zilongwang/ReadingBank huggingface dataset:
ORAL health LGA LGA Metro VIC Number Per cent Per cent Per cent Parents concerned about their child's oral health (eg, teeth, gums etc) 193 14.8 14.0 14.0 speech/LANGUAGE LGA LGA VIC Number Per cent Per cent Per cent Children reported to have difficulties with speech and/or language 163 12.5 12.7 14.1 of the children above, those who are seeing a speech pathologist 52 31.7 32.2 33.8 SERVICE USE LGA LGA Metro VIC Number Per cent Per cent Per cent Children reported to have attended a Maternal and Child Health Centre for their 3 ½ year old check 845 64.8 67.8 69.9 Children reported to have been seen by an optometrist in the past year 172 13.2 17.5 18.2 Children reported to have been seen by a GP in the past year 1,041 79.9 78.5 78.4 Children reported to have been seen by a paediatrician in the past year 137 10.5 9.7 10.4 Children reported to have been seen by a dentist in the past year 684 52.5 51.8 53.9 Children reported to have been seen by an audiologist/hearing specialist in the past year 128 9.8 9.8 10.1 Children reported to have participated in a kindergarten program led by a qualified early education teacher 1,146 87.9 87.7 88.4 BEHAVIOURAL AND EMOTIONAL WELLBEING LGA LGA Metro VIC Number Per cent Per cent Per cent Parents concerned about the behaviour of their child 184 14.2 11.8 12.6 Children at risk of developmental and behavioural problems The Parents Evaluation of Developmental Status (PEDS) is embedded within the SEHQ and comprises a number of questions that elicit responses about specific domains of learning, development and behaviour. Certain groupings of concerns have been found to be significant predictors of developmental or behavioural problems. Children at risk of developmental and behavioural problems LGA LGA Metro VIC Number Per cent Per cent Per cent Children at high risk of developmental or behavioural problems 211 16.2 15.5 15.5 Children at moderate risk of developmental or behavioural problems 373 28.7 28.7 28.6
ORAL health LGA LGA Non Metro VIC Number Per cent Per cent Per cent Parents concerned about their child's oral health (eg, teeth, gums etc) 27 18.0 14.1 14.0 speech/LANGUAGE LGA LGA Non VIC Number Per cent Per cent Per cent Children reported to have difficulties with speech and/or language 22 14.6 17.8 14.1 of the children those who are seeing a speech pathologist 9 42.8 37.0 33.8 SERVICE USE LGA LGA Non VIC Number Per cent Per cent Per cent Children reported to have attended a Maternal and Child Health Centre for their 3 ½ year old check 102 68.2 75.8 69.9 Children reported to have been seen by an optometrist in the past year 26 17.4 20.3 18.2 Children reported to have been seen by a GP in the past year 110 73.3 78.3 78.4 Children reported to have been seen by a paediatrician in the past year 17 11.4 12.6 10.4 Children reported to have been seen by a dentist in the past year 86 57.4 59.8 53.9 Children reported to have been seen by an audiologist/hearing specialist in the past year 12 7.8 10.7 10.1 Children reported to have participated in a kindergarten program led by a qualified early education teacher 124 82.8 90.4 88.4 BEHAVIOURAL AND EMOTIONAL WELLBEING LGA LGA Non Metro VIC Number Per cent Per cent Per cent Parents concerned about the behaviour of their child 21 14.1 14.9 12.6 Children at risk of developmental and behavioural problems The Parents Evaluation of Developmental Status (PEDS) is embedded within the SEHQ and comprises a number of questions that elicit responses about specific domains of learning, development and behaviour. Certain groupings of concerns have been found to be significant predictors of developmental or behavioural problems. Children at risk of developmental and behavioural problems LGA LGA Non Metro VIC Number Per cent Per cent Per cent Children at high risk of developmental or behavioural problems 20 13.2 15.7 15.5 Children at moderate risk of developmental or behavioural problems 41 27.0 28.1 28.6
Children at high risk of behavioural and emotional problems The Strengths and Difficulties Questionnaire (SDQ) is embedded within the SEHQ and is used to assess different aspects of child behaviours at the beginning of primary school, including prosocial behaviour, hyperactivity, emotional symptoms, peer problems and conduct problems (Goodman 2001). The emotional scale measures a range of negative emotions, such as sadness, fear and worries. The conduct problem scale measures tendencies to display negative behaviours when interacting with others. The hyperactivity scale measures a range of behaviours, including restlessness, impulsiveness and concentration. The peer problems scale measures peer relationships, including not having friends, being picked on, playing by themselves or not being liked by other children. The prosocial behaviour scale measures positive social behaviours. Children at high risk of behavioural and emotional problems LGA LGA VIC Number Per cent Per cent Per cent Emotional symptoms 71 4.2 5.5 6.1 Conduct problems 68 4.0 5.6 6.3 Hyperactivity 106 6.3 6.5 7.4 Peer problems 114 6.8 8.4 8.5 Pro social 47 2.8 3.5 3.3 difficulties (score in the 'high risk' range) 50 3.0 4.2 4.9 Family Stress LGA LGA VIC Number Per cent Per cent Per cent Families experiencing high or very high stress during the month prior to the survey 164 9.7 8.0 8.8 The following shows the results reported by parents when asked whether their child had experienced any of the following stressors: family stress (CONTINUED) LGA LGA Metro VIC Number Per cent Per cent Per cent Alcohol or drug related problem in family 28 1.7 2.5 3.1 History of to parent 32 1.9 2.5 3.2 History of abuse to child(ren) 13 0.8 0.8 1.1 Parent witness to violence 25 1.5 2.3 2.9 Child witness to violence 25 1.5 2.5 3.2 Gambling problem in family 15 0.9 0.6 0.7 History of mental illness of parent 92 5.4 5.6 7.0 * The number of SEHQ children with a valid postcode for concordance to a LGA. ** Children have been allocated to quintiles of disadvantage based on the Australian Bureau of Statistics Socioeconomic Indexes for Areas (SEIFA).
ORAL health LGA LGA Non Metro VIC Number Per cent Per cent Per cent Parents concerned about their child's oral health (eg, teeth, gums etc) 82 15.3 14.1 14.0 speech/LANGUAGE LGA LGA Non Metro VIC Number Per cent Per cent Per cent Children reported to have difficulties with speech and/or language 104 19.4 17.8 14.1 of the children those who are seeing a speech pathologist 25 23.7 37.0 33.8 SERVICE USE LGA LGA Non Metro VIC Number Per cent Per cent Per cent Children reported to have attended a Maternal and Health Centre for their 3 ½ year old check 410 76.7 75.8 69.9 Children reported to have been seen by an optometrist in the past year 111 20.7 20.3 18.2 Children reported to have been seen by a GP in the past year 443 83.0 78.3 78.4 Children reported to have been seen by a paediatrician in the past year 84 15.6 12.6 10.4 Children reported to have been seen by a dentist in the past year 277 51.8 59.8 53.9 Children reported to have been seen by an audiologist/hearing specialist in the past year 66 12.3 10.7 10.1 Children reported to have participated in a kindergarten program led by a qualified education teacher 474 88.7 90.4 88.4 BEHAVIOURAL AND EMOTIONAL WELLBEING LGA LGA Non VIC Number Per cent Per cent Per cent Parents concerned about the behaviour of their child 109 20.3 14.9 12.6 Children at risk of developmental and behavioural problems The Parents Evaluation of Developmental Status (PEDS) is embedded within the SEHQ and comprises a number of questions that elicit responses about specific domains of learning, development and behaviour. Certain groupings of concerns have been found to be significant predictors of developmental or behavioural problems. Children at risk of developmental and behavioural problems LGA LGA Non Metro VIC Number Per cent Per cent Per cent Children at high risk of developmental or behavioural problems 110 20.6 15.7 15.5 Children at moderate risk of developmental or behavioural problems 154 28.8 28.1 28.6
ORAL health LGA LGA Metro VIC Number Per cent Per cent Per cent Parents concerned their child's oral health (eg, teeth, gums etc) 213 12.7 14.0 14.0 speech/LANGUAGE LGA LGA VIC Number Per cent Per cent Per cent Children reported to have difficulties with speech and/or language 263 15.7 12.7 14.1 of the children above, those who are seeing a speech pathologist 80 30.4 32.2 33.8 SERVICE USE LGA LGA Metro VIC Number Per cent Per cent Per cent Children reported to have attended a Maternal and Child Health Centre for their 3 ½ year old check 1,236 73.8 67.8 69.9 Children reported to have been seen by an optometrist in the past year 292 17.4 17.5 18.2 Children reported to have been seen by a GP in the past year 1,378 82.3 78.5 78.4 Children reported to have been seen by a paediatrician in the past year 196 11.7 9.7 10.4 Children reported to have been seen by a dentist in the past year 951 56.8 51.8 53.9 Children reported to have been seen by an audiologist/hearing specialist in the past year 329 19.6 9.8 10.1 Children reported to have participated in a kindergarten program led by a qualified early education teacher 1,551 92.6 87.7 88.4 BEHAVIOURAL AND EMOTIONAL WELLBEING LGA LGA Metro VIC Number Per cent Per cent Per cent Parents concerned about the behaviour of their child 251 15.0 11.8 12.6 Children at risk of developmental and behavioural problems The Parents Evaluation of Developmental Status (PEDS) is embedded within the SEHQ and comprises a number of questions that elicit responses about specific domains of learning, development and behaviour. Certain groupings of concerns have been found to be significant predictors of developmental or behavioural problems. Children at risk of developmental and behavioural problems LGA LGA Metro VIC Number Per cent Per cent Per cent Children at high risk of developmental or behavioural problems 258 15.4 15.5 15.5 Children at moderate risk of developmental or behavioural problems 488 29.2 28.7 28.6
In this analysis, we estimate the number and percent of households designated as is, households that include at least one extra adult. We define “extra adults” as persons aged 18 years and older who reside in a household and who are neither householders, nor the spouses or cohabiting partners of householders. Our definition of “extra adults” includes adults related to the householder and thus captures adult children of householders who move in with parents as well as parents who move in with adult children. That is, estimates of “extra adults” include both relatives of the householder (except spouses) and non-relatives of the householder (except cohabiting partners). The “extra adults” concept also includes persons who are the roommates or housemates of the reference person. Predicting Doubled-Up Household Status Using a pooled sample of households in the 2008 and 2010 CPS ASEC, we estimate logistic regression models to predict the doubled-up status of households. The dichotomous dependent variable in the household models is coded 1 if the household is doubled up and 0 if the household is not doubled up. Independent variables for the full model include survey year as well as the following household characteristics: type, income (in thousands), tenure and geographic region. Other independent variables include householder characteristics such as age, sex, race-ethnicity, nativity, educational attainment, marital status, employment and personal poverty status. In this analysis, we estimate a set of nested models: Model 1 includes survey year as the only covariate; Model 2 incorporates household characteristics and the householder’s socio-demographic characteristics; in Model 3, we test interactions between survey year and the covariates in order to assess whether determinants of doubled-up status changed for households over the course of the recession. Predicting the Doubled-Up Status of Adults Using a pooled sample of households in the 2008 and 2010 CPS ASEC, we estimate two sets of logistic regression models to predict both the doubled-up status of adults and extra adult status. In models predicting doubled-up status, the dichotomous dependent variable is coded 1 if the adult resides in a doubled-up household, and coded 0 otherwise; in models predicting extra adult status, the dichotomous dependent variable is coded 1 if the adult is not the householder, or the spouse or cohabiting partner of the
Women’s employment has changed over time and current employment rates are mostly a result of long-term trends rather than current economic conditions. Women have experienced greater continuity of employment and have reduced their wage elasticity as they have become less responsive to husbands’ wages (Blau and Kahn 2005). In fact, women with higher wages are more likely to work and labor force participation rates have increased more over time among women married to men with higher wages. Part of this increase in labor force participation may be due to increased educational attainment, better occupational opportunities, and the long-term decline in real earnings. Even though employment rates continue to be significantly lower among mothers (Kaufman and Uhlenberg 2000; Altonji and Paxson 1992), younger cohorts of women have experienced increases in labor force participation (Percheski 2008). Finally, not all women are married or have access to sufficient alternative sources of income. A large number of female-headed households and low-income households depend on women’s earnings and they may seek employment regardless of economic conditions. Nonetheless, the recession has had an impact on employment and prior recessions may have prompted more women to enter the labor force than otherwise would have. A number of studies have looked at family household labor supply decisions and the “added worker effect,” in particular. That is, households in which a wife enters the labor force or increases her work hours to supplement her husband’s employment (or lack thereof). Though representing only a small percentage of households, the percentage of married-couple families with own children under 18 years old with an unemployed husband and an employed wife grew substantially from 1.8 percent in 2008 to 3.4 percent in 2009 (Woodring 2010). Mattingly and Smith (2010) show that wives of husbands who stopped working during the current recession were twice as likely to enter the labor force, particularly among those with older children or no children and those in lower-income households. Similarly, Juhn and Potter (2007) found that women are 5 to 6 percent more likely to enter employment if their husbands exit employment,
Figure 1: Employment Rate of Individuals Aged 18-64: 2006-2010 American Community Surveys* Data source: U.S. Census Bureau, 2006-2010 American Community Surveys *Subfamilies are excluded from the analyses of mothers and fathers. For information on the source and accuracy of these estimates, see http://www.census.gov/acs/www. Figure 2: Weekly Work Hours for Employed Individuals Aged 18-64: 2006-2010 American Community Surveys* Data source: U.S. Census Bureau, 2006-2010 American Community Surveys *Subfamilies are excluded from the analyses of mothers and fathers. For information on the source and accuracy of these estimates, see http://www.census.gov/acs/www. Figure 3: Force Participation by Sex, Presence and Age of Children, and Industry Data source: U.S. Census Bureau, 2010 American Community Survey For information on the source and accuracy of these estimates, see http://www.census.gov/acs/www.
. Heathcote, Jonathan, Perri, Fabrizio, and Violante, Giovanni L. 2010. “Unequal We Stand: An Empirical Analysis of Economic Inequality in the United States, 1967-2006”. Review of Economic Dynamics 13(1): 15-51. Holmes, Natalie, and Berube, Alan. 2016. “City and metropolitan inequality on the rise, driven by declining incomes”. Brookings Institution Report. Krozer, 2015. “The Inequality We Want: How Much is too Much?”. Journal of International Commerce, Economics, & Policy 6(3): 1550016-1 – 1550016-27. Mather, Mark and Jarosz, Beth. 2014. “The Demography of Inequality in the United States”. PRB Population Bulletin 69(2). McNichol, Elizabeth, Hall, Douglas, Cooper, and Palacios, Vincent. 2012. “Puling Apart: A State- by-State Analysis of Income Trends”. Center on Budget and Policy Priorities Report. Meyer, Bruce D. and Sullivan, James X. 2013. “Consumption and Income Inequality in the U.S. since the 1960s”. Working paper. Piketty, Thomas and Saez, Emmanuel. 2003. “Income Inequality in the United States, 1913-1998”. Quarterly Journal of Economics 118(1): 1-39. Short, Kathleen. 2014. “The Supplemental Poverty Measure: 2013”. Current Population Reports. U.S. Census Bureau. Weinberg, Daniel. 2011. “U.S. Neighborhood Income Inequality in the 2005-2009 Period”. American Community Survey Reports. U.S. Census Bureau. World Bank Institute. 2005. “Introduction to Poverty Analysis”. Poverty Manual. http://siteresources.worldbank.org/PGLP/Resources/PovertyManual.pdf.
IB SEHS COURSE Content Syllabus component Teaching hours Core There are six compulsory topics in the core. 80 Topic 1: Anatomy 7 1.1 The skeletal system 4 1.2 The muscular system 3 Topic 2: Exercise physiology 17 2.1 Structure and function of the ventilatory system 5 2.2 Structure and function of the cardiovascular system 12 Topic 3: Energy systems 13 3.1 Nutrition 4 3.2 Carbohydrate and fat metabolism 2 3.3 Nutrition and energy systems 7 Topic 4: Movement analysis 15 4.1 Neuromuscular function 4 4.2 Joint and movement type 3 4.3 Fundamentals of biomechanics 8 Topic 5: Skill in sport 15 5.1 The characteristic and classification of skill 4 5.2 Information processing 6 5.3 Principles of skill learning 5 Topic 6: Measurement and evaluation of human performance 13 6.1 Statistical analysis 2 6.2 design 4 6.3 Components of fitness 4 6.4 Principles of training programme design 3 Syllabus component Teaching hours Options are four options. Students are required to study any two options. 30 Option A: Optimizing physiological performance 15 A.1 Training 5 A.2 Environmental factors and physical performance 6 A.3 Non-nutritional ergogenic aids 4 Option B: Psychology of sport 15 B.1 Individual differences 5 B.2 Motivation 3 B.3 Mental preparation for sport 4 B.4 Psychological skills training 3 Option C: Physical activity and health 15 C.1 Hypokinetic disease 1.5 C.2 Cardiovascular disease 3 C.3 Physical activity and obesity 2 C.4 Physical activity and type 2 diabetes 2 C.5 Physical activity and bone health 2.5 C.6 Prescription of exercise for health 1.5 C.7 Exercise and psychological well-being 2.5 Option D: Nutrition for sport, exercise and health 15 D.1 Digestion and absorption 3 D.2 Water and electrolyte balance 4 D.3 Energy balance and body composition 2 D.4 Nutritional strategies 6 SEHS 2018 and 2019 will complete Option A and Option B. IB Group 4 Aims
Preston Alberts Katherine Allen Alana Ash Sarah Aurand Joseph Austin Charles Banks Lauren Barella Tessa Bean Alandra Bell Nicole Bell Nichelle Berry Brittany Blake Derelle Blake Jessica Bonardelli Reginald Brandon Erin Brcic Paula Brooks Jessica Brown Kevin Brown Emily Bubnar Aris Campbell Robert Cannoy Riley Carpenter Kaitlin Carter Vicki Carter Alyssa Choate Celeste Church Toni Cobbin David Courter Sarah Couturier Briana Crane Sheryl Cronenvhet Shelby Cronkright DeOndra Cross Kayla Cross Emily Dahl Davis Chloe Davis Melissa Davis Quinn Deisler Sabrina Deloney Rachel Demoines Desmond Brianna Distefano Alaina Doherty Fanta Doumbia Christopher Dunning Andrea Eads Jennifer Edwards Lauren Epke Marrissa Flanagin Rachel Fleming Fallyn Foster Tekeia Franklin Tracy Frazier Hannah Freeman Jenna Freeman Megan Freiburger Melinda French Anthony Funsch Kelsey Gamble Lynsey Gennaro Meaghan George Samantha Gorman Kristine Goschka Ashleigh Gray Ashley Grovesteen Kayla Hackney Stephanie Hagstrom Hannah Hamblin Christa Harju Amy Harris Shacoya Harrison Shaquita Harrison Marjorie Helzer Michele Henderson Ashley Hill Natalie Hochkins Rebecca Hoisington Felicia Briana Kelepouris Brittany Keranen Amanda Kirkwood KimberlyKnickerbocker Stephanie Ladd Bethany Lemon Karisa Lesniak Eric Leverette Amanda Jeromona Maddox Brittany Mancogna Alexandra Mansour Alicia Mattiuzzo Samantha McCullough Beverly McGalister Madeline McInnes Diane McKenzie Ciera McLeod Sara McMurray Christine Miller Mariah Minzey Courtney Misener Molly Moerman Chad Montague Moore Alyssa Moriartey Ashley Mousseau Paige Murray
Kacee Myczkowiak Brittany Naumiec Charity Nelson Molly Nelson Gretchen Neumann Joseph Noland Celia Norkus Danielle Novotny Sara Olson Addison Palmer Ashley Payne Cammie Peelman Gabrielle Pennington Jamie Perigo Beth Petitt Valencia Pullom Jessica Pumfrey Tomeshia Quinn Mariam Rabah Kimberly Redmond Morgan Reed Autumn Reid Katelyn Resseguie Amanda Richard Saydee Robinson Victoria Robson Lauren Rowan Rachel Rowden Jerrad Savage Ashleigh Savoy Kelsey Schenk Mark Schulz Jordan Seath Samantha Segnitz Griffen Seguin Allison Shaw Jameshia Shepherd Angelia Smith Chelsea Smith Morgan Smith Gabrielle Staudacher Holly Stemm Tori Stokes Amanda Stout Nora Suarez Sanders Kathryn Sugden Sydor Sarah Taylor Sara Temerowski Christen Thomas Kerry Thomas Breeyn Tinkle Tryon Michelle Turner Tina Vang Samantha Vondeling Alexandria Wade Caitlynn Wagner Stacey Weidner Hope Wells William Wiles Deborah Williams Olivia Williams Michaela Wilson Sarah Woods Elena Woodward Nicole Wright
[Project Title] Software Requirements Specification Original Date: 8/21/2012 Document Version 0.1 Last Revision Date: 8/21/2012 Author Information Author: Jane Doe Title: Senior Business Analyst E-mail: info@seilevel.com Phone: 512-123-4567
Chapter Software Requirements Specification (SRS) 1 – Revision History Y 2 – Approvals Y 3 – Introduction Y 4 – Assumptions Y 5 – Constraints Y 6 – Stakeholders Y 7 – Project Overview M 8 – Product Definition N 9 – Requirements Y 10 – Non-Functional Req Y 11 – UI Design Y Appendix A – Glossary Y Assumptions This section contains the assumptions for a project. An assumption is a statement that is believed to be true in the absence of proof or definitive knowledge. ID Assumption Assumption Impact if not True Constraints This section contains constraints on the project. A constraint is a restriction that is imposed on the choices available to the developer for the design and construction of a product. ID Constraint Constraint
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Table 31: Classification of districts according to seismic zones S. No. Seismic Zone Intensity MSK Magnitude District 1 IV [High Damage Risk Zone] VII-VIII 6.0 - 6.9 Some parts of Barmer [Chohtan Block], Jalore [Sanchore Block] Alwar [Tijara Block], and Bharatpur [Block Nagar, Pahari] 2 III [Moderate Damage Risk Zone] VI-VII 5.0 - 5.9 Some parts of Udaipur, Dungarpur, Sirohi, Barmer, Jaisalmer, Bikaner, Jhunjhunu, Parts of Sikar, Jaipur, Dausa, and Bharatpur. 3 II [Low damage Risk Zone] IV-VI 4.0 - 4.0 Ganganagar, Hanumangarh, Churu, Jodhpur, Pali, Rajasamand, Chittorgarh, Jhalawar, Baran, Kota, Bundi, Sawai Madhopur, Karauli, Dholpur, Banswara, some areas of Bikaner, Udaipur, Jhunjhunu, Sikar, and Jaipur.
Strength of Materials Seismic Design Competition Schedule Unit Day In-Class Objectives On Your Own 1 -Seismic Design Competition Intro -PHASE ONE - Pre-Build: Research and Design Proposal (Chromebooks) -Work on PHASE 1 of the proposal -Watch Seismic Design Competition Research and Design Video Notes 2 PHASE ONE - Pre-Build: Research and Design Proposal (Chromebooks) Finish PHASE 1- Pre-Build: Research and Design Proposal
2 -Building Day 1 Proposal Phase 1 DUE (Classroom) 3 -Building Day 2 4 -Building Day 3 5 -Building Day 4 6 -Building Day 5 -PHASE TWO - Post-Build: Revenue and Analysis Work on 2 of the proposal. 7 -Seismic Design Testing -Test Day Data Collection Work on PHASE 2 of the proposal. 8 -Architecture Voting -Seismic Design Testing -Test Day Data Collection Work on 2 of the proposal. 9 Work on PHASE TWO - Post-Build: Revenue and Analysis (Chromebooks) -Seismic Design Competition Proposal Phase 2 DUE (Classroom) Seismic Design Competition Proposal Rubric Team #:____
Topic Extraordinary Mastery Proficient Developing Beginning No Evidence SCORE Picture of completed building 5 picture included High quality 4 3 2 1 0 Key Features: Architecture concept 5 All of the following are included and presented in a creative manner: of aesthetic design and how this design will increase revenue for the building 4 3 2 1 0 Key Features: Structural concept 5 All of the following are included and answered in complete sentences: and in-depth explanation of any deviations from original design/proposal and reasons for those changes. and in-depth explanation problems associated with building a model to match the proposed design. 4 3 2 1 0 Observations 5 All of the following are included and answered in complete sentences: happened during YOUR test? any parts of the design seem to fail before the rest? 4 3 2 1 0 Future Modifications 5 All of the following are included and answered in complete sentences: What specifically you change about your design? 4 3 2 1 0 Design Feature Analysis 5 All of the following are included and answered in complete sentences: Relationship between force and design. Data included What designs were most effective? Why? 4 3 2 1 0 Proposal Score(100 pts) Annual Building Income Results Final Rank Income Score Breakdown Proposal + Final Income Score (130 pts) 1st = 30 pts 2nd = 28 pts 3rd = 26 pts 4th = 24 pts 5th = 22 pts 6th = 20 pts
Appendix New vocabulary Earthquake – shaking of the earth due to movements within the crust or volcanic activity Tsnunami – a large sea wave often caused by an earthquake Seismic waves – waves of energy that move through the earth Seismograph – an instrument that measures an earthquake’s force and duration Seismogram - a graph produced by a seismograph Seismology – the study of earthquakes Epicenter – the origin of an earthquake P wave aka primary wave – the seismic wave to arrive at a seismograph. They are compressional waves. S wave aka secondary or shear waves – the second seismic wave to arrive at a seismograph. They shake the ground perpendicular to the way the wave is moving S – P lag time – the time between the arrivals of the P and S wave. Seismographs further from the epicenter have a longer lag time Triangulation – a way of determining the location of something using the location of other objects. Specifically in seismology, it is the use of various seismographs to determine the epicenter. Analogies Seismic waves can also be described as a drop of water falling into a full cup. The point where the drop fell is the epicenter and the concentric rings away from the epicenter are the seismic waves.
Messiah College (2007- 2010) Exploratory Committee: Graduate Program In Counseling Harrisburg Institute (2005-2008) Program Evaluation - Youth Empowerment Grant New Hope Ministries (2007 – 2010) Clinical Consultant – Center Directors Mt. Pleasant Hispanic Center 2006-2007 Program Evaluation Community Boards And Committees: United Way of the Capital Region (2012- 2014) Community Impact Research Committee Committee Member Community Assessment Research Chair, Chapter on Education (2014) Together for Tomorrow (2013- 2014) Public Service Sub-committee • Committee Member United Way of the Capital Region (2011- 2014) Prosperity Centers Advisory Board Advisory Committee Member New Hope Ministries (2004-2009, 2011-2012) Member, Board Of Directors Compliance Officer Strategic Planning Committee, Spiritual Development Committee Clinical Consultant Tender Care Pregnancy Center (2000 – 2002) President, Board Of Directors Governor’s Council On Adolescent Pregnancy, Male Involvement Task Force (1997 – 1998) Committee Member The Parent Support Center (1992 – 1996) Member, Advisory Board Health Opportunities For Teens (1990 – 1997) Chairperson, Advisory Board First Step Youth Services (1990 – 1992) Member, Board Of Directors The Parenting Connection (1989 – 1992) Member, Advisory Board Baltimore County Committee On Adolescent Pregnancy, Parenting And Pregnancy Prevention (1987 – 1989) Committee Member
Nata’s Kids, Inc. Preschool Special Education Program 1733 Sheepshead Bay Road, Suite 36, Brooklyn, NY 11235 Phone: (347) 414-9990 Fax: (347) 252-0222 SPECIAL EDUCATION ITINERANT TEACHER (SEIT) PROVIDER HANDBOOK
appointments; and any employee engaged in Federal personnel work other than a purely clerical capacity. Included: Nonprofessional and non-supervisory employees of the Veterans Administration Hospital, Buffalo, New York. Excluded: All professional employees such as physician, dentists, nurses, dieticians or other employees whose professional, scientific or technical duties customarily require graduation from a college or university of recognized standing. All supervisors as defined in MP-5, Chapter 20, Section A, paragraph 1F; the Secretaries to the Director, Assistant Director and Chief, Personnel Division; any managerial executive; and employees on temporary limited appointments. Included: All nonprofessional, non-supervisory employees of the Veterans Administration Hospital, Canadaigua, New York. Excluded: Title 38 employees and other professional employees as defined in paragraph 1e, Chapter 20, Section A, Veterans Administration Manual MP-5; any managerial executive; any employee engaged in Federal personnel work other than a merely clerical capacity; the Secretaries to the Director, Assistant Director, Chief of Staff, Administrative Assistant to the Chief of Staff and Chief, Personnel Division; and employees on temporary or time limited appointments. Included: All nonprofessional and non-supervisory employees of the Veterans Administration Hospital, Syracuse, New York. Excluded: All professional employees as defined in paragraph 1e, Chapter 20, Section A, Veterans Administration Manual MP-5, Part I. All Supervisory employees as defined in paragraph 1f, Chapter 20, Section A, Veterans Administration Manual MP-5, Part I. All Wage Administration employees (WA) who are classified less than level II supervision are considered as non-supervisory. All Classification Act (GS) employees below the Section Chief level are considered as non-supervisory. The Secretaries to the Director and Assistant Director. Any managerial executive. Employees on temporary limited appointments. Any employee engaged in Federal Personnel work other than a purely clerical capacity. Clarified to Included: All non-professional employees of the Veterans Affairs Medical Center, Erie, Pennsylvania in all job categories including the position of Medical Administrative Specialist, GS-301-8, with the following exceptions.
David Do Paço: Family and Trans-Imperial Diplomatic Network: A Private Management of the Austrian Oriental Affairs in the 18th Century 11.30 – 12.00 MORNING COFFEE PANEL 5: 5a Council Room 5b Pepita Room Chair: John Condren Chair: Adam Perłakowski 12.00 – 13.30 DIPLOMATS IN ACTION III Ekaterina Domnina: Ambassador Meets the Death: Tommasso Spinelli’s Self-Representation in His Testament Eoin Devlin: The Playwright-Diplomat: Sir George Etherege in Germany Suna Suner: Ebubekir Râtib Efendi and His Mission to Vienna (1791-1792): The Portrait of an Ottoman Diplomat as a Theatre Enthusiast POLISH-LITHUANIAN DIPLOMACY, 16th-17th CENTURY Marta Jaworska: The Role of Parliamentary Gifts in Diplomatic Relations with Muscovy in the and 17th Centuries – Selected Examples of Misunderstanding of the Diplomatic Protocol Dorota Gregorowicz: The Role of the Papal Diplomats in the Interregnum’s Parliamentary Practice of the Commonwealth (16th–17th Centuries) Anna Kalinowska: How Do You a Problem Like Poland? Polish-Lithuanian Society and Diplomacy 13.30 – 15.30 LUNCH AND COFFEE 6: 6a Council Room 6b Pepita Room Chair: Mariusz Kaczka Chair: Eoin Devlin 15.30 – 17.30 INTERCULTURAL DIPLOMACY BEYOND BORDERS OF CHRISTIANITY Guido van Meersbergen: Informal Diplomacy in an Setting: The Dutch in Mughal India Kuldeep Patowary: Incursions and Resistance: Diplomacy in Mughal–Ahom Encounters in the 17th Century Shounak Ghosh: Negotiating Spatial Boundaries: Unravelling the Strands of Portuguese Diplomacy in South Asia 1546–1547 Hang Lin: Missions to Connect the Empires: A Chinese Diplomat to Central Asia DIPLOMACY THROUGH CONFESSIONAL BORDERS Katharina Beiergrößlein: ’In Service for the King’: Robert Barnes, the Diplomatic Heretic Roberta Anderson: ‘His Credentials are in Order’: Catholic Ambassadors at the English Court, 1603–1625 Charlotte Backerra: Popish Priests and Protestant Chaplains: Religion and Diplomacy in London and Vienna, 1700–1745 17.30 – 18.00 Concluding Comments Council Room Lithuanian
SEI Phases/ Contents Broadly, the phases for this SEI project are as follows: Output 1 Goal: Gap Analysis and collection of documentation (Completed) Indicator: Recommendations provided to APRAST LOC Group Output 2 Goal: Analyze and draft guidance, regulations and template SOP related to LOC and CFIT. (Approved at APRAST-7 and awaiting Approval from 5th RASG) Recommended model regulatory documents and suggested SOP elements related to LOC and CFIT for air carriers published. Output 3 Goal: Monitor status of implementation of harmonized regulations and use of SOPs related to LOC and CFIT. Indicator: Reduced events of LOC and CFIT related to the use of SOPs. This AC does not list important SOP topic or dictate exactly how each topic should be addressed by an AOC holder. Instead, this AC offers a baseline of topics, to be used as a reference. In practice, each AOC holder’s manuals and training programs are unique. Each AOC holder could omit certain topics shown in the template when they do not apply, and, on the other hand, could add other topics not shown in the template when they do apply. This AC contains guidance intended for use primarily by Air Operator Certificate holders authorized to conduct operations in accordance with their State’s regulations. AOC holders are also reminded that it is each operator’s responsibility to have their SOPs approved by their own Authority and the said SOPS should be developed taking into account guidance from the Aircraft Manufacturers, Authorities and other available guidance material. This AC is designed to provide advice and recommendations in order to develop, implement and update SOPs, with detailed guidance included in the appendices. They are: Appendix 1: STANDARD OPERATING PROCEDURES TEMPLATE Appendix 2: STABILIZED APPROACH: CONCEPTS AND TERMS Appendix 3: ATC COMMUNICATIONS and ALTITUDE AWARENESS Appendix 4: CREW BRIEFINGS Appendix 5: CREW MONITORING AND CROSS-CHECKING
Physician Statement on letterhead, that includes: your diagnosis, the date(s) of your last seizure, the anti-seizure medication you take, the date of the last change in anti-seizure medication, and a sentence of support for your driving commercially. A copy of your driver’s license, front and back 3-year driving history The type of vehicle you would be driving. DOT # Completed Authorization for Release of Medical Information Form A statement that you are an interstate commercial driver. In order to grant an exemption, the Agency must ensure that each exemption would maintain a level of safety equivalent to, or greater than, the level achieved without the exemption. The process for determining whether to grant an exemption follows: FMCSA must assure we have all the requested information. FMCSA is required to prepare a Federal Register notice requesting public comment on any application for a medical exemption. The notice includes personal information about you and your medical condition. There may be other drivers published in the same notice, asking for the same type of medical exemption. To publish your name and relevant medical information to the Federal Register docket, we require that you complete and sign the “Release of Information”. The public is allowed a 30-day period to comment on the exemption application. FMCSA reviews all of the comments. Then the Agency makes a decision on your application. You will be notified in writing of the decision. FMCSA will also evaluate your driving record to assess for serious violations and/or repeated violations (speeding, crashes, etc). Once you have collected all of the requested information, please send it to the following address: Federal Motor Carrier Safety Administration Medical Programs Division, W64-220 (Seizure Exemptions) 1200 New Jersey Ave, SE Washington DC 20590 If you require any assistance in preparing your application or have questions regarding your eligibility, please contact the Medical Programs Division at 202-366-4001 or email at Thank you and we look forward to assisting you!
15.1% - 30.0% 25% $162.50 75% $487.50 30.1% - 45.0% 50% $325.00 50% $325.00 45.1% - 60.0% 75% $487.50 25% $162.50 60.1% & ABOVE 100% $650.00 0% $0.00 Addendum E – Program Holidays & Breaks 2017 2018 Program Start Date Hairdressing and Cosmetology January 9 & 17 January 8 March 6 March 5 May 1 May 7 July 10 July 9 September 11 September 10 November 6 November 5 Barber/Styling: March 6 May 14 July 31 October 8 Esthetics, Skincare and Makeup: March 6 May 14 July 31 October 8 Nail Specialty: 6 February 26 September 18 September 10 Waxing: March 6 May 14 July 31 October 8 Holidays & Breaks 2017 2018 New Year’s Day January 1 January 1 Martin Luther King Day January 16 January 15 Memorial Day May 29 May 28 Independence Day Break July 3-8 July 2-7 Day September 4 September 3 Thanksgiving Break November 23-25 November 22-24 Christmas Break December 25-30 December 24-29 Addendum F – Gainful Employment Metrics The Higher Education Act of 1965, as amended (HEA), has long provided for the extension of financial aid to
It will also include images of how you think others view you. * Your inner self is what your best friends know about you. Perception is the image you either portray or what strangers see you. 1) Format: 18-20 slides that represent your inner and outer self with titles and captions for each slide points poss.) 13-17 slides that represent your inner and outer self with titles and captions for each slide (9-11 points poss.) 9-12 slides that represent your inner and outer self with titles and captions for each slide (5-8 points poss.) 2) Content: Pictures and symbols representing your inner self that are easily identified (5 points) Pictures and symbols representing your outer self that are easily identified (5points) 3) Presentation: Ability to answer questions about inner or outer self of the Power Point (3-5 points poss.) Unwilling or unable to answer questions about inner or outer self (1-3 points poss.) Your 1. Format……………………………….( ) 2. Content……………………………..( ) 3. Presentation………………………( ) Total………………………………..( /30 ) Due date - - No Rubric, no grade
Local PHASE A MAG/ ANG PHASE B MAG/ ANG PHASE C MAG/ ANG 3I0 MAG/ ANG 3I2 MAG/ ANG I1 MAG/ ANG Expected Actual VOLTAGE MEASUREMENT: Local PHASE AN MAG/ ANG PHASE BN MAG/ ANG PHASE CN MAG/ ANG Expected Actual
PHASE CURRENT DIFFFERENTIAL: pick up 87LPP Phase A Phase B Phase C P/U (A) HMI = IAT (secA) D/O (A) P/U (A) HMI Idiff = IBT (sec A) D/O (A) P/U (A) HMI Idiff = ICT (sec A) D/O (A) Pick up Accuracy: ±3% ±0.01 INOM, According to the Catalogue for manual # 20130311 Page 56 pick up Phase A Phase B Phase C P/U (A) HMI Idiff = IAT (secA) D/O (A) P/U (A) HMI = IBT (sec A) D/O (A) P/U (A) HMI = ICT (sec A) D/O (A) NEGATIVE/ ZERO SEQ CURRENT DIFFERENTIAL: 87L2P/ 87LGP Expected pick up 87L2P or 87LGP 87L2 –Negative seq diff 87LG- zero seq diff P/U (A) HMI display Idiff= 3I2T (pri A) D/O (A) P/U (A) HMI display Idiff= 3I0T (Pri A) D/O (A) Note: For 87L2 /87LG sensitivity a single current shall be injected. In this case the negative sequence (I2) or zero sequence (I0) current is equal to 1/3* Iph. But the relay compares 3 x I2_injected and 3 x I0_injected with the 87L2P / 87LGP thresholds. TIMING TEST:
SELF-CONCEPT (PK - 5th Grade) Develop positive self-identity and recognize self as a lifelong learner No. ITL Content Strand CASEL Domain PK-5K 1st-3rd 4th-5th 7 Empowered Learner Computational Thinker Digital Citizen Self-Awareness Learners will be able to exhibit positive self-concept and confidence in their abilities. WMELS Domain II B EL.1 Learners will be able to identify and describe skills and activities they do well and those for which they need help. Learners will be able to use a “growth mind set” in order to recognize and build on their strengths. 8 Empowered Learner Computational Thinker Digital Citizen Self-Awareness Learners will be able to, with guidance, recognize and share independent thoughts. WMELS Domain II B EL.1 Learners will be able to identify and explore their own beliefs. Learners will be able to reflect on similarities and differences between their personal beliefs and those of others. 9 Empowered Learner Computational Thinker Digital Citizen Self-Awareness Social-Awareness Learners will be able to show awareness of being part of a family and a larger community. WMELS Domain II B EL.2 Learners will be able to define the role family and culture play in their identity and beliefs. Learners will be able to identify their role in their family and community and how those roles impact their identity. 10 Empowered Learner Digital Citizen Innovative Designer Creative Communicator Self-Management Learners will be able to display curiosity, risk-taking, and willingness to engage in new experiences. Domain IV A. EL 1 Learners will be able to identify simple goals for personal and academic success. Learners will be able to assess their level of engagement in their own learning for the achievement of personal goals. 11 Empowered Learner Computational Thinker Digital Citizen Innovative Designer Creative Communicator Self-Awareness Self-Management Learners will be able to engage in meaningful learning through attempting, repeating, and experimenting with a variety of experiences and activities. WMELS Domain IV A EL 2 Learners will be able to, with encouragement, persist toward reaching a goal despite setbacks. Learners will be able to identify strategies to persist and maintain motivation when working toward short- and long-term goals.
support networks. (e.g., school, community, work, and personal relationships). 24 Lesson: 3.20 Decision Making Social Awareness Relationship Skills Learners will be able to, with adult guidance, create an action plan that addresses a need in the classroom, school, or community. Learners will be able to independently create an action plan that addresses real in the classroom, school, and community. Learners will be able to analyze opportunities to improve their community and engage in civic activities to influence issues impacting various communities. 1.2 Creating Impression 1.4 Creating a Social Contract 1.5 Applying Student Success Skills 1.6 Playing Plan-O-Rama 1.7 Celebrating and Building Community 1.8 Building Rapport with Teachers 1.9 Reviving Digital Zombies 1.10 Tuning into Others 1.11 Using Active Listening 1.12 Collaborating Effectively 1.13 Valuing an Education 1.14 Developing Academic Support 1.15 Understanding Mindsets 1.16 Cultivating Curiosity and Grit 1.17 Focusing and Prioritizing 1.18 Taking Effective Notes 1.19 Improving Memory Skills Part 1 1.20 Improving Memory Skills Part 2 2.2 Being Aware of our Emotions 2.3 Recognizing the Power of Thought 2.4 Managing Emotions 2.5 Defusing Anger 2.6 Coping with Stress 2.7 Inducing Positive Emotions 2.8 Recognizing Character Strengths 2.10 Outsmarting Media Advertising 2.11 Forging Your Identify 2.14 Envisioning your Future 2.15 Setting Life Goals 2.16 on a Mission 2.17 Preparing for Part 1 2.18 Preparing for Tests Part 2 2.19 Taking Full Responsibility 2.20 Fighting off Victimitis 3.2 Standing in the Other Person’s Shoes 3.3 Empathizing with Others 3.4 Appreciating Diversity 3.5 Debunking the Myth of Womanhood 3.6 Debunking the Myth of Manhood 3.7 Understanding Introverts and Extroverts 3.8 Responding to Conflict 3.9-11 Using a Problem Solving Approach 4.1 Thinking Ahead About Life After High School 4.2 Charting Your Future 4.3 Motivating Yourself and Moving Forward 4.6 Rethinking Stress 4.7 Understanding Mindfulness 4.8 Skill Building for Mental Health and Wellness 4.11 Developing a Work Ethic 4.12 Practicing Team Work
COMMUNICATION I foster an emotionally nurturing and safe environment for staff, students, families, and community members. I am open and authentic with others about my values and beliefs, goals, and guiding principles. I communicate with and encourage interaction with staff, students, parents, caregivers, and community members. I can articulate ideas that are important to me in ways that motivate others to become involved. BUILDING RELATIONSHIPS I have a genuine interest in cultivating people’s growth and developing their SEL skills I am able to openly admit my mistakes and shortcomings to myself and others. I try to understand the perspective and experiences of others before I offer suggestions. I give timely and constructive feedback as a coach and mentor. CONFLICT MANAGEMENT I am comfortable dealing with conflict, listening to feelings from all parties and helping them understand different perspectives. I am able to guide conflicting parties to find a common solution. TEAMWORK AND COLLABORATION I am good at teamwork and collaboration and generate a collegial atmosphere that inspires us all. I build relationships with members of diverse groups. I involve key stakeholders in important decision-making tasks to ensure we are making wise choices. I embody teamwork in my leadership and personal behaviors as a role model to staff, students, and the school community. Responsible Decision-Making Rarely Often PROBLEM IDENTIFICATION AND SITUATION ANALYSIS I am able to define the core of the problem and differentiate it from solution options. I recognize the need for change, challenge the status quo, and encourage new thinking in my school. I conduct a needs analysis and involve the staff to identify problems before starting a new initiative. PROBLEM SOLVING I involve others to generate multiple solutions and predict the outcome (of each solution) for key problems. I find practical and respectful ways to overcome barriers, even when it comes to making decisions that may not be popular. EVALUATION & REFLECTION I use more than one measure to assess progress toward social, emotional, and academic I provide opportunities for self-reflection and group reflection on progress toward goals and the process used. PERSONAL, MORAL & ETHICAL RESPONSIBILITY I treat other people in the way I would want to be treated. I encourage community service activities for students, staff, and the community
Selby District Council Minutes Executive Committee Room, Civic Centre, Selby Date: Thursday 12 July 2016 Time: 4pm Present: Councillors M Crane (Chair), J Mackman (Vice Chair), C Lunn, C Metcalfe and R Musgrave. Officers present: Mary Weastell - Chief Executive, Karen Iveson - Chief Finance Officer (s151), Dave Caulfield – Director of Economic Regeneration and Place, Gillian Marshall - Solicitor to the Council, Mike James - Lead Officer, Communications, Stuart Robinson – Head of Service, Business Development, Glenn Shelley – Interim Manager (Minute items 10 and 12), Vanessa Henley – Benefits and Taxation Officer (Minute items 10 and 12) Keith Cadman - Head of Commissioning, Contracts and Procurement (Minute Item 13), Andy Watmough – Head of Operations, Inspiring Healthy Lifestyles (Minute Item 13), James Cokeham – Head of Strategic Planning, Policy and Economic Development (Minute item 14), Drew Fussey – Business Development Officer (Minute item 15) and Palbinder Mann - Democratic Services Manager. Also present: Councillor Bob Packham Public: 0 Press: 0