zilongwang/ReadingBank huggingface dataset:
REQUIREMENTS: Available Classroom (CL), Workshop (WS), Laboratory (LAB) and Teachers (T) per Track per Strand ACADEMIC TRACK & LIVELIHOOD TRACK ARTS AND DESIGN TRACK SPORTS TRACK STEM (Science, Technology, Engineering and Mathematics) ABM (Accountancy, Business & Management) HUMSS (Humanities and Social Sciences) GAS (General Academics) CL LAB T CL T CL T CL T CL WS T CL WS T CL WS T NOTE: WS for Arts and Design can be a Studio, WS for Sports can be a Track & Field, Swimming Pool, Basketball Court, or any Specific Sports Facilities PARTNERSHIPS Educational Institutions CATEGORY WHO (name of Institutional Partner) WHAT (i.e. classrooms, teachers, equipment, etc.) HOW MUCH IS THE ESTIMATED COST ? WHY (i.e. to augment fill gaps, etc.) HOW (i.e. MOA, Donations, etc.) WHAT'S IN IT FOR THEM (include benefits or from partnership) Private High Schools (HSs) Private Higher Education Institutions (HEIs) Local Universities & Colleges (LUCs) State Universities & Colleges (SUCs) Technical Vocational Institutions (TVIs) Other Partnerships MUNICIPALITY CATEGORY WHO (name of Institutional Partner) WHAT (i.e. classrooms, teachers, equipment, etc.) HOW MUCH IS THE ESTIMATED COST ? WHY (i.e. to augment needs, fill gaps, etc.) HOW (i.e. MOA, Donations, etc.) WHAT'S IN IT FOR THEM (include benefits or gains from partnership) Industry NGO LGU
SECTION 6: PHOTOGRAPHS Photographs should include a maximum of three one-sided pages (no more than six pictures per page). Photos should be captioned and show project involvement, leadership and citizenship within this award program. The KAP now includes formatted pages and further instructions; however, digital photos, computer generated photo pages, color photocopies, and cropping, are acceptable. Photos cannot be hinged. PROJECT PHOTOGRAPHS - Maximum of six photos. Maximum 1 page – front side only. Pictures of you doing things, things you made or exhibited.
Competencies and Practice Behaviors (the student will be able to...) Learning Activities (the student will achieve this by….) Must be SMART Must have at least 2 Activities for Each Competency Target Date Competency 1: Demonstrate Ethical and Professional Behavior Practice Behavior 1: Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and regulations, models for ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context. Practice Behavior 2: Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations. Practice Behavior 3: Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication. Practice Behavior 4: Use technology ethically and appropriately to facilitate practice outcomes. Practice Behavior 5: Use supervision and consultation to guide professional judgment and behavior. <CAN COPY AND PASTE THESE SECTIONS TO TK20 VERSION FOR FINAL SUBMISSION> Competency 2: Engage Diversity and Difference in Practice Practice Behavior 6: Apply and communicate understanding of the
quantitative and qualitative research methods and research findings. Practice Behavior 13: Use and translate research evidence to inform and improve practice, policy, and service delivery. Competency 5: Engage in Policy Practice Practice Behavior 14: Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social services. Practice Behavior 15: Assess how social welfare and economic policies impact the delivery of and access to social services. Practice Behavior 16: Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic, and environmental justice. Competency 6: Engage with Individuals, Families, Groups, Organizations, and Communities Practice Behavior 17: Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary theoretical frameworks to engage with clients and constituencies. Practice Behavior 18: Use empathy, reflection, and interpersonal skills to
Practice Behavior 6: Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice at the micro, mezzo, and macro levels. Practice Behavior 7: Present themselves as learners and engage clients and constituencies as experts of their own experiences. Practice Behavior 8: Apply and self-regulation to manage the influence of personal biases and values in working with diverse clients and constituencies. Competency 3: Advance Human Rights and Social, Economic, and Environmental Justice Practice Behavior 9: Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels. Practice Behavior 10: Engage in practices that advance social, economic, and environmental justice. Competency 4: Engage in Practice-informed research and Research-informed Practice Practice Behavior 11: Use practice experience and theory to inform scientific inquiry and research.
practice/ consultancy work including evidence of effective application of solutions to business/ practice problems, with associate reports or other outputs JOB RELATED SKILLS AND CAPABILITIES Essential Desirable Ability to work independently, to take the initiative and to innovate Commitment to developing high quality service to students and external clients Good organisational and management skills Ability to identify and secure opportunities that contribute to the University’s strategic plan and goals Experience of disseminating own ‘good practice’ effectively to others and of taking up ‘good practice’ from other sources Experience of process and systems improvement Evidence of successful external networking and profile-raising INTERPERSONAL SKILLS Essential Desirable Ability to work as a member of a team or group Ability to relate to students from diverse backgrounds, ages and experience Ability to establish positive and effective working relationships with a range of university external clients Effective oral and written communication skills in both individual and group situations Ability to mentor or supporting less experienced colleagues. OTHER REQUIREMENTS Essential Desirable Willingness to undertake academic activities in the evening and at weekends when necessary. Willingness to travel abroad to undertake academic and related activities Ability to speak Welsh
8. ABC is an acute-angled triangle with circumcentre P. If AD is the altitude to BC, prove that the bisector of angle A bisects <DAP. [5] See attached diagrams 2. Either: Let bisector of Angle A meet the circumcircle at X, √ Let AP meet the circumcircle at E. Join BE. <ACD = <AEB since <s at circumf., same arc √ Line APE is a diameter so <ABE = 90 √ Triangles ABE and ADC have two pairs of equal angles, so are similar, Hence <BAE = <DAC √ So <EAX = <BAX - <BAE = <CAX - <CAD = <DAX as required √ Or: Let bisector of A meet the circumcircle at X, √ Draw AP, BP; construct PY perpendicular to AB √ Triangle PBY is congruent to triangle PAY so <YPB = <YPA <YPA = <DCA Half of angle at centre = angle at circumf., same arc √ Triangles YPA and DCA are similar so <YAP = <DAC √ So <PAX = <BAX - <BAP = <CAX - <CAD = <DAX as required √ 9. Let P be any point on the parabola with equation x2 = 4cy and let F be the focus of the parabola at (0,c). Q is the point on the line segment FP which divides FP in the ratio 2:1 (Q is closer to P than to F). Find the equation of the locus traced by Q as P moves along the parabola. [4] Let Q be (x,y), P is (2a, a2/c) a point on the parabola. √ Q is 2/3 of the way between F and P, √ So x = (2/3)2a = 4a/3 and y = (2/3) (a2/c – c) + c = c/3 + 2 a2/3c √ Hence y = c/3 + (2/3c) (9x2/16) = 3x2/8c + c/3 √
26 Jacob Emerson Forward 2018 30 Nick Dinner Goalie 2018 33 Brandon Dumas Goalie 2018 44 Patrick Kelly Defense 2019 Head Coach: Dan Parra Assistant Coaches: Alex Luddy Greg Cox John Sala Nate Pellegrino Manager: Dave Kruszewski #8 - Michael Dinner What was your favorite memory of your Prep hockey career? Rowing the boat with the boys. What has hockey taught you about life? Hockey has taught me how to work hard. What are your college plans for next year? I plan to study business with a bachelor’s degree in marketing and possibly a master’s in business administration. Do you have any pre-game rituals? Before every game, I tape my sticks then stretch out and get loose for puck drop. If they made a movie about your life what would it be called? Who would play you? High off the glass, starring Mark Wahlberg. What player in the NHL are you most like? I would have to say Brad Marchand One word to describe you is? Euphoric #9 – Dillon Elliott
Appendix E – Bill of materials………………………………………………….16 References……………………………………………………………………….13 List of Figures - This list must be generated automatically not by hand! Figure 1 – Site…………………………………………………………………….5 Figure 2 – System Diagram.……………………………………………………...6 Figure 12 – Test Layout…………………………………………………………..9 Figure 15 –Flow Chart..…………………………………………………………11
List of Tables - This list must be generated automatically not by hand! Table 2 - Budget…………………………………………………………………..6 Table 2 – Project Schedule………………………………………………………..7 Table 3 – Detailed Budget………………………………………………………...9 Table 11 – Bill of Materials……………………………………………………...13
PIC32 microcontrollers $4.00 MCU to connect the sensors into a complete system FT.1 ER.3 Microchip BT $10.61 Bluetooth connection for sensors to communicate with the MCU FT.1 ER.3 Panels $18.00 Used to recharge the battery system FT.1 ER.3 12 pack of Lithium Ion Batteries $19.13 Rechargeable batteries FT.1 ER.3
DATE: Please send the completed form together with a recent copy of your CV marked ‘Private & Confidential’ – to Kate Goodban, TEP, Genesis Centre, Birchwood Science Park, Warrington, Cheshire, WA3 7BH or email a copy of the completed form to
SENIORS: AFTER COMPLETING THE QUESTIONNAIRE, FORWARD A COPY TO EACH INDIVIDUAL from whom you are REQUESTING A LETTER OF RECOMMENDATION. SENIOR QUESTIONNAIRE NAME:______________________________ DATE:__________________________ To assist the teachers/counselors in representing you accurately in letters of recommendation, please respond to the statements and questions below. The care and thought you give in addressing these will reflect in your recommendation. Explain the qualities that you feel you possess which might easily go unnoticed by others. What are the first words that come to mind to describe yourself (at least three)? Explain and give example. Complete the following statement as clearly and directly as you can: “I am especially proud of the following achievement….” Mention any factors that have come up during your high school career which you feel may have put you at a disadvantage. Do you feel your present grades are a fair representation of your academic ability? Explain. In what school and/or community activities have you been involved? Describe what you learned/gained from these experiences. In what way(s) did others benefit from your involvement. Explain. Mention any offices you have held and awards won. Explain your personal contribution to the high school community. What do you enjoy doing in your free time (hobbies)? Describe any work experience you have had - paid or unpaid. Describe your responsibilities, dates of employment, average hours per week, etc. In what you gained from the experience. In what ways did others benefit from your involvement. your summer experiences and what you gained from them: After freshman year: After sophomore year: After junior year: two Athens teachers to whom your counselor go for further reference?
Rubric for GEOL 497 Projects Criteria D = Below Average C = Satisfactory B = Average A = Excellent Data Collection, Analysis, and Write-Up Did the absolute minimum amount of work on data collection, analysis, and write-up Data collection, analysis, and write-up were largely complete and satisfactory Data collection, analysis, and were complete and above average in terms of scope, methodology, and direction Data collection, analysis, and write-up were complete and substantially beyond expectations in scope, methodology, and direction Work Progress Frequently required reminders for updates; work demonstrated very slow progress Work demonstrated ample progress over time to support conclusions, with minimal innovation Work demonstrated ample progress over time with innovative elements Work demonstrated appropriate progress over time, with benchmarks met in a consistently timely manner Level of Inquiry Largely a "confirmation" inquiry exercise (all aspects of research were supplied up Substantially a "structured" level of inquiry (questions and methods supplied) or "guided" level of inquiry (questions supplied, but methods and solutions supported by student decisions) Project demonstrated a "guided" or "open" level of inquiry (at most, only questions supplied to student); project has potential for external publication or dissemination. Level of Completeness Project lacked elements that would have substantially enhanced the contribution of the work, had they been included and pursued; little opportunity for continued work on this project. Project was complete on major elements, but the contribution of the work would have been enhanced by additional minor elements; limited opportunities for continued work along the lines of this project. Project was solid and complete in all respects, with ample opportunities for continued work. Project was beyond complete and substantive in all respects, contained innovative or unique elements, with a full expectation of continued work on the topic.
APPLICATION FORM Personal information provided is protected by the Privacy Act 1988. Information provided will be used for recruitment purposes only. Position Details Position Title: Senior Research Officer (Research and Analysis, Longitudinal and Lifecourse Studies) Classification or level: APS5-6 Personal Details AGS Number (for current APS employees only) Title: Family Name: Given Names: Place of Birth: Address: Suburb: City or Town: State: Postcode Email: Phone: Mobile: Citizenship Are you an Australian Citizen? No Are you a permanent resident? Have you applied for citizenship? Diversity and Special Requirements – completion of this section is voluntary Please indicate: Aboriginal or Torres Strait Islander descent Non-English speaking background Disability If you have any special requirements during the selection process please provide a description. Current Employment Are you currently employed in the Australian Public Service? Yes Which Department or Agency? What is your substantive level? Are you an ongoing (permanent) employee? Have you been notified that you are excess? Have you ever received a redundancy benefit from the Commonwealth Government? If yes, what was the date? No Who is your current employer? Data collection Please indicate how you heard about this position or where you saw it advertised: AIFS website (www.aifs.gov.au) Referred by a friend, relative or work colleague Seek Ethical Jobs Linked In Other:_________________________ UniJobs
an overall conclusion on the program/project's status and its readiness to progress to the next phase (Gateway) or significant challenges to implementation (IRA); findings and recommendations; an indication of how critical its recommendations are; background to the program/project, including its origin, the outcomes it to achieve, and how those outcomes link to the agency’s business strategy and/or high level policy objectives; the purpose and scope of the current review; and logistics of the Assurance Review (Senior Responsible Official’s details, dates of the review activities, information on interviewees and the project documentation reviewed and the Review Team membership). Post-Review The final review report is provided to the SRO at the conclusion of the review. The report represents the advice from the Review Team to the SRO. The responsibility for deciding on appropriate action in response to the recommendations in an Assurance Review report remains entirely with the SRO and the sponsoring agency. An Assurance Review does not change the accountability of agencies for their projects in any way. The SRO is encouraged to ensure the project board, chief executive officer and where appropriate, their minister are properly informed of the progress of the project or program, including the outcomes of the review. It is left to the SRO to determine who has access to the Gateway review report, and to ensure that any requests made under the Freedom of Information Act 1982 are handled appropriately by the sponsoring agency. At the conclusion of each review, the Review Team Leader provides a copy of the review report to the Assurance Reviews Branch. This is intended to facilitate an early understanding of issues arising from reviews and to enable timely compilation and dissemination of non-attributable Lessons Learned Reports. For the purpose of an IRA, the report is made available to the relevant minister, the portfolio secretary and/or agency head, the senior responsible official, Finance, the Department of the Prime Minister and Cabinet (PM&C) and the Department of the Treasury. Finance will also refer to the outcome of the IRA in a briefing provided to Government. In limited scenarios where an IRA is applied post government decision, the IRA assessment will be included in a letter from the Minister of Finance to the Prime Minister copied to the relevant portfolio Minister and the Treasurer. A copy of the review report is also provided to the next review team to the planning meeting as part of the pre-reading documentation for any subsequent review.
Investigating the pH value of a commercial product Aim: To test the manufacturer’s claim on a commercial product. Hypothesis: If the Palmolive® naturals shower gel was tested by the indicator drop, its pH will be equal to seven (neutral). Equipment list: 30 ml of Palmolive® naturals shower gel 3 Watch glasses Measuring cylinder Universal Indicator liquid Universal Indicator pH colour chart Spatula Sticky note and pen (for labelling) Method: Lay out all equipment and label (using the sticky not and pen) one of the watch glasses as trial 1. Measure 10ml of the Palmolive® naturals shower gel using the measuring cylinder and apply onto the labelled watch glass. Put 3 drops of the universal indicator liquid onto trial 1. Use spatula to combine the two substances together. Observe closely to see any change of colour, and use the Universal Indicator pH colour chart to note the pH value. Record results in a table. Repeat steps one to six, for watch glasses two and three. Independent Variables: Palmolive® naturals shower gel. Dependant variables: The pH value of the Palmolive® naturals shower gel. Controlled variables: Same amount of shower gel tested in each trial, same temperature, same amount and quality of universal indictor drops used in each trial. All watch glasses were clean, with no trace of any other substance on them. Risk assessment: Even though the inherent level of risk for this experiment is low, there are some precautions that should be made in order to eliminate the risks.
The walls (outer structure) of arteries contain smooth muscle fibre that contract and relax under the instructions of the sympathetic nervous system. Transport blood away from the heart; Carry Oxygenated Blood (except in the case of the Pulmonary Artery); Have relatively narrow lumens (see diagram Have relatively more muscle/elastic tissue; Transports blood under higher pressure (than veins); Do not have valves (except for the semi-lunar valves of the pulmonary artery and the aorta). The walls (outer structure) of veins consist of three layers of tissues that are thinner and less elastic than the corresponding layers of aerteries. Veins include valves that aid the return of blood to the heart by preventing blood from flowing in the reverse direction. Transport towards the heart; Carry De-oxygenated Blood (except in the case of the Pulmonary Vein); Have relatively wide lumens (see diagram above); Have relatively less muscle/elastic tissue; Transports blood under lower pressure (than arteries); Have valves throughout the main veins of the body. These are to prevent blood flowing in the wrong direction, as this could (in theory) return waste materials to the tissues. Capillaries are tiny (extremely narrow) blood vessels, of approximately 5-20 micro-metres (one micro-metre = 0.000001metre) diameter. There are networks of capillaries in most of the organs and tissues of the body. These capillaries are supplied with blood by arterioles and drained by venules. Capillary walls are only one cell thick (see diagram), which permits exchanges of material between the contents of the capillary and the surrounding tissue Function is to supply tissues with components of, and carried by, the blood, and also to remove waste from the surrounding cells ... as opposed to simply moving the blood around the body (in the case of other blood vessels); Exchange of oxygen, carbon dioxide, water, salts, etc., between the blood and the surrounding body tissues.
has different elasticity than the cartilage between the bones. Cartilage is designed to absorb more shock because it acts as a “cushion” between the bones. It is flexible but strong, supportive tissue. 3.15 plan, choose equipment or resources for and perform a investigation to demonstrate properties of silicone such as acid resistance, flexibility and imperviousness to water that make it suitable for use in bionics Relating to silicone... Flexibility – very flexible, soft and sticky Resistance to acid – high resistance, does not change & hardens slightly to stay together Imperviousness to water – high imperviousness, silicone is not penetrated by water Effect of body temperature – hardens and sticks to itself Independent variable: condition in which the silicone sample is subjected to Dependent variable: flexibility, acid resistance, water imperviousness Controlled variables: time, amount of silicone Silicone has the characteristics of being inert, flexible, water resistant, acid resistant, and easy to shape which makes it an optimal material for the use in bionics. 3.16 analyse secondary information to compare the strength of UHMWPE and “superalloy” metal Comparison of stainless & titanium alloys; OUTCOME 4: 4.6 perform an investigation to model the action of the diaphragm in inhalation and exhalation Air enters the lungs when the chest cavity is expanded. To do this, the ribs are pulled outward & the diaphragm contracts & moves downward. Air is exhaled when the muscles relax & the diaphragm moves up to its original position.
Hotel 520 - Elvis Tribute Show Pacific Werribee/Plaza Library - Board Game Night Thursday 5 Oct Pacific Library - Genealogy Tours Friday 6 Oct Court Aged Care – Seniors Concert with Phil Golotta Saturday 7 Oct Sunday 8 Oct Friends of Skeleton Creek – Come & Try Day Glocal Villager – Picnic & Stroll Muslim Women’s Council of Victoria – Afternoon Tea Salts of the Earth – Salt Therapy (Bookings open) Monday 9 Oct AquaPulse – COTA Living Longer, Living Stronger Julia Gillard Tarneit Library - Chess All Ages Salts of the Earth – Salt Therapy (Bookings open) Tuesday 10 Oct Stadium – COTA Living Longer, Living Stronger Pacific Library – Super Brain Train Salts of the Earth – Salt Therapy (Bookings open) Speakers Bank – Celebration of Our Voices, Our Stories Wednesday 11 Oct AquaPulse – COTA Living Longer, Living Stronger Salts of the Earth – Salt Therapy (Bookings open) The Grange Community Centre – Seniors Lunch Thursday 12 Oct Wyndham City – Lunch & Dance Club 60 Tarneit – Sports Activities Eagle Stadium – COTA Living Longer, Living Stronger Ladies Club 60 Tarneit – Indian Cooking Session Pacific Library - Genealogy Tours Salts of the Earth – Salt Therapy (Bookings open) Friday 13 Oct AquaPulse – COTA Living Longer, Living Stronger Sports Recreation Victoria – Come & Try Blind Bowls Pacific Werribee/Plaza Library - Craft & Conversation (Glass Tea Light)
Salts of the Earth – Salt Therapy (Bookings open) Saturday 14 Oct Salts of the Earth – Salt Therapy (Bookings open) Werribee Lions – Seniors Day BBQ Wyndham Art Gallery – Watford in Werribee Performance Sunday 15 Oct Salts of the Earth – Salt Therapy (Bookings open) Werribee District Historical Society – Local History Talk Werribee Archery – Come and Try OzBow Archery Monday 16 Oct Jamieson Way Community Centre – Games Get-together Julia Gillard Tarneit Library - Chess All Ages Werribee Archery – Come and Try Archery U3A – Open Day Tuesday 17 Oct U3A – Open Day Werribee Archery – Come and Try OzBow Archery Werribee Church of Christ – Seniors Sing Wyndham Vale Library - Movie Club Wednesday 18 Oct Hope Ink – Let’s Play Bingo Jamieson Way Community Centre – Movement to Jamieson Way Community Centre – Tai Chi Julia Gillard Tarneit Library - Writing Club U3A – Open Day Werribee Library - iPad Training Beginners Werribee Archery – Come and Try OzBow Archery Thursday 19 Oct Wyndham City - Walk Pacific Werribee/Plaza Library - Genealogy Tours Quantin Binnah Community Centre – Celebrating My Past U3A – Open Day Werribee Archery – Come and Try OzBow Archery Werribee Bowls Club – Get to Know Your Community Friday 20 Oct Iramoo Community Centre – Golden Hits Lottery Julia Gillard Tarneit Library - Craft & Conversation (Mola Artwork) U3A – Open Day
- Excused absence includes the absence of a pupil for any one of the following reasons: illness, quarantine, death in immediate family or a prior approved educational trip. - Unlawful or Unexcused absence is the absence of a pupil for any reason other than those classified above or failure to turn in a written excuse in a timely manner. If you don’t get your note in within 3 school days of your return, your absences will not be excused. - You will not receive credit for any school work assigned on unlawful/unexcused absences, unless within 3 school days you voluntarily attend a staff determined make-up session. You must complete and submit the assignment(s) at the end of the make-up session for the class (es) you missed. - An accumulation of unlawful or unexcused absences may result in a loss of credit for the year. - After 3 days of unlawful or unexcused absence (consecutive or non-consecutive), the school must issue an official 3-Day notice to your parents. It’s the law. This is considered a first warning. Further unlawful or unexcused absences violate the state’s compulsory attendance laws and could subject your parents (or you) to legal penalties. - After 10 absences of any kind, you may have to submit a doctor’s note for your absence to be excused, depending upon circumstances. Seniors Need to Know….. …….Graduation Requirements. Required Courses English 4.00 Math 4.00 Science 3.00 Social Studies 3.00 Physical Education 2.00 Health 0.50 Art & Humanities 1.00 Electives 6.00 Graduation Project 0.50 Total Credits Required for Graduation 24.0 In addition to the credits you must earn to walk across the stage on June 7th, the following things should be kept in mind: -Sule must have 6.5 credits senior year. - Pay all incurred during your entire career at Central Dauphin. - Complete all Graduation Project requirements. - Complete all disciplinary consequences. Other Options: - You may take no more than two summer school courses per year. Make sure you allow enough time to complete these options! Seniors Need to Know… A handy brochure highlighting some of the important items all Seniors need to know. 2012-2013
Hales, Derek P. (2000, East Carolina University). Effects of an after-school activity program (ASAP) on spontaneous physical activity, body composition, aerobic capacity, and perceived physical competence in obese, prepubescent children. Thesis Committee member. Master’s Professional Papers Radcliffe, Rod. (Spring 2010). Advancing base runners in softball to increase offensive runs scored. PROFESSIONAL SERVICE International Professional Service Participant, Harlaxton College Partners’ Conference (Student learning outcomes assessment component and continued development) [2014 – Present] Research Study Participant, “How do we know we’ve done it? Case studies examining effective learning assessment of global learning and intercultural competency”, Baker University & University of Phoenix [March 2016] National Professional Service Conference Program Sessions Committee Member, Association for Assessment of Learning in Higher Education (AALHE) 7th Annual Conference [2016-17] Chair, NASPE (former) AAHPERD (present) Publications Committee [2012-January 2014] Editorial Board, Journal of Physical Education Recreation & Dance [2012-January 2014] Board of Directors, National Association for Sport and Physical Education (NASPE) [2012-2013] Delegate, & AAHPERD Delegate Assemblies; AAHPERD National Convention; Charlotte, NC. [April 2013] NCATE Board of Examiners [2009-2011] NCATE Board of Program Reviewers [2009-2011] SPA Lead Reviewer, NASPE/NCATE Initial PETE Program Reports [2004 – 2011] SPA Program Report Coordinator, National Association for Sport and Physical Education (NASPE)/NCATE Initial (2001 Standards) Physical Education Teacher Education (PETE) Program Accreditation [Spring 2006 – Spring 2010] Chair, NASPE SPA Audit Committee for NASPE/NCATE Initial PETE Program Accreditation [Spring 2006 – Spring 2010] Chair, NASPE SPA Lead Reviewers for NASPE/NCATE Initial PETE Program Accreditation [Spring 2006 – Spring 2010] SPA Auditor, NASPE/NCATE Initial PETE Program Reports [2002 – 2009] Reviewer, Pedagogy Research Proposals for AAHPERD Research Consortium Sessions [Summer 2001, 2005, 2007 – 2013]
RISK 6 WALKING SURFACES Uneven yard surfaces in yard and barns, risk of tripping, falling. Fields can be muddy, slippery, rocky and steep. Risk to members, helpers and family. Increased risk for those leading horses. are RISK 7 ELECTRICAL EQUIPMENT Kettle and associated hazards, electrical wires and equipment around the farm Risk to members, helpers and family. at All old RISK 8 EQUIPMENT Wheelbarrows, pitchforks, tools and equipment not stored correctly may be hazardous. Ladders may present a hazard. Risk to members, helpers and family. not If RISK 9 STREAMS Hazard of proximity to water, streams. Risk of falling into streams, or fast moving water from swollen streams in heavy rain, especially during duck race Risk to members, helpers and family. An RISK 10 GATES/STABLE DOORS/ FENCES Risk of injury, fingers being trapped or pinched in gates or stable doors. Fence wire can be sharp. Risk to members, helpers and family. The in If out RISK 11 FIRE Risk of fire. . Risk to members, helpers and family. If as fire, the RISK 12 DOGS Risk of local dogs biting or acting aggressively towards the visiting camp attendees Risk to members, helpers and family. do RISK 13 ALLERGIES Risk of allergic reaction to dust from straw or hay. Risk from tuck shop items or sharing of chocolate/food products amongst members for nut allergy sufferers. Risk of allergic reaction to bee/wasp stings when outside. Risk to members, helpers and family. Any We It is RISK 14 CHILDREN IN DANGER Children under the age of 12 do not have the ability to recognise danger fully Risk to younger members under the age of 12. All
SOFTBALL GOLD – GENE REINHARDT SILVER – RICH LESNIK BRONZE – EUGENE COVELESKI HORSESHOES GOLD – EUGENE COVELESKI SILVER – JIM MCDONNELL BRONZE – TONY FUSCO BASKETBALL GOLD - GENE REINHARDT SILVER – EILEEN VIEWIG BRONZE – TONY BENTON CORN HOLE GOLD – RICK ARTZ SILVER – IRENE SCHMID BRONZE – CARMELA GOZZO PICKLE BALL GOLD – DIANA REINHARDT, GENE REINHARDT SILVER – CAROL LAJOIE, LOU POSSEMATO BRONZE – JUNE ONDREJIK, TONY BENTON LADDERBALL GOLD – EILEEN VIEWIG, BOB EASTON SILVER – DOLORES FAMIGLIETTA, DOUG FAMIGLIETTA BRONZE – JANET COLE, JIM MCDONNELL BOCCE GOLD – JOHN SPELLMAN, JANA SPELLMAN, JOHN CARNEY, CARNEY SILVER - DOLORES FAMIGLIETTA, DOUG FAMIGLIETTA, IRENE SCHMID, GEORGE SCHMID BRONZE - GENE REINHARDT, JO JANIEC, BEVERLY BARTSCH, CLAIRE BREEN
25 MASTERS OPEN NEW VOGUE Swing Waltz, Carousel, Tango Terrific, Excelsior Schottische, Lucille Waltz 26 ADULT SENIOR MASTERS OPEN SEGUE NEW VOGUE 4 Sequence event, 1 sequence of each to be danced in the following order: Charmaine, Merrilyn, Barclay Blues, Excelsior Schottische PROFESSIONAL WITH AMATEUR/S 27 Amateur OVER 35 NEW VOGUE Tracie Leigh Waltz, Carousel, Tango Terrific 28 Amateur ANY AGE MIXED Waltz, Rumba, Swing Waltz 29 Amateur OVER 35 MODERN Waltz. Slow Foxtrot, Quickstep 30 Amateur OVER 35 Cha Cha Cha, Jive 31 Amateur ANY AGE ENGLISH OLD TIME Lilac Waltz, Gainsborough Glide, Tango Serida SOCIAL COUPLES 32 O/16 Yrs “ MODERN Waltz, Quickstep 33 “ “ NEW VOGUE Charmaine, La Bomba 34 “ “ LATIN Rumba, Jive 35 O/35 Yrs “ MODERN Waltz, Quickstep 36 “ “ NEW VOGUE Swing Waltz, Charmaine 37 “ “ LATIN Rumba, Cha Cha Cha 38 O/35 Yrs “ SEQUENCE Balmoral Blues, Cassius Quickstep ANY AGE OPEN TO ALL REGISTERED AND SOCIAL DANCERS 39 “ Couple ENGLISH OLD TIME Mayfair Quickstep 40 “ “ SEQUENCE Alpha Waltz 41 “ “ SEQUENCE Magenta Waltz 42 “ “ NEW VOGUE Pride of Erin, Dorothea 43 TEAMS EVENT 2-4 Couples MIXED Waltz, Samba, Tango Terrific, Jive 44 ANY AGE Couple LATIN Slow Jive, Quick Jive 45 TRIO “ NOVELTY Gypsy Tap 46 ANY AGE “ NEW VOGUE The Militaire, B G Blues, Cassius Quickstep 47 SOLO GENT OPEN TO ALL MODERN Quickstep 48 SOLO LADY “ Waltz INDIVIDUAL EVENTS COMPETITORS NOT COMPETING IN REGISTERED EVENTS 49 O/16 GENT “ MODERN Quickstep 50 “ “ NEW VOGUE Charmaine, Tangoette 51 “ “ LATIN Rumba, Jive 52 O/16 LADY “ MODERN Waltz, Quickstep 53 “ “ NEW Charmaine, Tangoette
progress. Either a new IEP will be formulated or an annual review will be initiated early. Annual Reviews: the SENCO and/or support teacher collect information from staff, parents/carers, student and outside agencies and collate the information prior to the review. At the annual review, progress is discussed and it may be decided to: Request that the statement is maintained and a new IEP is then devised Request an amendment to the statement Request ceasing the statement and revert back to School Action/School Action Plus Transition Reviews: the annual review in year 9 and subsequent is to review the student’s statement and draw up and review the Transition Plan. This will involve the Connexions Service. What is an Individual Education Plan (IEP)? An Individual Education Plan is a planning, teaching and reviewing tool that underpins the planning of intervention for an individual student with Special Educational Needs. It sets out the details of the individual teaching programme for the student, including specific resources, programmes, targets and details of the student’s specific needs. The IEP is a structured document for all and as such is accessible on the School network. It details the ‘additional to’ and ‘different from’ provision from a differentiated curriculum. It will help staff and students monitor the student’s progress and inform day to day teaching. An IEP is used for all students on the Code of Practice but should not duplicate any other planning or target setting. IEP’s are written and reviewed by the student’s key worker in consultation with relevant staff, external agencies, the student, and parents/carers. All relevant information is collated at the six monthly review of the IEP. Group Education Plans Groups of students with similar common targets and require common strategies beyond the normal differentiated curriculum may have a Group Education Plan. However this is a very rare arrangement and is not the normal method of operation in Leasowes. Curriculum Emphasis is placed on supporting students within the National Curriculum. All students will receive a broad and balanced curriculum relevant to their individual needs. Appropriate guidance relating to the developing of a more inclusive
Landscape Architecture 2367, 2367E Linguistics 2000, 2000H, 3601, 3901 Modern Greek 2000▲, 2100▲, 2240H, 2410▲, 2410H▲ Medieval and Renaissance Studies 2211▲, 2212▲, 2215▲, 2217▲, 2510▲, 2513▲, 2514▲, 2516▲, 2520, 2526▲, 2618▲, 2666▲ Near East Language and Cultures 2200▲, 2241▲, 2244▲, 3101, 3201, 3204▲, 3205▲, 3501▲, 3508, 3620, 3700▲ Persian 2241▲ Philosophy 1100, 1100H, 1300, 1300H, 1332, 1850, 2400, 2860, 3420● Portuguese 2330▲, 2331▲ Russian 2335▲ Slavic 2230▲ Spanish 2150▲, 2151▲, 2242●, 2331▲, 2332▲ Turkish 2241▲ Women’s Studies 1110●, 1110H●, 2282● Yiddish 2241▲▲, 2367
Activity 3: Pencil Points – Teachers’ Notes Aims: To investigate how both eyes are used to depth and distance. Safety: Make sure that the pupils have enough room to do this activity. Take care that the pencils are not too sharp Apparatus: 2 pencils per pupil Method: Stand with your arms at shoulder height, holding one pencil horizontally in each hand. Close your left eye and then in one smooth move try to bring both the points of the pencils together (see Figure 8) so they are both touching. What happens? Repeat step 2 with your left eye open and right eye closed. What happens? Repeat step 2 with both eyes open. What happens? Figure 8: The pencil point challenge. Suggested questions to ask the pupils [and expected results]: What do you think will happen? What happened? [The pencils should touch in most cases with both eyes open only. In the other options, the pencils usually pass each other.] Why do you think this happens? [Each eye sees the pencils from a different angle. Using both eyes together, allows you to judge depth and distance easier.]
Safety: This experiment requires the pupils to different foods so care should be taken that there are no illnesses or allergies to the foods or the cotton buds. The pupils should only test the food on the tip of their tongues. The cotton buds should not be re-used. Apparatus: Cotton buds Sugar Salt Lemon juice Method: Put a small amount of sugar on the tip of your tongue and record the taste. Put a small amount of salt on the tip of your tongue and record the taste. Put a small amount of lemon juice on the tip of your tongue and record the taste. Suggested questions to ask the pupils [and expected results]: Was each of the tastes as you expected? [To most pupils, they will taste as expected. There may be a minority that taste the sugar most strongly. This disproves the tongue “map” that most people think of. In fact, the original experiments showed that there were only very small differences in sensitivity, but this was exaggerated to give the tongue “map”.] Activity 1: On the Tip of Your Tongue – Student Worksheet In this experiment, you will investigate tastes on the tip of your tongue to see whether the tongue “map” exists. Safety: This experiment requires you to taste different foods so please let your club leader know if you cannot test sugar, salt or lemon, or if you are allergic to cotton buds. You should only test the food on the tip of their tongues. The cotton buds should not be re-used.
grade averages, the number of courses successfully completed, and the drop-out rates of students were the results of individual factors, that is, differences in the ways in which students selected their institutions and differences in the degree of success of their academic integration into the institutions they chose. The higher education institution attended had only slight impact on success. A study by Wilson (1984) of adjustment to university life in Africa used a two-stage process to identify and explore the extent of transition problems to the University of Zambia. A total of 40 different types of problems were identified, some of which were sufficiently potent, general or persistent, to be a cause for concern to the university authorities. The main problems identified were academic: difficulty of obtaining books because of insufficient copies in the library and bookshop; academic workload; poor matching of students to compulsory courses; difficulties with techniques of learning and studying at university. However, amongst the most serious problems was the university catering with a menu that lacked variety and poorly-cooked food. Bers and examined student-level data from one community college in the Midwest and found that academic and social integration played a role in determining which students would persist in, or withdraw from, higher education. They noted that social integration had a larger effect on persistence outcomes than did academic integration. However, the authors noted that a student’s educational objectives (for example, reasons for attending school) and employment status (part time or full time) contributed more to differentiating persisters from non-persisters than did academic integration and social integration experiences. Mackie explored undergraduate student withdrawal behaviour in the business school of a UK post-1992 university through a comparative, qualitative study of the experience of students who had left, and of those who had experienced similar difficulties and doubts but chose to remain. Attention was given to the complex interplay of personal, institutional and contextual or external factors that impacted on decisions to leave or to stay. Both groups of students experienced difficulties of integration within the formal and social aspects of university life, and a problematic context. However, leavers and doubters had different levels of commitment to the university experience. Homesickness, levels of
BUSINESS AGREEMENT Business Name Phone BUSINESS DETAILS Free Directory Listing Street Address Suburb Website (optional) Proposed exclusive discount or value-added offer (maximum 46 characters including spaces) Other Territory outlets where your offer is available to Seniors Cardholders Street Address CONTACT DETAILS Office use only First Name Surname Position Postal Address E-mail ABN Mobile Phone Fax AUTHORISATION I agree to extend this offer to seniors visiting the Territory (please indicate below). Interstate Seniors Card holders International Seniors I have read and agree to the terms and conditions listed and I am authorised to enter this agreement. / / Signature of applicant Date Position SENIORS CARD BUSINESS AGREEMENT NT Seniors Card is administered by the Northern Territory Government. The business provider:
Sensibility Festival: Friday 18 May – Sunday 20 May Friday 18 May Sensory Labyrinth Guided Tours TouchBase Pears and mac from 10am Sensory Tea Party TouchBase Pears 10.30 – 11.30am Performance TouchBase Pears 2.00 – 3.00pm Saturday 19 May Drop in to explore the Sensory Labyrinth TouchBase and mac Open from 10am – 5pm Sunday 20 May Sensory Labyrinth Guided Tours TouchBase Pears and mac Tours from 10am Sensory Tea Party TouchBase Pears 10.30 – 11.30am Dance Performance TouchBase Pears 2.00 – 3.00pm
PNEUMATIC Name: S800 Brand: ARMPOWER Size Ply Rating Standard Rim Inflated Section Width (mm) Overall Inflated Diameter (mm) Type TT/TL 500-8 FL001A 10 3.5D 144 468 TL 600-9 FL002A 10 4.0E 166 540 TL 650-10 FL003A 10 5.0F 186 590 TL 700-12 FL004 12 5.0S 197 676 TL 28.9-15 FL006 14 7 231 706 TL 825-15 FL007 14 6.5 250 830 TL 900-20 FL008 14 7 259 1034 TL AGRICULTURAL Brand: FIRESTONE
Size Valve Type 12.4-28 TU0017 TR-218A 14.9-24 TU0014 TR-218A 16.9-28 TU0015 TR-218A 18.4-30 TU0013 TR-218A
Responsibility or access/possession of building master or sub- master keys for building access ▪ Building Engineers ▪ Facilities personnel ▪ Custodians ▪ Locksmiths ▪ Maintenance personnel ▪ Access to master keys ▪ Access to offices for maintenance or repair of equipment ▪ Access to residences and other facilities for ongoing maintenance ▪ Maintains building security ▪ Access to facilities for installation and/or cleaning Access to controlled or hazardous substances ▪ Pharmaceutical personnel ▪ Healthcare professionals ▪ Custodians ▪ Other faculty or staff with access to hazardous chemicals or controlled substances ▪ Dispenses prescription medication ▪ Maintains drug formulary ▪ Access to drugs ▪ Access to potentially hazardous chemicals Access to and responsibility for detailed personally identifiable information about students, faculty, staff, or alumni that is protected, personal, or sensitive ▪ Auditors ▪ HR and Payroll Managers and staff ▪ Information Technology (IT) personnel ▪ Information Systems personnel ▪ Programmers ▪ Healthcare staff ▪ PC Coordinators ▪ Student Affairs Officers ▪ Counselors ▪ Registrars ▪ Employees with access to Level 1 information assets (Level 1 data) through campus data centers/systems Control over campus business processes, either through functional roles or system security access ▪ IT management ▪ HR management ▪ Information Officers ▪ Information Security ▪ Business and Finance management ▪ Control over/ability to modify employee, student, financial databases Responsibilities that require the employee to possess a license, degree, credential or other certification in order to meet minimum job qualifications and/or to qualify for continued employment in a particular occupation or position ▪ Athletic Trainers ▪ Attorneys ▪ Counselors ▪ Diving/Water Safety ▪ Engineers ▪ Healthcare professionals ▪ Heavy Equipment Operators ▪ Pest Control ▪ Police Officers ▪ Counsels employees or students ▪ Designs or build facilities and offices ▪ Provides legal advice ▪ Renders medical services ▪ Renders safety services Professional licensing, certification, and/or credential verification Responsibility for operating commercial vehicles, machinery or equipment that could pose environmental hazards or cause injury, illness, or death ▪ Automotive technicians ▪ Equipment operators ▪ Environmental health and safety officers ▪ Groundskeepers ▪ Police officers ▪ Transit drivers ▪ Operation of University or commercial vehicles ▪ Operation of heavy equipment or machinery ▪ Responders to emergencies involving potentially hazardous substances Motor Vehicle Records/Licensing Check
Document no: Page 9/11 --------------------------------------------------------------------------------------------------------------------------------------------------------------- Appendix 1 Form for recording zone diameters of weekly disk diffusion quality control testing Antibiotic Disk content Acceptable range (mm) (CLSI)* Zone diameter (mm) Name of organism-Escherichia coli ATCC 25922 Amikacin 30g 19-26 Amoxicillin-clavulanic acid 30g 18-24 Ampicillin 10g 16-22 Ampicillin-sulbactam 10/10g 19-24 Cefixime 5g 23-27 Cefpodoxime 10g 23-28 Ceftriaxone 30g 29-35 Ceftazidime 30g 25-32 Cephalothin 30g 15-21 Chloramphenicol 30g 21-27 Ciprofloxacin 5g 30-40 Doxycycline 30g 18-24 Fosfomycin 200g 22-30 Gentamicin 10g 19-26 Nalidixic acid 30g 22-28 Nitrofurantoin 300g 20-25 Ofloxacin 5g 29-33 Trimethoprim-sulfamethoxazole 1.25/23.75g 23-29 Name of organism-Escherichia coli ATCC 35218 Amoxicillin-clavulanic acid 30g 17-22 Ampicillin 10g 6 Ampicillin-sulbactam 10/10g 13-19 Name of organism-Staphylococcus aureus ATCC Chloramphenicol 30g 19-26
Your contributions to the discussions should be complete and free of grammatical or structural errors The rubric scale will be used to assess your work based on a 5 point scale. Discussion Forum Rubric 2 points 1 point 0 points Incorporation of and reference to the readings in discussion responses Max pts: 1 Max pts: 1 Responses include reference to the readings assigned for the week. Responses do not include any reference to the readings for the week. Quality, well-written response Max pts: 2 Responses clearly address the discussion topic including student’s own thoughts as well as the responses posted by others. Responses address the discussion topic but do not respond to responses posted by others. Responses do not address the discussion Appropriate number of responses Max pts: 2 A minimum of two responses are posted. Only one response is posted. No resposes are posted. Assignments: There are 6 Assignments worth a total of 140 points. Rubric for Assignment 1 Max. pts: 30 Full Credit Partial Credit No Credit On-time Response Max. pts: 5 Full credit when turned in on time – 5 pts No Partial Credit when turned in late No Credit when turned in late – 0 pts Clear explanation of teaching strategy 1 Max. pts: 10 Response is well written and includes at least 2 references to text or websites – 10 pts Response includes 1 reference to text or website – 5 pts Response is unclear and includes no references to text or websites – 0 pts Clear explanation of teaching strategy 2 Max. pts: 10 Response is well written and includes at least 2 references to texts, websites, or lecture – 10 pts Response includes 1 reference to texts, websites, or lecture – 5 pts Response is unclear and includes no references to texts, websites, or lecture – 0 pts