices – Chapter 6 Case /10 Skills Self-Assessment /10 Journal 21 – Chapter 6 /20 Journal 23 – Chapter 6 /20 Chapter 6 Review /10 Course Pack 34-35 /18 Submit Completed 28 Day Kick Ass Challenge /15 Attendance and Participation 12 points/day /24 Read Chapter 7 N/A Week 10 A Fish Story – Chapter 7 Case Study /10 Journal 25 – Chapter 7 /20 Journal 26 – Chapter 7 /20 Chapter 7 Review /10
Faculty Information Requirements for Approval of NATCEP 42 CFR §483.152 Provide the following information for all faculty involved in the program since the last on-site compliance review. Under the “Position” column indicate either: Primary Instructor (PI), Co-Primary Instructor (CPI), Assistant Instructor (AI), or Resource Instructor (RI). Enter dates as 00/00/00. Name Position License # License Expiration Date Date Approved by PDE Date of Last Faculty Evaluation Date of Criminal History Record Information Report Date of Last Mantoux Name of Resource Instructor(s) Credential Years of Experience in Area of Expertise NATCEP Objectives Instructed by Resource Instructor Number of of Instruction * Duplicate this page if needed
more time and resources being given to those areas Students will be able to construct logical arguments Final paper in APLN506 Final paper/exam in APLN605 Full-time instructor of APLN506. All faculty. APLN506 Phonetics and Phonology APLN605 Independent Research Usually mid-way through the student’s program As the last course the student takes For both measures, midway through the subsequent semester, argumentation will be categorized with respect to quality and type of argument and aggregate data shared with faculty. If a significant number of students cannot construct a logical argument, instruction in this skill will be explicitly built into all required courses. Students will demonstrate a knowledge of how research builds incrementally paper (a set of five article abstracts plus an essay following the research thread through the articles.) Research Proposal Literature Review Instructor of APLN506. Instructors of APLN508. All faculty APLN506 Phonetics and Phonology APLN508 Research Design APLN605 Independent Research Usually mid-way through the student’s program Towards the end of the student’s program As the last course the student takes Sample papers that exceed, meet, and do not meet the rubrics for this measure will be shared with faculty in fall following the course. Sample proposals that exceed, meet, and do not meet the rubrics for this measure will be shared with faculty in the spring following the course. Readers will a short critique of paper’s/exam’s ability to follow the thread of an idea through several papers. If a significant number of students cannot follow the thread of an idea through a set of research papers, the abstract exercise will be assigned in multiple required courses. time
Enrollment and Degrees Conferred PROGRAM HEADCOUNT ENROLLMENT (SELF-STUDY YEAR) NUMBER OF DEGREES CONFERRED SELF-STUDY YEAR YEAR PRIOR TO SELF-STUDY YEAR TWO YEARS PRIOR TO SELF-STUDY YEAR ASSOCIATE-LEVEL PROGRAMS BACHELOR’S-LEVEL PROGRAMS MASTER’S-LEVEL PROGRAMS DOCTORAL-LEVEL PROGRAMS TOTALS
Table 5(D): Teaching Load and Student Credit Hours Generated (For use by academic business units with undergraduate, master’s, and doctoral programs) FACULTY MEMBERS FALL SEMESTER SPRING SEMESTER QUALIFICATION LEVEL (UNDERGRADUATE) QUALIFICATION LEVEL (MASTER’S) QUALIFICATION LEVEL (DOCTORAL) UG SCH MAST SCH DOCT SCH # of SECT # of PREP # of DISC UG SCH MAST SCH DOCT SCH # of SECT # of PREP # of DISC DQ SCH PQ SCH OTHER SCH DQ SCH PQ SCH OTHER SCH DQ SCH PQ SCH OTHER SCH FULL-TIME FACULTY PART-TIME FACULTY TOTALS STUDENT CREDIT HOURS TAUGHT BY DOCTORALLY-QUALIFIED FACULTY TOTAL STUDENT CREDIT HOURS TAUGHT BY DOCTORALLY- AND PROFESSIONALLY-QUALIFIED FACULTY STUDENT CREDIT HOURS TAUGHT BY DEGREE LEVEL TOTAL STUDENT CREDIT HOURS TAUGHT BY BUSINESS FACULTY DURING THE SELF-STUDY YEAR Column Headings: UG = Undergraduate MAST = Master’s Level; DOCT = Doctoral Level; SCH = Student Credit Hours; SECT = Course Sections; PREP = Course Preparations; DISC = Disciplines; DQ = Doctorally-Qualified; PQ = Professionally-Qualified
Supplemental Figure 1 Abstract Objective: To investigate, and establish neuroanatomical correlates of, semantic deficits in amyotrophic lateral sclerosis (ALS) and amyotrophic lateral dementia (ALS-FTD), compared to semantic dementia (SD) and controls. Methods: Semantic deficits were evaluated a naming and semantic knowledge composite score, comprising of verbal and non-verbal neuropsychological measures of single-word processing (confrontational naming, comprehension, and semantic association) from the Sydney Language Battery (SYDBAT) and Addenbrooke’s Cognitive Examination - Revised (ACE-R). Voxel-based morphometry (VBM) analysis was conducted using the region of interest approach. Results: In total, 84 participants were recruited from a multidisciplinary research clinic in Sydney. Participants included 17 patients with ALS, 19 patients with 22 patients with SD and 26 age- and education- matched healthy controls. Significant semantic deficits were observed in ALS and ALS-FTD compared to controls. The severity of semantic deficits varied across the clinical phenotypes; ALS patients were less impaired than ALS-FTD patients, who in turn were not as impaired as SD patients. Anterior temporal lobe atrophy significantly correlated with semantic deficits. Conclusion: Semantic impairment is a feature of ALS and ALS-FTD, and reflects the severity of temporal lobe pathology. Keywords: ALS-FTD; cognitive impairment; semantic frontotemporal FTD,
Serena’s Floristry Sessions Supported by Sweet Pea Florist Over The past 6 months we have had the ever so lovely Serena from Sweet Pea Florist in Woolston come and run some sessions in both of our bases. She has been leading the sessions and worked very well with our Service Users to produce some excellent works of art! From flower arrangements, to making lanterns for Chinese New Year, to planting mini sensory gardens in plant pots for the Service Users to take home. Tremaine’s Feat Parachute jump for Cancer Research Tremaine Lovell, one of our Project Officers, recently raised a bucketful of money for cancer research by a parachute jump out of a plane. Well done Tremaine and for such a good cause. Altogether she raised a whopping £2220.00. Well done Tremaine, we are very proud! Service User Spotlight Sally Smith Over the past few months Sally has been very engaged with a few projects during her arts session. Jane Carter, one of our Development Officers, has been doing some great 1to1 work with her, and supported her to use the sewing machine to make herself a new shopping bag. She has always been producing some great pieces of work which involve planning in rough first, then making the final product. Well done Sal, keep up the great work. Red Nose Day Cake Sale Written by Lin Sherman Red Nose Day cake sale was a great success with most of the service users and staff turning up wearing something red and they looked brilliant. There were a lot of cakes donated – both homemade and shop bought. The table looked brilliant when set up. We also had a raffle during the morning and together with the cake sale, we managed to raise £280.00.
Week Mon Tue Wed Thu Fri Sat Sun 1 3 Mar 2 10 Mar 3 17 Mar 4 24 Mar 5 31 Mar 6 7 Apr 7 14 Apr Good Friday Easter Break 21 Apr Easter Monday Day Break 28 Apr 8 5 May 9 12 May 10 19 May 11 26 May 12 2 Jun 13 9 Jun Queen’s Birthday Exams 16 Jun 23 Jun 30 Jun
P.12.C.3 Students know nuclear reactions convert a relatively small amount of material into a large amount of energy. I/S ♦ Identify fission and fusion. ♦ Recognize that a large amount of energy is produced from a relatively small amount of material in a nuclear reaction. P.12.C.4 Students know characteristics, applications and impacts of radioactivity. E/S ♦ Identify the difference between ionizing and non‐ionizing radiation. ♦ Identify characteristics of radioactivity, including alpha, beta, gamma rays. ♦ Recognize applications of radioactivity from examples P.12.C.5 Students know the relationship between heat and temperature. I/S ♦ Describe heat and temperature using the kinetic energy of particles. P.12.C.6 Students know electricity is transferred from generating sources for consumption and practical uses. I/S ♦ Describe various methods for generating electricity. ♦ Identify the processes by various forms of energy (e.g., chemical, mechanical, and electromagnetic) are converted to elec‐ tricity. ♦ Use a diagram to the transfer of electricity from generating sources to end uses by consumers. Sample Proficiency‐Style Questions Related to Energy
Trinity College Queensland Timetable, Semester 1 2018 Time Monday Tuesday Wednesday Thursday Friday Intensives 8.30- 9:20 Greek (THEO3705,THEO8702) John Frederick Greek (THEO3705,THEO8702) John Frederick Spirituality for 21st Century Disciples (MINS1601) Simon Gomersall 12th-16th February Church, Ministry, and Sacraments (MINS3336, THEO3336, THEO8303) Andrew Dutney 7th May – 11th May Introduction to Christian Leadership (MINS1509, THEO1509) Brendan Burgess 7th May – 11th May Lecture weeks: Week 1: Monday 26th February to Week 12: Monday 4th June Easter Holiday break: Friday 30th Mar – Sun 15th April Formation Intensives: Monday 5th, 26th March Monday 30th April Monday 28th May 9:30-10:20 Interpreting the Old Testament (MINS1101,THEO1101,MINS8209,THEO8102) Paul Jones Pauline Letters (MINS2216,THEO2216 THEO8206) John Frederick Greek (THEO3705,THEO8702) John Frederick Morning Tea Morning Tea Interpreting the Old Testament (MINS1101,THEO1101,MINS8209,THEO8102) Paul Jones Pauline Letters (MINS2216,THEO2216 THEO8206) John Frederick Israel’s Response to Exile (MINS2110, THEO2110) Paul Jones Principal’s Hour Ministry in Focus 12:35-1:25 Lunch Lunch 1:25- 2:15 Interpreting the Old Testament (MINS1101,THEO1101,MINS8209,THEO8102) Paul Jones Supervised Education 1 (MINS2528) John Frederick Israel’s Response to Exile (MINS2110, THEO2110) Paul Jones 2:25- 3:15 Research Methods (MINS9032, THEO9031) Stephen Beaumont 3:25-4:15 Research Methods (MINS9032, THEO9031) Stephen Beaumont 6:00- 8:45 Mission Then, Mission Now (Church History A) (MINS2318, THEO1401,THEO8401) Gomersall Introduction to Christian Theology (Introduction to Christian Thought) (MINS1304,MINS8211,THEO1304,THEO8314) John Frederick