zilongwang/ReadingBank huggingface dataset:
Is the client living with the perpetrator/s? Is the client currently refuge accommodation? If the client is under 18, has parent/ carer consent been sought for the referral? Yes No, not sought No, not safe to seek Has the client used our service before? Yes No Not sure Is the client currently pregnant? Yes No Not sure If yes, due date: Primary language Other languages spoken How they describe their gender? Female Male In another way:_________________ Is the client’s gender different to the gender they were assigned at birth? (Are they transgender?) Yes No Don’t know Client’s ethnicity White British White Irish White Gypsy or Irish Traveller Any other White background Asian British Asian Indian Asian Pakistani Asian Bangladeshi Any other Asian background White and Black Caribbean White and Black African White and Asian Any other mixed/ multiple background Black British Black African Black Caribbean Any other Black background Chinese Arab Any other ethnic group Don’t know Does the client have a faith/ religion? No religion Bahai Buddhist Christian Hindu Jewish Jain Muslim Shinto Sikh Zoroastrian Any other religion Don’t know What is their nationality? Please specify:________________________________ Don’t know What is their relationship status? (tick one option) Civil partnership Married Divorced Separated Cohabiting but not married In a relationship (not cohabiting) Widowed Single Don’t know How would they describe their sexual orientation? Heterosexual/ straight Gay woman/ Lesbian Bisexual Don’t know
(tick one option) Gay man In another way: ______________________ Disability Any disability? Physical Learning Deaf/ hard of hearing visually impaired Other Please tell us more about any support needs the client may have: Comments Does the client have recourse to public funds? Yes No Not sure Support needs around alcohol? Yes No Not sure Support needs around drugs? Yes No Not sure Support needs around mental health? Yes No Not sure BSL/ interpreter required? All of the time Some of the time No Not sure Does the client have any accessibility requirements? Yes No Not sure Does the client have any previous convictions? Yes No Not sure If you have any other important/ useful information about this woman’s support needs, please provide additional details below:
STATE OF SOUTH CAROLINA STATE FLEET MANAGEMENT 1430 Senate Street, 3rd Floor Columbia, SC 29201-3710 Page 1 of pages. VEHICLE TAG NUMBER YEAR MONTH AGENCY CODE MONTH ENDING MILEAGE IDLE TIME DOWN TIME CONDITION COMMUTING MILEAGE STARTING MILEAGE MILES USED I certify that all entries are true and correct in every matter and conforms with the requirements of State law, rules and regulations. ______________________________ ______________________________________ Signature of Driver Signature of Approving Supervisor Date Driver’s Name Odometer Reading Travel Job Function Performed No. of Pass. Beginning Ending From To
AGENDA 8:30 - 9:00 Tea & Coffee 9:00 – 9.30 Welcome to Country & Relaxation By Reverend 9:30 – 10:30 Michelle Richards HR Supervisor Non-Teaching Staff Managing Leave and Payroll for non-teaching staff in schools 10:30 – 11:00 Morning Tea 11.00 – 12:15 Karatas- Incident Support Unit “What to do in an emergency eg bomb scares etc” 12:15 – 1:15 Lunch 1:15 – 2:30 Kitty Chiller – Kitty Chiller is a former modern pentathlete who represented Australia at the 2000 Summer Olympics in Sydney. In 2013 she was named as the Chef de Mission for Australia at the 2016 Summer Olympics held in Rio de Janeiro, Brazil. 2:45 Close Course code NR 13330 https://myplsso.education.nsw.gov.au/q/NR13330 Cost $80 Per Person payable to Warilla High School Invoices will be sent upon request Please email Cynthia.souter@det.nsw.edu.au
Supplies for awareness activities, walking events, etc. (describe here): Printing, marketing, awareness materials (describe here): Meetings (describe here): Equipment, signage, street marking, route designation, etc. (describe here): (describe here): TOTAL
mini-Convention within the Conventions, as it contains the essential rules of the Geneva Conventions in a condensed format and makes them applicable to conflicts not of an international character. The addition of Common Article 3 represents the formal establishment of what is known in human rights law as jus cogens norms. Jus cogens means “compelling law” in Latin, and the name is apt—the principles that comprise jus cogens are preemptory and non-derogable. States are compelled to adhere to these norms under any and all circumstances. In addition to the war crimes delineated in Common Article 3, prohibitions on genocide, torture, and slavery have all come to be considered jus cogens as well. There is a body of substantive law to support the idea that these acts are all jus cogens, including the aforementioned Genocide Convention, and the United Nations Convention Against Torture and Other Cruel, Inhumane or Degrading Treatment (“CAT”). CAT, passed in 1984, specifies that, “[n]o exceptional circumstances whatsoever, whether a state of war or a threat of war, internal political instability or any other public emergency, may be invoked as a justification of torture.” This language implies a preemptory nature, and there is similar language in the international agreements pertaining to the other acts that are considered jus cogens. Each of the three atrocity crimes discussed in this war crimes, and crimes against humanity—are considered jus cogens norms. This means that the commission of the crime need not be connected to a state party—the grounds for criminal jurisdiction are different for jus cogens crimes than for other crimes. All states are not only permitted to prosecute alleged perpetrators of jus cogens crimes, they are obligated to do so. However, there are those who believe that prosecution may not be the most effective response to atrocities. B. Atrocity Prevention in the Modern Era: Mechanisms for Enforcement and Intervention The late 1990s and early 2000s represented a shift in the atrocity prevention paradigm—the international community began to push for the development of new enforcement mechanisms for the existing atrocity prevention schema. In 1998, a group of states
WEDNESDAY 15 AUGUST 2018 TIME (INSIDE HALL) EVENT (OUTSIDE HALL) 08:30 – 09:00 Address by Mr S Rajcoomar and presentation by Mr I Ramklown. 09:00 – 10:00 Durban Mobile Museum 10:00 – 10:20 Viewing of mathematics and Science exhibits 10-20 - 11:00 Maths games : 20 Maths 36 Maths a move Sudoku 10:00 – 11:00 Durban Fire Station demonstration 11:00 – 12:30 Science show by Dr G 12:30 – 14:00 Maths games : 20 Math s 36 Maths a move Sudoku Quiz Durban Solid Waste Recycling Project (one hour) 14:00 – 14:30 giving, closing, vote of thanks
SAS® Data Query and Edit Checks with HTML5 Sy Truong, Meta-Xceed, Inc. (MXI), Fremont, CA Ale Gicqueau, Clinovo, Sunnyvale, CA ABSTRACT SQL SAS DATA STEP SAS SAS SAS SAS HTML5 SAS DATA STEP, HTML5 XML SAS NEW (GOOGLE) PARADIGM HTML5 SQL SAS DATA STEP HTML5 (W3C), HTML5. HTML5 SAS The specific project which drove the development of Syview was established when the manager at a multi-national Pharmaceutical company noticed that SAS programmers were spending a lot of time writing one-off SAS scripts to query SAS datasets after it has been exported from the relational database. The request came from different sources including data managers who are skilled with SQL and tools used with the relational database, but are not SAS programmers. This presented an opportunity to have a solution for users who are SAS novices, yet allowing them to perform the same queries through a user friendly interface. Some of the functionality that was requested by these users includes the following: Browser Access – The ability to access the data and perform queries from a web browser such as Internet Explorer. No other software is needed to be loaded on the user’s machine. A IT A A DATA DATA A
To connect to a DBMS source, change Engine type to Database System and select the appropriate SAS/ACCESS engine from the Engine drop-down list. In Step 3, enter access in the Name field and readonly in the Value field. This ensures that even if you are granted Write access to the data at the operating system or database level, SAS does not enable you to make changes to the data sources in the library. Click Next. The name-value pairs correspond with keywords and values used in the LIBNAME statement. In Step 4, verify the settings and select Test Library. You should see OK appear. Finish to define the library in your project. To access the data sources in the orion library, select View Servers or click in the Resources pane. Expand Servers <your server name> Libraries ORION. Double-click ORDERS to add a shortcut to the project. You need to refresh the server view to see the current contents of the orion library. You can do this by highlighting the server name and clicking the Refresh button. Save the project as Chapter2. Exercises Level 1 Assigning a Project Library Create the orion library to access the Orion customer and employee SAS data sets. In the Chapter2 project, use the Assign Project Library task to create the orion library and point to the location of the course data. If you do not have the Chapter2 project, you can create a new project. Include the access=readonly option in Step 3 of the task. Then test and assign the library. View the orion library in the Server window. If you do not see the library or the data sets, select your server and click Refresh. Save the Chapter2 project. Level 2 Using the Servers Window for File Operations Use the Server window to copy, paste, and delete data sets. The Server window can be used to create a copy of a data set. To create a temporary copy, the travel_expenses table in the orion library and select Copy. Then right-click the Work library and select Paste.
Edited by Sydney Rebecca Groner Chapter 8 Review Problems: 1) Define the following terms a) substance that produces hydrogen ions when dissolved in water 1-easy b) base-a substance that produces hydroxide ions in water 1-easy c) precipitate-the solid that forms after some chemical reactions 1-easy d) soluble solid-a solid that is able to dissolve e) insoluble solid that cannot dissolve f) salt-a dissolved compound formed by two other aqueous solutions after a chemical reaction 1-easy 2) What is a synthesis reaction? Give an example. A synthesis reaction is when the two elements or compounds combine. The equation for water (2H2 + O2) is an example of such a reaction. 2-meduim 3) What makes an acid or base a strong acid or strong base? When a base or acid is a strong electrolyte it’s called a “strong base” or a “strong acid.”2-medium
clearly and is used in the ionic equation. 1-easy 7) Why you use a net ionic equation? One would use a net ionic equation when they want to find out how a precipitate came about and look closely at some of the ions in the reaction. 2-medium 8) Define the term “spectator ions.” “Spectator ions” are the ions that are disregarded in the net equation because they don’t directly help/stay present in the reaction. 9) Explain precipitation in terms of a chemical reaction. Precipitation is when a solid forms in a reaction. 1-easy 10) Define “solubility.” Solubility is the ability of a product to dissolve, requires a chemical reaction 1-easy 11) What’s the relation between oxidation-reduction reactions and combustion reactions? Combustion reactions are a specific type of oxidation-reduction reactions. 2-medium 12) State whether the following reactions are synthesis, decomposition, or combustion reactions: a) 2H2O(l)  2H2(g)+O2(g) decomposition b) 2Na(s)+Cl2(g)  2NaCl(s) synthesis 2-medium c) C3H8(g) +5O2(g)  3CO2(g) + 4H2O(g) combustion 2-medium
a) Cl2 (g) + F2  ClF(g) 3-hard Cl2 (g) + F2  2ClF(g). b) HBr(aq)+ NaOH(aq)  NaBr(aq) + H2O(l) Already balanced. Acid-base reaction. 17) Would gold (III) chloride and sodium hydroxide (based on their chemical composition) form a precipitation reaction? How do you know? 3-hard Yes, the net ionic equation for gold (III) chloride and sodium hydroxide shows that they would form Au(OH)3(s), a precipitate. Au 3+(aq) +Cl3 -1(aq) + 3Na +1(aq) + OH -1(aq)  Au(OH)3(s) + 3Na+(aq) + 3Cl-(aq) 18) Balance the following decomposition reaction and then identify the products: 2-medium BaCO3 (s)  BaO(s) + CO2(g) 2BaCO3 (s)  2BaO(s) + 2CO2(g). Barium oxide and carbon dioxide are the two products that BaCO3 decomposed into. 65/10.5=6.19
Include a paraphrase or summary of 3 topics The Growing Economic Crisis in France Old Regime Structure The Estates General Glossary Complete 4 Stems from the topics listed: This reminds me of… I predict… I am confused… I think this means… I wonder… This makes me feel… In my opinion… I wonder… I can imagine… Include a illustration of 3 topics below: The Growing Economic Crisis in France Old Regime Structure The Estates General Glossary Triple Entry Notes
SAS Development Fund - how different trusts process this. Most use a Study Leave form which goes through the study leave committee and it is then considered by the SAS Committee. 13 Any Business NACT SAS Tutors Sharing Day – 28th February 2014 Tutors urged to attend this meeting. Reminded that all SAS Tutors in East of England are NACT Members with Membership paid for by HEEoE. 14 Date and Time of Next Meeting 9.30 – 13.00 hours, Victoria House, Friday 6th June 2014 – now confirmed. ACTION LOG AGENDA ITEM(S) AGREED ACTION(S) OWNER DEADLINE 4 Training Courses Local /Central Action for all SAS Tutors to determine local needs re courses and to feed back to Dr George All SAS Tutors 9 Plans for tutor Development Dr George invited feedback of any further All SAS Tutors 11 Website / App Dr George to discuss with Alys Burns, Deputy Dean. EG 12 Innovation Fund – Applications to be in by the 31st January 2014 As Applicable
Similarly, ‘No opportunity’ can be helpful in identifying competences which need specific opportunities to develop on subsequent placements. The rating of these competencies focuses on observable activities through which trainees can demonstrate their achievement, so supervisors are asked to identify key examples of a trainee’s activity on placement that demonstrate either the achievement of the level of competency identified, or where that achievement was limited. Please also add any recommendations for how these competencies might be developed in subsequent placements. The first part of this form lists the transferable competence areas identified by means of a job analysis of the role of a trainee clinical psychologist. The second part of this form uses the list of specific competence areas that are consistent with both the “Accreditation Through Partnership: Guidance for Clinical Psychology Programmes” (BPS, 2012) and the revised “Standards for Doctoral Programmes in Clinical Psychology” (BPS, 2014).
The Fulton County School System’s School Counseling Department is presenting: Parent Information Night: the Redesigned SAT. Each session will cover the following: The College Board will share with parents the redesigned SAT that will begin in March 2016, including the new system for scoring the SAT, the contents of the test, including the different test sections and specific types of questions students will be answering. In addition, the College will share student preparation opportunities that are free of charge offered through the College Board’s website. There will also be a brief question and answer session at the conclusion of the event. Six parent information nights are scheduled. Parents can attend the session of their choice. There is no registration for either session but the approximate capacity per session is 250 people. Parents of students in grades 6-12 are invited (middle school parents are invited to attend as well as high school parents).  Chattahoochee High School Auditorium Thursday, November 12, 2015 6:30-7:30 p.m. Riverwood High School Auditorium Monday, November 16, 2015 6:30-7:30 p.m. Banneker High School Auditorium Tuesday, November 17, 2015 6:30-7:30 p.m.  Alpharetta High School Auditorium Tuesday, November 17, 2015 6:30-7:30 p.m. Tri-Cities High School Auditorium Tuesday, December 8, 2015 6:30-7:30 p.m.  Roswell High School Auditorium Thursday, December 17, 2015 6:30-7:30 p.m.
Publications within specialty field (if not available online) 3 x PubMed publications PDF 2014-2016 Presentations 3 x PowerPoint presentations PowerPoint slides 2014-2016 Membership of professional bodies and organisations BMA Certificate PDF 2017 Teaching timetables Grand rounds rota Excel spreadsheet 2016 Lectures 2 x PowerPoint presentations PowerPoint slides 2016 Feedback or evaluation forms from those taught 3 x evaluation Forms 2013 Letters from colleagues 1 x letter from Dr Smith Word document 2016 Participation in assessment or appraisal and appointments processes 3 x Mini-CEXs Forms 2014-2015 Audits 1 x PowerPoint presentation PowerPoint slides 2018 Service Improvement and clinical governance meetings M&M meeting minutes Word document 2016 Communication with colleagues Email from Dr Smith Email 2015 Working in multidisciplinary MDT meeting minutes Word documents 2018 Management and leadership experience Leadership skills certificate PDF 2017
Cinq is French for what number? ANSWER: 5 Moderate In Snow White and the Seven Dwarfs, which of the dwarfs wore glasses? ANSWER: Doc Irish rugby captain Rory Best reached which landmark number of caps when he played against Australia in November? ANSWER: 100 Difficult Which female pharaoh had a son with Julius Caesar? ANSWER: Cleopatra What is the currency of Egypt? ANSWER: Egyptian Pound Round Eight Easy In the traditional puppet show, who is Mr. wife? ANSWER: Judy
ACT CEEB Code: 101-470 www.actstudent.org SAHS Testing Center Code: 194-210 $38 No Writing $54.500 Plus Writing +$24 Late Fee Test Date Deadline to Register Late Registration Deadline Locations September 12 August 7 August 8-21 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Joseph Academy 188-740 October 24 September 18 September 19 – October 2 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Augustine High 194-210 St. Joseph Academy 188-740 December 12 November 6 November 7-20 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Augustine High 194-210 St. Joseph Academy 188-740 February 6 January 8 January 9-15 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Joseph Academy 188-740 April 9 March 4 March 5-18 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Joseph Academy 188-740 June 11 May 6 May 7-20 Allen D. Nease 161-960 Bartram Trail 207-930 Pedro Menendez 209-540 St. Joseph Academy 188-740 SAT CEEB Code: 101-470 https://sat.collegeboard.org/home SAHS Testing Center Code: 10-615 $52.50 +$28 Late Fee Test Date Deadline to Register Late Registration Deadline Location October 3 September 4 September 22 Bartram Trail 10-617 Pedro Menendez 10-616 St. Augustine High 10-615 St. Joseph Academy 10-754 November 7 October 9 October 27 Bartram Trail 10-617 Pedro Menendez 10-616 St. Joseph Academy 10-754 December 5 November 5 November 23 Bartram Trail 10-617 Pedro Menendez 10-616 St. Joseph Academy 10-754 January 23 December 28 January 12 Bartram Trail 10-617 Pedro Menendez 10-616 St. Augustine High 10-615 March 5 February 5 February 23 Bartram Trail 10-617 Menendez 10-616 St. Joseph Academy 10-754 May 7 8 26 Bartram 10-617 Pedro Menendez 10-616 St. Augustine High 10-615
We open up the floor for discussion on these items. Do we have a motion on this item? 5a. Do we have a second? 5b. Secretary please read the motion. Ask if there is any further discussion before we vote. 5c. We now go to voting… 5d. All in flavor say “I” and the order of “I’s” Like “I one” and then “I two” and so on. 5e. Any opposed? Say “nay one” and so on. 5f. Any abstentions? Say “abstaining one and so on. 5g. The motion is now carried or opposed with __#___in favor, ____#____opposed and _____#_____abstentions. NEW BUSINESS Is there any new business that the group wants to bring up? (if so) So our first order of business is ___________. We open up the floor for discussion on this item. Do we have a motion on this item? 9a. Do we have a second? 9b. Secretary please read the motion.
The Development of Grasp Age Hand position/grasp Activities of hand In utero Development of in fluid environment, weightlessness Movement of arm and hand Hand to mouth Pushes against uterus wall 0-1 month Reflexive grasp Holds hands tightly Movement of arm and hand Hand to mouth Scratching motion Grasp and let go Releases objects without awareness 2 months Reflexive grasp Hold hands un-fisted ½ the time 3 months Voluntary begins Hands un-fisted most of the time Puts hands together Pushing motion/batting Grasp and let go Grasps objects & keeps Releases objects purposefully Turns wrist Bangs on items with fist Crosses midline Uses thumb while grasping Grasps with both hands 4 months Reaches Engages hand in supine (on back) Clutches objects Retains objects 5 months Transfers objects hand to mouth Palmer with thumb adducted 6 months Immature raking of small pellet Transfers objects hand to hand Bangs with toys Grasps feet Makes shaking motion Holds two objects Bangs objects on table 7 months Radial palmer grasp with cube Rakes a pellet into the palm Pulls peg out 8 months Holds an object in each hand Holds pellet between thumb & curled index finger 9 months Radial digital grasp with cube (between tips of fingers and thumb) Inferior pincer grasp with pellet Handling of objects Releases objects into air Rotates the wrist Throws toys appropriately Picks up objects within reach Pulls heavy objects Bangs objects together 10 months Isolates fingers and pokes Clumsy release of cube into box Pincer grasp (thumb & index finger) 12 months Neat pincer grasp Stacks two blocks Precise release of cube into box Clumsy release of pellet into bottle 14 months Stacks with three blocks Holds crayon Stacks Puts objects inside one another Building with objects 16 months Scribbles Precise release of pellet into bottle Notes Texas School for the Blind & Visually Impaired
Texas School for the Blind & Visually Impaired Outreach Programs | 512-454-8631 | 1100 W. 45th St.| Austin, TX 78756 2018 Texas Focus: On the Move! Mental Health Education Program for School Personnel: Parents and Teachers as Allies Saturday, March 3, 2018 9:45-11:15 AM Presented by Karen Ranus, Director National Alliance on Mental Illness (NAMI) Austin, TX Developed for Texas School for the Blind & Visually Impaired Outreach Programs
3. 3. Other points to note from plenary discussion Workbox 2 – Tactile diagrams Tactile diagrams ‘Access to learning’ ‘Learning to access’ support strategies With your partner’s help explore at least two tactile diagrams using touch (and without the use of vision). What does each diagram represent? How did you work this out? a. List at least three design features that make for an accessible tactile diagram. b. List at least three features to avoid. List at least three examples of the strategies that can be drawn upon to support a child in ‘learning to access’ a tactile diagram through touch with increasing independence. Characteristics 1. 2. 3. Features to Strategies 1. 2. 3.
1. 2. 3. Other points to note from plenary discussion Workbox 3 – Literacy through touch Literacy through touch ‘Access to learning’ ‘Learning to access’ support strategies Without vision try to read some braille words through touch. Next try reading Moon through touch. Take turns in this activity with your partner. In thinking about what this activity tells us about touch, list at least three main differences between the tactile codes. Consider what be some of the implications of these differences for ‘access’ through haptic perception. List at three examples of the strategies that can be drawn upon to support a child in ‘learning to access’ a tactile code through touch with increasing independence. Main differences Implications for access Strategies
Workstation 5 – Tactile symbols Tactile symbols ‘Access to learning’ ‘Learning to access’ support strategies Ask your partner to present you with at least three different Objects of Reference/Tactile Symbols from those on display. Explore each through touch (and without using vision) and try to guess what it is and what it might represent. a. List at three design features that make for an accessible tactile symols. b. List at least three features to avoid. In thinking about what this activity tells us about learning to access information through touch, write down three things your partner could do to make this a more effective learning activity. Design features to draw on Features to avoid 1. 2. 3. Other points to note from plenary discussion
Workbox 6 – Tactile discrimination Tactile discrimination ‘Access to learning’ ‘Learning to access’ support strategies Explore through touch the matching and discriminating activities on the table. Write down 3 things that this activity tells us about touch. In thinking about what this activity tells us about learning to access information through touch, write down three things your partner could do to make this a more effective learning activity. points to note from plenary discussion
Workbox 2 – Tactile diagrams Tactile diagrams ‘Access to learning’ ‘Learning to access’ support strategies With your partner’s help explore at least two tactile diagrams using touch (and without the use of vision). What does each diagram represent? a. List at least three design features that make for an accessible tactile diagram. b. List at least three features to avoid. List at least three examples of the strategies that can be drawn upon to support a child in ‘learning to access’ a tactile diagram through touch with increasing independence.
Workbox 3 – Literacy through touch Literacy through touch ‘Access to learning’ ‘Learning to access’ support strategies Without vision try to read some braille words through touch. Next try reading Moon through Take turns in this activity with your partner. In thinking about what this activity tells us about touch, list at least three main differences between the tactile codes. Consider what might be some of the implications of these differences for ‘access’ List at least three examples of the strategies that can be drawn upon to support a child in ‘learning to access’ a tactile code through touch with increasing independence.
Workbox 4 – Tactile selectivity Tactile selectivity ‘Access to learning’ ‘Learning to access’ support strategies With your partner’s help but without using vision, place your hand inside at least two of the bags on display. Describe what you felt when putting your hand into each bag – both from a ‘sensory’ point of view and an ‘emotional’ one! In thinking about what this activity tells us about ‘learning to access’ information through touch, write down three things your partner could do to make this a more effective learning activity. Sensory 1.
Workstation 5 – Tactile symbols Tactile symbols ‘Access to learning’ ‘Learning to access’ support strategies Ask your partner to present you with at least three different Objects of Reference/Tactile Symbols from those on display. Explore each through touch (and without using vision) and try to guess what it is and what it might represent. a. List at least three design features that make for an accessible tactile symols. b. List at least three features to avoid. In thinking about what this activity tells us about learning to access information through touch, write down three things your partner could do to make this a more effective learning activity. Design features to draw on 1.
Workbox 7 – Two tactile threshold Two point tactile threshold ‘Access to learning’ ‘Learning to access’ support strategies Using the resources on the table (a cork with either one or two pins), ask your partner to test whether you feel one or two pins on different Which body parts did you find were the most sensitive to touch? What might be the implications when considering how to support learning to access with increasing independence?
A powerful discussion on self-stimulation with mention of all the sensory channels. Pfieffer, Serino & Blanke, 2014; The vestibular system: a spatial reference to bodily Discussion of the systems and how they help develop “the remarkable human experience of being the subject: the “I”. “ Prechtl, Cioni, Einspieler, Bos, Ferrari, 2001; Role of vision on early motor development: lessons from the blind This is a very important short paper - it is helpful to read the full article. This quote from another article summarizing the Prechtl paper: “Moreover, It has been shown that totally blind infants presented with a clear delay in head control and abnormal, exaggerated type of ‘fidgety movements’ as well as prolonged period of ataxic features in postural control.” (via the Introduction of Gori et al. (2015), in Devices for visually impaired people: High technological devices with low user acceptance and no adaptability for children. Thaler, 2013; Echolocation may have real-life advantages for blind people: an analysis of survey data Also worthy of a full read, but at the Abstract and the Discussion at the end of the article. “…possibility for limited popularity of echolocation might be concerns about social stigma…sometimes also referred to as “Blindisms” and they are discouraged from an early age.” (Discussion) Thelen, Schoner, Scheier, C., & Smith, L.B., 2001; The dynamics of embodiment: a field theory of infant perseverative reaching. BOOKS Cited Thelen, 2004; “The central role of action in typical and atypical development: A dynamic systems perspective”. In Stockman, I.J., (Ed.) Movement and action in learning and development: Clinical implications for pervasive developmental disorders.
Figure Child on spinning board with teacher attending Figure in 3-point stance with PE instructor attending Activity Checklist for 5 days/week, AM and PM Activity Choose up to 5 activities daily Time (minutes) Mon AM PM Tue AM PM Wed AM PM AM PM Fri AM PM Bouncing on ball (sitting) 5-7 Stomach on ball (from 5-7 Push Cart 7-10 Crawl Through Tunnel/ chair/ tables 5-7 activity while on knees and arms over head 5-7 Walking on uneven surfaces 5-7 Jump off trampoline / 10
Activity choose up to 5 activities daily Time (minutes) Mon AM PM Tue AM PM Wed AM PM Thu AM PM Fri AM PM Bouncing on ball (sitting) 5-7 Stomach on ball 5-7 Spin Board (5x each way on bottom) 5-7 Spin Board (5x each way on stomach) 5-7 Prone on Scooter board (large rotations) 7-10 Prone on Scooter (pull self, break then repeat) 5-7 Roll on distance of up to 10 feet back and forth 7-10 Push Heavy Cart 7-10 Crawl Through Tunnel/chair/tables 5-7
Slide 6: What is Yoga/ What it is NOT 7: “Yoga”: to Unite Mind Body Breath Figure 5 - 7: Three icons representing mind, body, breath. Yoga is exercise. 8: What are Motor Skills? Slide 9: Outcome Effort Figure 8 Image of the small top of an iceberg above water next to the “Outcome” with the large mass of the iceberg underwater with the word “Effort” next to it. Signifying that 90% of the work is done beneath the surface. 10: What Causes Motor Skill Delays in Children with Visual Impairments? “Children with visual impairments’ motor development is parallel to those without visual impairments until 4-6mo., when they start to lag due to lack of motivation to move.” Slide 12: Science Figure 8 Image of Channing Tatum standing in front of a whiteboard filled with “4”’s and the word “SCIENCE!”. Slide 13: Vision is a Motor Motive
Sensory Systems: Olfactory “smell” Visual “sight” Auditory “sound” Gustatory “taste” Tactile Vestibular “balance” Proprioception “body movement awareness” Sensory Motor Development Body Scheme “Body structure awareness” Reflex Maturity “Elimination of primitive reflexes” Ability to screen input “selectively take in stimuli” Postural Security “posture, control” Bilateral Body Awareness “dominant side, coordination” Motor Planning “complex, new activities” Perceptual Motor Development Eye-hand Coordination Ocular Motion Control Postural Adjustment Auditory Language Skills Visual Spatial Perception Attention Center Functions Cognition Intellect Daily Living Activities Behavior Academic Learning Slide 16: How can Yoga Increase Motor Skills? Slide 17: Benefits of Yoga Figure 9 Individual in a gym doing yoga. Increases oxygenation of the blood. Increases strength. Lowers stress levels. Increases self-efficacy skills. Increases happiness and health through exercise. Increases flexibility
Slide 28 Quote: “A routine is an instructional strategy developed to increase the of participation in activities for students who require consistency and repetition in order to learn.” -Millie Smith Slide 29: General Yoga Routine: Breathing: Movements and Activities Seated/ Warm up Cool down Relaxation Valediction Slide 30: “Practice and all is coming.”- P.Jois Slide 31: Closing Circle Is it already finished? Slide 32: Resources Blog Yoga for Children with Visual Impairments, Kassandra Maloney, TSBVI
NATIONAL YOUTH DAY WAS CELEBRATED UNDER THE THEME: THE YEAR OF OR TAMBO: ADVANCING YOUTH ECONOMIC EMPOWERMENT” WE ACKNOWLEDGE THE INITIATIVE BY THE DEPUTY PRESIDENT WHEREBY GOVERNMENT, BUSINESS AND LABOUR HAVE HOSTED A SERIES OF JOB SUMMITS, AND THE INITIATIVE BY THE DOT TO USE THE PROVINCIAL ROAD MAINTENANCE GRANT TO CREATE JOBS AMONGST OTHER THINGS. MY UNDERSTANDING IS THAT THROUGH SONKE THE DOT HAS CREATED 137 887 JOBS OF WHICH 28 933 ARE YOUTH, 54 918 ARE WOMEN AND 180 ARE PEOPLE LIVING WITH DISABILITIES. MINISTER WE ALSO WELCOME YOUR EFFORTS IN CONVENING THE SECOND NATIONAL ROAD SAFETY SUMMIT ON THE 29 JUNE 2017 IN CENTURION, AS WELL AS THE CBRTA YOUTH INFORMATION SHARING WORKSHOP IN MUSINA MUNICIPALITY. ALL OF THESE EFFORTS POINT TO
Satellite Club Program Answers to Frequently Asked Questions Satellite Club Administration Is a Satellite Club chartered? No. A Satellite Club may be thought of as an alternate meeting time and place of the Host Club. The Satellite Club is not an official independent Rotary Club. What should we name our Satellite Club? What are the rules about Satellite Club names? The naming of the Satellite Club is up to your Club, the Host Club. Your Club, the Host Club, has flexibility in the naming of the Satellite Club. Also, if the Satellite Club eventually becomes a separate Rotary Club and chartered in its own right, the charter members could change the name if they so desire. Does the District have to notify RI of their Satellite Club(s)? Yes. Satellite Clubs are required to notify through the District Governor, to RI of their Satellite Clubs. How many Satellite Clubs can our Club Host? A Club may have up to 3 Satellite Clubs. What is the deadline for establishing Satellite The deadline for establishing Satellite Clubs is on/or about 15 May 2013. What officers, if any, are required for the Satellite Club? a) The pilot program rules do not require officers for the Satellite Club. A Host Club may institute ad hoc officers for the Satellite Club, but these ad hoc Satellite Club officers will not be officially recognized by Rotary International. The Host Club’s officers are the officially recognized officers for both the Host Club and Satellite Club(s). b) To manage the Satellite Club’s meetings: It is up to the Club to determine how best to manage the Satellite Club’s meetings including taking attendance, etc. Some Clubs in the pilot may appoint a Club officer to regularly attend the Satellite Club meeting, others may rotate officers to attend the Satellite Club, and others may create ad hoc officers or other roles to manage the Satellite Club meetings. Do the Host Club and the Satellite Club(s) ever have to meet? Yes, the Host Club and Satellite Club(s) must meet in person at least once a quarter.
School-Based Goal: What can be done to improve instructional effectiveness? Satellite High School’s instructional staff will improve the quality and quantity of student-centered/engaged learning experiences using collaborative planning and rigorous standards- based instruction. Strategies: Small number of action oriented staff performance objectives. Barrier Action Steps Person Responsible Timetable Budget In-Process Measure 1. Teacher understanding of Dimension 2, Element 2, Student Engagement 1.Analyzing Rubrics Training in Preplanning 2. Focus Peer Coach and administrative observations and follow-up discussions on Dimension 2, Element 2 3. Share distinguished lessons on Dimension 2, Element 2 at faculty meetings, dept. meetings, and through video links. 4. Further Training on Dimension 2 on PDD Early Release day. Andrew Hoppenbrouwer and Tom Jackson Peer Coaches, Teachers. Administrators August 2016 IPPAS Peer in ProGoe Training logs 2. Time for teacher collaboration, planning, observing and sharing of best practices in the area 1. Increase number of weekly meetings devoted to departmental sharing. Administration, Department Chairs, Teacher Leaders, coaches Aug. 2016 Subs- Comp time coverage Dept. Meeting notes, Collaborative group notes, Agendas, Observation notes
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The deadline for a student to appeal their SAP status is approximately one business week prior to the start of the semester. Appeals received after the published deadline will be reviewed for the following semester. The exact deadline dates are available on the Financial Aid Office website . Satisfactory Academic Progress Appeals Process and Financial Aid Appeal Students appealing their Satisfactory Academic Progress status are required to submit an appeals packet for review. The following are due in the SAP Appeals packet: Financial Aid Appeal Form, which can be found at the following link: Signed Statement, indicating rationale for appeal. Statement must include an explanation of unusual circumstances that led to financial aid suspension. Sufficient documentation to support claim of unusual circumstance. Lack of documentation may lead to the denial of appeal. Supporting documentation might include medical records, police reports, obituaries, or legal records. Graduation Plan, if applicable, in addition to appeal packet requirements 1-5. You may access the Graduation Plan form by visiting the following link: Review Process There are three levels of appeal in the SAP Appeals process. First, appeals are reviewed by the Financial Aid Internal Review Committee. If denied the appeal will be reviewed by the SAP Committee, which consists of a body of UTC faculty and staff members. Finally, if the appeal is denied by the SAP Committee, the student may submit a Request for Final Review. The student MUST submit new/additional documentation supporting the claim with the Request for Final Review within 14 days of the SAP Committee decision. The Request for Final Review will be reviewed by a UTC Vice Chancellor. Information regarding scholarships Progress standards for scholarships are detailed separately than SAP via the following means:
Satisfied [Laurens] Alright, alright. That's what I'm talkin' about! Now everyone give it up for the maid of honor Angelica Schuyler! [Angelica] A toast to the groom! [Men And Women] To the groom! To the groom! To the groom! [Angelica] To the bride! [Men And Women] To the bride! To the bride! To the bride! [Angelica] From your sister [Men And Women] Angelica Angelica [Angelica] Who is always by your side [Men And Women] By your side [Angelica] To your union [Women] To the union! [Men] To the revolution! [Angelica] And the hope that you provide [Men And Women] You provide You provide [Angelica] May you always [Men And Hamilton] Always [Angelica] Be satisfied Rewind (echoed: “Rewind” multiple times) [Angelica] I remember that night, I just might Regret that night for the rest of my days I remember those soldier boys Tripping over themselves to win our praise I remember that dreamlike candlelight Like a dream that you can't quite place But Alexander, I'll never forget the first Time I saw your face I have never been the same Intelligent eyes in a hunger-pang frame And when you said "Hi," I forgot my dang name Set my heart aflame, ev'ry part aflame [Full Company] This is not a game [Hamilton] You strike me as a woman who has never been satisfied [Angelica] I'm sure I don't know what you mean You forget yourself
[Eliza] Elizabeth Schuyler. It's a pleasure to meet you [Hamilton] Schuyler? [Angelica] My sister [Company (Except Angelica)] Number two! [Angelica] He's after me cuz I'm a Schuyler sister That elevates his status, I'd have to be naïve to set that aside Maybe that is why I introduce him to Eliza Now that's his bride Nice going, Angelica, he was right You will never be satisfied [Eliza] Thank you for all your service [Hamilton] If it takes fighting a war for us to meet it will have been worth it [Angelica] I'll leave you to it [Company (Except Angelica)] Number three! [Angelica] I know my sister like I know my own mind You will never find anyone as trusting or as kind If I tell her that I love him she'd be silently resigned He'd be mine She would say, "I'm fine" [Angelica and Company] She'd be lying [Angelica] But when I fantasize at It's Alexander's eyes As I romanticize what might Have been if I hadn't sized him Up so quickly At least my dear Eliza's his wife At least I keep his eyes in my life [Angelica] To the groom! [Men And Women] To the groom! To the groom! To the groom! [Angelica] To the bride! [Men And Women] To the bride! To the bride! To the bride! [Angelica] From your sister [Men And Women] Angelica Angelica [Angelica] Who is always by your side [Men And Women] By your side [Angelica] To your union [Women] To the union!
5c: Identify and explain migration and immigration patterns that developed from the push-pull effects of economic circumstances. (DOK 2) Answer: H DOK 2 BASIC Practice Test 2 Answer: H DOK 1 BASIC Practice Test 2 Answer: G DOK 2 BASIC Practice Test 3
levels of contamination would require increased levels of federal approval. If the contaminant levels are high, the agency might have to fund clean-up and remediation before the land is transferred to federal government, and therefore might be looking for additional funding. Grantmaking procedure changes Director Miller - IDNR has been able to change match and reimbursement requirements for Open Space Land Acquisition & Development (OSLAD) grants to better serve underserved communities. Are there changes that other agencies can make with their grants? No response from other agencies Director Miller – We should continue thinking this and continue this conversation in the future. Funding considerations Director Miller - Can we build requests into upcoming budgets that are Reserve-specific? This is something IDNR will try to do with its budget. Director Bonnett – There is more opportunity on the capital side. It would still need to be prioritized and authorized but there are funds that could be reprogrammed, for example brownfield funds to make it more specific to Millennium Reserve. Obstacles include receiving a bond authorization which hasn’t happened in a long time. However, given that this is Governor’s initiative, it might be possible to receive such authorization. Director Miller - Is there be flexibility in your match requirements? Within some programs, can you prioritize funding for the Millennium Reserve geographic region? Director Bonnett – There is some inherent built-in flexibility with green infrastructure and flexibility with brownfields as well. Not much flexibility with 319 funding since that is federal. Director Miller – Other things that could be considered include trail construction and signage. Suellen Burns, IDNR – As a few additional examples, IDNR’s Coastal Program has been able to award extra points to grant applications for Millennium Reserve projects. We are also looking to provide some financial support for Cal-Sag Trail construction to help five economically challenged communities meet local match requirements for federal grants. Diane Tecic, IDNR – Are there are other agencies that can help with local match as well? This can be considered economic opportunity area so maybe DCEO or IDOT can help with some discretionary funding? Also, are there things that IDNR or other agencies can do to for Pullman that would bring immediate benefits and raise the profile of the site, such as garden installation and visitor parking? Suellen – Part of the challenge is to be forward thinking and to step in where possible, like IEPA did with stepping up for the Phase I environmental assessment at Pullman.
or homicide. In this case, a rate per 100,000 of the state population is used to compare the prevalence across certain populations. Why Indicator is Important: Although not the leading cause of death, substance use and abuse is often a factor in homicides and suicides. For example, the federal Substance Abuse and Mental Health Services Administration (SAMHSA) has estimated that about 47 percent of homicides and 23 percent of suicides are attributable to alcohol nationally. Data Source(s): ODRVS, 2008-2012* Summary: Suicides are more prevalent than homicides. Rates of suicides have gradually increased since 2008 while homicide rates have remained stable. Suicides are more than four times as likely among men and most prevalent among middle aged adults. Homicides are almost three times as likely among men; rates are highest among younger adults between the ages of 21 and 34. Figure 43. Deaths from suicide or homicide per 100,000 of the population: 2008-2012* Source: ODRVS, 2008-2012* *2012 results are preliminary The rate of suicide deaths in Maine increased from 14.9 per 100,000 in 2008 to 15.3 per 100,000 in 2012. The overall rate of homicide deaths in Maine has remained steady, decreasing slightly from 2.6 per 100,000 in 2008 to 2.3 per 100,000 in 2012. Figure 44. Deaths from suicide or homicide per 100,000 of the population, by age groups: 2012* Source: 2012 *2012 results are primary In 2012, deaths from suicide were most prevalent among the 35 to 54 year old population at a rate of 19.6 per 100,000, followed by 55 to 64 year olds at 18.5 per 100,000. As for homicides, 30 to 34 year olds held the highest rate at 5.5 per 100,000, followed closely by 21 to 29 year olds at 5.1 per 100,000. Figure 45. Deaths from suicide or homicide per 100,000 of the population, by gender: 2012* Source: ODRVS, 2010 *2012 results are preliminary
Specialist Assessment and Treatment Service Enquiry Form – Assessment PRIVATE & CONFIDENTIAL Please email the completed form to SECTION 1: General Information Case Name Geographical location of family Referral date Adults involved: Name Relationship to child / children Ethnicity To be assessed? Children involved (please include ages and ethnicity): Name Gender Age Current placement Ethnicity To be assessed? Name of Referrer: Job Title: Organisation: Address: Telephone No: Email address: SECTION 2: Referral Information
name ………………………………………………… Class ……………………. Signed ………………………………………………………….. Date ………………………