zilongwang/ReadingBank huggingface dataset:
I am My Trauma Your trauma is your identity; it is more important than anything else --My life is pain. --I am what I have suffered.. Create a Broad Identity. You are more than what you have suffered. Think of your different roles in life, your varied interests, your goals and hopes. © Guilford Press, New York. From: Najavits, L.M. Seeking Safety: A Treatment Manual for PTSD and Substance Abuse (2002). Only for personal use (with clients); for any other use contact <info@seekingsafety.org> or
• Dancing Mathematicians, what did the performers do to help you identify which angle they had chosen? • What you have done as Dancing Mathematicians can help you identify angles in math. You can do a “hand to remember what you have learned about angles. Just use your hands to make different angles on your desk or in the air. Show me a angle, an acute angle, an obtuse angle, and a straight angle. • What other ideas do you have to remember what you learned by dancing angles when it is time for doing math with pencils and paper? ! Criteria-based reflection: Makes a connection between dance and math. _______________________________________________________________________ Audience and Performer Expectations ARTS IMPACT DANCE AND MATH INFUSION – Fourth Grade Lesson Two: Angular Shapelines 10 Angular Shapelines Audience Worksheet Name: Date: What angle did the group demonstrate? Draw the angle. Is the angle <90°, 90°, >90°, 180°? Group 1 Group 2 Group 3 Group 4 Group 5 ARTS IMPACT DANCE AND MATH INFUSION – Fourth Grade Lesson Two: Angular Shapelines 11 ARTS IMPACT LESSON PLAN Dance and Math Infusion Fourth Grade Lesson Two: Angular Shapelines " Teachers may choose to use or adapt the following self-assessment tool. STUDENT SELF-ASSESSMENT WORKSHEET Disciplines DANCE/MATH MATH Total Concept Angles 6 Shapeline Angles Criteria Student Name Uses body to represent line segments that meet at an endpoint and makes a in a line that shows a right angle (90°), acute angle (<90°), obtuse angle (>90°), or straight angle
Factions Federalist Papers Federalists Judicial review Limited government Marbury v. Madison Natural rights Republic Shay’s Rebellion Writ of habeas corpus Chapter 4 Civil Liberties Commercial Speech Eighth Amendment Establishment clause Exclusionary rule Fifth Amendment Fourteenth Amendment Free exercise clause Incorporation Doctrine Libel restraint Self-incrimination Amendment Symbolic Speech Chapter 5 Affirmative action Civil rights Civil Rights Act of 1964 protection of the laws Fifteenth Amendment Fourteenth Amendment Nineteenth Amendment Suffrage Thirteenth Amendment Voting Rights Act of 1965 Unit 2: Orange Ink Chapter 3 Block grants Categorical grants Cooperative federalism Devolution Dual federalism Elastic clause Enumerated powers Federalism Formula grants Full faith and credit Gibbons v. Ogden Implied powers McCulloch v. Maryland Privileges and immunities Project grant Supremacy clauses Tenth Amendment Unit 3: Purple Ink Chapter 6 Census Demography Exit poll Minority majority Political culture Political ideology Political participation Political socialization Public opinion Random sampling Reapportionment Sampling error Unit 4: Red Ink Chapter 8 Blanket primaries Closed primaries Open primaries Linkage institutions Party dealignment Party eras Party identification Party machine Party realignment Patronage Political Rational-Choice theory Responsible Party model Third parties Ticket splitting Winner-Take-All system Chapter 9 Campaign strategy Caucus Federal Election Commission (FEC) Frontloading National Primary Nominations Party platform Political Action Committee (PAC) Presidential primaries Soft money Hard Superdelegates 527 Groups Chapter 10 Electoral college Mandate-Theory of Elections Motor-Voter Act Policy voting Referendum Suffrage Voter registration Unit 5: Brown Ink Chapter 16 Courts of Appeals Judicial Activism Judicial Restraint Judicial Implementation Judicial Review Marbury v. Madison Opinion Original intent Original jurisdiction Precedent Senatorial courtesy Solicitor general Standing to sue Stare decisis Unit 6: Blue Ink Chapter 7 Beats Broadcast Chains Investigative journalism Mass event Narrowcasting Policy agenda conferences Print media Sound bites Talking head balloons Unit 6: Blue Ink (Continued) Chapter 13 Cabinet Impeachment Legislative veto National Security Council (NSC) Office Management and Budget (OMB) Pocket veto Presidential coattails 25th Amendment
GARFIELD GAZETTE April, 2009 Mark Walter Principal Catherine White, Assistant Principal Mary Kay Marcuse, Counselor Abby O’Connor, Counselor Garfield Middle School 13114 Detroit Avenue Lakewood, OH 44107 Phone (216) 529-4241 Fax (216) 529-4146 Attendance (216) 529-4310 Website: www.lakewoodcityschools.org Lakewood Board of Education: Edward Favre, President Bergen Shaughnessy, Vice President Linda Beebe John Kamkutis Matthew John Markling
(VBC 54) Yes: No. ___ Does the debtor own or lease any real property? If NO, go to PART 10. If YES, Complete Below (VBC 55) Yes: No. ___ Any Building, other improved real estate, or land which the debtor owns or in which the debtor has an interest. (VBC 55(a)) Description and Location of Property (Include Street address or other description such as Assessor Parcel No. (APN) and type of property, i.e., acreage, factory, warehouse, apartment or office building, if available.) Nature and Extent of Debtor’s Interest in Property Net book Value of Debtor’s Interest Valuation Method Used for Current Value Percentage of Corporation’s Interest in Property (VBC 55.(b)) Yes: No. ___ Any Building, improved real estate or land debtor has an interest. If YES, list below. (VBC 55(b)(1)) Description and Location of Property (Include Street address or other description such as Assessor Parcel No. (APN) and type of property, i.e., acreage, factory, warehouse, apartment or office building, if available.) Nature and Extent of Debtor’s Interest in Property Net book Value of Debtor’s Interest Valuation Method Used for Current Value Percentage of Corporation’s Interest in Property (VBC 55c) Name(s) on title to Real Estate or Lease:
acknowledged. Below the level of 60% of hours of planned attendance, the amount acknowledged will be zero. The work experience activities should always begin between the first and the fifth day of the month 1 - Time limits within which the activities in Phase 1 and Phase 2 must be carried out Project lines/duration PHASE 1 2 Duration Start Finish Duration Start Finish Torno Subito Training From three to six months From September 15, 2016 To December 31, 2017 From three to six months No earlier than thirty days after the conclusion of phase 1 September 30, 2018 Torno Subito Work Experience From three to six months From September 15, 2016 To June 30, 2017 From three to six months No earlier than thirty days after the conclusion of phase 1 April 30, 2018 Subito Cinema From one to six months From September 15, 2016 To June 30, 2017 From three to six months No earlier than thirty days after the conclusion of phase 1 April 30, 2018 Upon penalty of exclusion, the participants may only submit one proposal chosen from one of the three Project Lines described above. Article 5 - The role of the host-partners In order to be able to submit a project, the proposer must identify two host-partners: the first for Phase 1 to be carried out outside Lazio and the second for Phase 2 to be carried out in Lazio. In both Phases of the project, the role of the partner is to allow a true sharing of the skills improvement path and their redeployment with the aim of maximising the positive effects of the project.
BATTLE TITLES 2018-2019 BATTLE 1— BOOK TITLE AUTHOR # OF PAGES AR BL AR PTS Lexile Level Artemis Fowl Colfer 277 Fantasy 5.0 9.0 600L Where The Red Fern Grows Rawls 212 Realistic 4.7 11.0 700L Jennifer Murdley’s Toad Coville 156 Fantasy 4.6 4.0 700L My Side of the Mountain George 177 Adventure 5.2 6.0 810L Total Pages 822 BATTLE 2— BOOK TITLE AUTHOR # OF PAGES GENRE AR BL AR PTS Lexile Level L'Engle 203 Science Fiction 4.7 7.0 740L The Castle in the Attic Winthrop 179 Fantasy 4.9 6.0 750L Rules Lord 200 Realistic 3.9 4.0 780L Doll Bones Black 244 Suspense/ Mystery 5.4 7.0 840L Pages 826 BATTLE 3— BOOK TITLE AUTHOR # OF PAGES AR BL AR PTS Lexile Level The Borrowers Norton 177 Fantasy 5.3 5.0 780L Island of the Blue Dolphins O’Dell 181 Adventure 5.4 6.0 1000L The Girl Who Could Fly Forester 329 Science Fiction 6.0 11.0 920L Riding Freedom Ryan 138 Historical 4.5 3.0 720L Total Pages 825
TSC Category Business Transformation TSC Change Management TSC Description Manage changes and developments within teams and organisation TSC Proficiency Description Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 ACC-BTF-3002-1.1 ACC-BTF-4002-1.1 ACC-BTF-5002-1.1 ACC-BTF-6002-1.1 Support implementation of change management programmes and initiatives Collaborate with management on possible opportunities for change Manage team to implement change Lead organisation to implement change management Knowledge Organisation's needs and direction Business environment Organisation's business Appropriate changes in the new system Organisation's needs and direction Business environment Government policies and regulations Organisation's business Change management models Organisation's needs and direction Business environment Government policies and regulations Organisation's business Change management models Change management challenges Organisation's and direction Business environment Government policies and regulations Organisation's business and business objectives Change management models Change management challenges Impact of change to organisation and business objectives Abilities Identify impact to individuals to changes in the organisation Self-manage behaviour and morale to to organisational changes Compile proper documentation related to change management Manage employee behaviour and morale due to changes in the organisation Monitor change management results Manage change management and any potential conflicts effectively Manage employee behaviour and morale due to changes in the organisation Monitor change management results Implement and communicate change management effectively Handle sensitive aspects of organisational change management Provide directions on the overall change management plan Evaluate existing and new draft policies, guidelines or procedures for the changes to be implemented Implement and communicate change management effectively Design selection and implementation of changes to drive business objectives strategically
Chart Conversion Plan Current Content Source (e.g., internal LIS, reference lab, hospital, imaging center) Current Format (e.g., hand written, eFax, email, dictated, shingled, dark colored paper) EHR Requirements Backfill Period of Time (consider: reporting, continuity of care /Referrals) How (e.g., in advance, concurrent with go live) Essential to have discrete data Abstract key data Desire electronic access Scan key forms Not required for use Archive as Copyright © 2014, Margret\A Consulting, LLC. Used with permission of author. Copyright © 2014 Stratis Health. Updated 01-01-14
mAssistance/tabid/1510/Default.aspx Medicaid Phone: 1-800-926-2588 1-800-694-3084 INDIANA – Medicaid NEBRASKA – Medicaid Website Phone: 1-800-889-9949 Website: Phone: 1-800-383-4278 IOWA – Medicaid NEVADA – Medicaid Website: Phone: 1-888-346-9562 Medicaid Website Medicaid Phone: KANSAS – Medicaid Website Phone: 1-800-792-4884 KENTUCKY – Medicaid NEW HAMPSHIRE – Medicaid Website: Phone: 1-800-635-2570 Website: Phone: 603-271-5218 LOUISIANA – Medicaid NEW JERSEY – Medicaid and CHIP Website Phone: 1-888-695-2447 Medicaid Website dmahs/clients/medicaid/ Medicaid Phone: 609-631-2392 CHIP Website CHIP Phone: 1-800-701-0710 MAINE – Medicaid Website assistance/index.html Phone: 1-800-977-6740 TTY 1-800-977-6741 MASSACHUSETTS – Medicaid and CHIP NEW YORK – Medicaid Website Phone: 1-800-462-1120 Website Phone: 1-800-541-2831 MINNESOTA – Medicaid NORTH CAROLINA – Medicaid Website Click on Health Care, then Medical Assistance Phone: 1-800-657-3629 Website Phone: 919-855-4100 MISSOURI – Medicaid NORTH DAKOTA – Medicaid Website: Phone: 573-751-2005 Website: Phone: 1-800-755-2604
Schedule Part A Adelaide River Health Centre 21 Becker Street Adelaide River NT 0846 Ali Curung Primary Health Centre 15 Jangala Street Ali Curung (Alekarenge) NT 0872 Alpurrurulam (Lake Nash) Community Health Centre 17 Antyiper Street Alpurrurulam (Lake Nash) NT 4825 Alyangula Primary Health Centre 1 Poinciana Street Alyangula NT 0885 Amunturrngu (Mount Liebig) Community Health Centre 19 Peterson Crescent Mount Liebig NT 0872 Angurugu Primary Health Centre Lot 369 Angurugu NT 0822 Aputula Community Health Centre Lot 34 Finke (Aputula) NT 0872 Atitjere (Harts Range) Community Health Centre 1 Sphene Street Atitjere NT 0872 Batchelor Health Centre 27 Pinaroo Crescent Batchelor NT 0845 Borroloola Community Health Centre 9 Garawa Street Borroloola NT 0854 Canteen Creek Health Centre 9 Mick Street Canteen Creek NT 0872 Elliott Community Health Centre 16 Bray Street Elliott NT 0862 Engawala Community Health Centre 20 Turner Street Engawala NT 0872 Epenarra Health Centre 5 Blackman Court Wutunugurra (Epenarra) NT 0872 Gapuwiyak Community Health Centre 1 Babawuynagumi Street Gapuwiyak (Lake Evella) NT 0880 Gunbalanya Health Centre Lot 503 Gunbalanya (Oenpelli) NT 0822 Hermannsburg (Ntaria) Community Health Centre 42 Raberaba Circuit Hermannsburg NT 0872 Ikuntji Community Health Centre 14 Road Haasts Bluff (Ikuntji) NT 0872
Haemophilus influenzae vaccine Hepatitis A vaccine Hepatitis B vaccine Poliomyelitis vaccine Praziquantel Prednisolone Probenecid Procaine benzylpenicillin Prochlorperazine Promethazine Roxithromycin Rubella vaccine Salbutamol Silver sulfadiazine Sulfamethoxazole Terbinafine Terbutaline Tetanus toxoid Tetracaine Tinidazole Triamcinolone Trimethoprim Tuberculin Vaccine – Herpes zoster Vaccine – Rotavirus Valaciclovir Varicella vaccine Zinc compounds – Zinc sulfate Schedule 8 Substances Morphine
When HEWs are on campaign they ask whether children are attending schools then they report. buy exercise books for their children Health Teachers participating in health packages Unless a person fulfils the 17 health packages one cannot be involved in FFW. FFW Encouraging people to work They might get hurt by instruments, they might get sick due to exposure to direct sun light Livestock Informing the veterinarians None Fodder for livestock Irrigation Informing students how to plant Developing spring NRM Better environment (air condition) Agriculture Better product Negative synergies Education Health FFW Livestock Irrigation Education Parents going to FFW will restrain their children from going to school Health Communicable diseases from animals living in one room Malaria FFW Livestock They might get hurt by Neglecting livestock shortage
available. Social events history Wereda level event Effects on kebele 2002-3 An engineer (Ato Terefe), who was born in the area constructed a lodge on the place where Menilik’s palace was situated, and many tourists are coming to visit the area 2003-4 2004-5 2005-6 2006-7 Abduction was rampant from 97-99, the girls used to be forced to say that they went with the man willingly. But now there are prosecutors who follow such cases and this has declined since 99. The same was true for rape The effect is the same to all Kebeles, abduction has declined dramatically since 1999. Now girls can go to school no matter how far the schools might be, and they are safe. 2007-8 A committee started to function as a peace maker among the Afar, Argoba and the Amhara Sumptuous weddings are very rare as economic condition is precarious. But commemorative ceremonies declined in importance as the Ethiopian Orthodox Church played an important role to persuade the people. This was of paramount importance as Hagere Selam is a border with Afar and where the majority of the residents are Argoba, with minority Amhara. The conflicts used to cause killings, but now it is peaceful. Once in every month the elders meet in Awash and they prevent major disputes before they escalate. All Kebeles are beneficiary, though the practice may vary, people from the Wereda are teaching the people, they also use religious leaders and community elders to disseminate the information. 2008-9 2009 Cultural events history Wereda event Effects on kebele
About the kebele Notable people Living in the community Social positions Main activities in the community Traditional conflict resolution person and Resolves community conflicts Village Chairman (37) Good leader that made Geblen get for good governance Traditional conflict mediator, member of the peace committee. Former chair before 2004 (58) Mediating conflicts, advising the kebele officials, and others; Qadi of Sharia court] chairman
Changes in kebele structures Before 1996 the kebele cabinet had seven (7) positions; Kebele Chair person; Kebele Mobilisation Section; Kebele Propaganda Section; Kebele Security and Justice Section; Kebele Finance Section; Kebele Social Affairs Section and; Kebele Rural Development Section. In 1996 the positions increased and reaches nine (9), they were: The capacity building and the post of the Vice Chairman sections in the cabin ate. Kebele Chair person; Kebele vice-chair person; Kebele Capacity Building section; Kebele Mobilisation section; Kebele Propaganda section; Kebele Security and Justice Section; Kebele Finance Section; Kebele Social Affairs Section and; Kebele Rural Development Section; In 1999 the number of positions reached thirteen (13). They were; Kebele Chair person; Kebele Vice-chair person; Kebele Rural Development Section; Kebele Education Section; Kebele Prosecutor Section; Kebele Information Section; Kebele Water Resource Section; Kebele Health Section; Kebele Mobilisation Section; Kebele Propaganda Section; Kebele Security Section; Kebele Finance Section; Kebele Social Affairs Section; Kebele Rural Development Section and; Kebele Women’s Affairs Section: The kebele cabin ate positions added after 1999 were Prosecutor Section; Water Resource Section; Information Section; Education Section; Prosecutor Section. Sub- Kebeles have got cabinets. The cabinet members at each sub-kebele incorporate 12 Members. They are; Sub-Kebele Chairperson Section; Sub-Kebele vice-chair person Section; Sub-Kebele Development Section; Sub-Kebele Education Section; Sub-Kebele Prosecutor Section; Sub-Kebele Information Section; Sub-Kebele Resource Section;
Long-run benefit to community It creates a healthy community by avoiding diseases through reducing waste. Long-run harm to community None How might preventive health services be improved? Giving continuous awareness creation so that the community could apply it properly. Anything else the respondent would like to tell us None Follow-up questions/answers None Traditional Medical Practitioner – does not exist Curative health services Respondent Sex Age Wealth Status* Chronically sick F 60 rich FHH Malaria or other F 54 middle FHH Elderly F 60 middle FHH Poor F 56 poor HH wife Chronically sick m TMP Not found. Not easy to get Chronically sick woman Curative health service programmes since 1995EC In the past Epilepsy and TB hasn’t had a drug, but now they are curable diseases. Inclusion/exclusion No exclusion. Benefit/harm to family Has no effect. Benefit to others A few people who suffered for a long time are being cured. Harm to others No. Long-run benefit to community People who are affected by these diseases are able to be cured. Long-run harm to community No. How might curative health services be improved? The services will be given in the area so people can use it easily.
Extension workers Respondent Sex Age Wealth Status* DA Rich working with DA m 58 Rich Man appreciating HEWs m 42 Medium Poor working with DA Poor not working with DA Woman appreciating HEWs F 32 middle HH wife Woman not appreciating HEWS F 50 middle FHH HEW F 19 - Single Development Assistant (female) – does not exist Rich man working with DA – answered about HEWs Extension workers introduced since 1995EC The introduction of HEWs in 2002 Inclusion/exclusion None Benefit/harm to family They have given me malaria tablets and teach us about preventive health cares such as to avoid stagnant water, to keep personal hygiene, to dig latrine, etc. Benefit to others All community members are benefited fro the HEWs. Harm to others None Long-run benefit to community Helps to create healthy community Long-run harm to community None How might extension workers be improved? None Anything else the respondent like to tell us None Follow-up questions/answers None Man appreciating HEWs Extension workers introduced 1995EC Introduction of HEWs in 2002 Inclusion/exclusion None
Interactions among policies and programmes Positive synergies Education Health FFW Livestock Irrigation NRM Education Food for students reducing absenteeism looking for food Source of food for students, used to buy educational materials by selling livestock and their products, teaches ways of modern cattle rearing Education of subjects on method of irrigation; buy clothes, educational materials and food for students by selling agricultural products Subjects on NRM increases awareness of students and they teach their parents Health Healthy students avoid absenteeism and drop-out. Nutrition nutrition Healthy person would be strong and productive to work on irrigation Healthy person would be strong and productive to work on NRM FFW Improved nutrition reduces sickness there by avoiding absenteeism and drop-out Nutrition Maintain existing livestock and/or assets Labour work for irrigation Terracing is important for NRM Livestock - - - Oxen for ploughing Composting Irrigation - - Reduces dependency on FFw Planting fodder species Increases fertility and the litter reduces erosion NRM Reduces desertification for the very existence Reduces epidemic diseases that arise from degradation Reduces dependency on FFw Planting fodder species Increases fertility Negative synergies Education Health FFW Livestock Irrigation NRM Education Health FFW Livestock Cattle dung smell Overgrazing
Federal structure – provides more focus on specific fields Legitimacy and capacity to organize major international conferences and events and skills of ITU membership and staff in technical (e.g. radiocommunications, standardization), policy and regulatory matters, statistics, and development (‘crowdsourcing’ of skills) Opportunities Creation of new markets and entrance of new key players creates new membership opportunities Member States from developing world increasingly engage in the multilateral system Increased relevance of ICT in society, data seen as the new oil Catalytic impact of ICTs on the implementation of SDGs (impact on medical and social care, education, social identity, etc.) Digital transformation of the industry and public services New emerging technologies, systems and players benefit from an enabling policy and regulatory environment that fosters innovation New environmentally-friendly technologies/markets leading to new opportunities for partnerships Support from some and advocacy organizations Threats Increasing divisions (e.g. digital, gender, geographical) Difficulty of the global economy to regain a trajectory of strong, balanced and sustained growth Social impact of ICTs (online privacy, consumer protection, impact on jobs, growing inequalities, ethics) The sustainability of the growth of the ICTs The impact on environment of increasing networks, data, devices connected Pressure from different stakeholders to implement unproven approaches [ Duplication of work with / Competition from organizations/associations ] 2.b. General Review of the Targets of the 2016-2019 Strategic Plan The Strategic Plan 2016-2019 sets out four Goals: Growth, Inclusiveness, Sustainability, and Innovation and Partnership, with underneath each goal several strategic targets (comprising the Connect 2020 Agenda targets). Target 1.1 aims to achieve a rate of 55% of households connected worldwide, Goal 2 there are corresponding targets for rates of 50% and 15% connected households in developing countries (2.1.A) and in LDCs (2.1.B) respectively. All of these targets for household are expected to be achieved by the year 2020. Targets 1.2, 2.2.A, and 2.2.B set aims for the number of connected individuals worldwide (60%), in developing countries (50%), and in LDCs (20%) respectively. All of these target are also currently set to be achieved in time for the 2020 deadline.
Later 2009 - early 2010 Preparation for the May 2010 national and regional elections. About 3 polling stations are opened in the kebele and members of the community are registering to vote. Political events history 2002/3-9 Political events history Later 2002-3 No change 2004-5 The election campaign. Different party representatives began to agitate the people. Election became the main issue among the community of Turufe. 2005-6 Land ownership for women was made practical. Women got the right to inherit land after the death of their husbands. Land sharing at divorce was also respected for them 2006-7 Structural change in the kebele leadership. A manager was assigned in Turufe and the kebele office began to be open throughout the week. 2008-9 and youth league were organised. This is the highest stage of women’s and youth associations. The members of the league are thought to be potentially reliable for development endeavours. An attempt to move the Shashemene referral hospital from Kuyera to Shashemene town was stopped as a result of the application of the elderly men from Turufe. The Iddirs in Turufe have supported the messengers in finance. Later 2009 - early 2010 Preparations for the May 2002 election. Polling stations are opened and people are registering and taking cards. No opposition party is around except the EPRDF front member party OPDO. Trajectories 2003 – 10 Environment history Environment history Later 2002-3 No change 2005-6 Because the top soil is washed away and the land is ploughed for many the productivity of the soil decreased and using factory made fertilisers has become necessary. 2006-7 6150 different types of trees were planted for the Ethiopian millennium. Drought because of erratic rainfall 2008-9 Pest (Temch) attacked the grain and because of that food aid was provided to the people. Later 2009 - early 2010 Untimely rain destroyed the grain but the community was not exposed for food aid Infrastructure Infrastructure history Later 2002-3 There was an all-weather road that was maintained as early as 2002 2004-5 It is possible to make mobile communication as Turufe is near Kuyera and Shashemene towns. 2007-8 The community of Turufe got electric light and power. The community as well as the person who established the grain mill has paid. 2009 - early 2010 No change Population Population history Later 2002-3 No change
Wereda event history 2003-early 10 Crises affecting farming Wereda level event Effects on kebele 2008-9 Frost destroyed crops in more than 6 kebeles. Pests caused a serious crop damage, especially against beans in Two kebeles Animal disease caused a wide spread death of sheep, especially in high land kebeles Yetmen was similarly affected but they didn’t need assistance and were able to support themselves until next production year Rather chick peas and Guaya was attacked In all cases Yetmen could support itself out of crop failure crises 2009-10 Hail caused serious damage to crops, especially in the high land kebeles It was not directly affected by hail, but there was enough immigrating farm labour for Yetmen from these affected kebeles, who had little of their own crop to harvest Economic events history Wereda event Effects on kebele 2006-7 More than 800,000 birr credit was provided to 17 organised youth groups with government grantor In Yemen town, 5 micro-enterprises (cafeteria, metal work, chicken-raising, bull fattening) were formed each by 10 organised urban youth 2007-8 Ethiopian Development Fund (Amhara Development Association) provided 385,000 birr credit through ACSI with guarantor. NONE 2008-9 2009-10 The wereda have so far provided 2 million birr for small-scale business and micro enterprises. Of this 1.4 million birr was not repaid either because some of the enterprises dissolved after some or most of the group members left for other jobs, or the businesses weakly operated by one or two remaining people after many of the original co-entrepreneurs left for various reasons Government have been providing loans from government and NGOs to individual farmers and group micro-enterprises through ACSI on commission basis ACSI continues to be the only rural credit providing institution in the kebele; giving loans to town and rural people individually with asset collaterals and in group with group guarantor. Four of the 5 micro-enterprises formed in Yetmen town have dissolved with out repaying the credit. The cafeteria business formed by 10 youth is now being run by only one woman left Only the town’s community had access Many people have individually taken loans for fattening, petty trades and pump purchases
Positive synergies Education Health Livestock Irrigation Education Education makes children to keep their hygiene. Many educated up to 10 were involved in/benefited from irrigation Health Livestock Income from livestock sale helps to buy school materials and to send students to learn at Bichena and other places Families with breed cows use enough milk – nutrition improved Irrigation Income gained helped children attend their education locally and up to college level out side Irrigation improves nutrition for consumption Dung from livestock helps as fertiliser for irrigation Negative synergies Education Livestock Agriculture Good governance Community work Education Shortage of herding labour Livestock Agriculture No or little honey when there was high pesticide
ICT Capabilities GEOGRAPHY NSW Syllabus for the Australian Curriculum Stage 1 Content Strand ICT Strand ICT Activities Explain why various activities in an area are located where they are e.g. school, shops Features of Places Investigating Communicating Describe Australia’s location in relation to the e.g. continents, oceans People & Places Investigating Communicating
Tips for Proposal Development Timelines Tips for all proposals regardless of funding source Consider lessons learned from similar past processes, at the country program, regional and even agency level. Consult with regional business development and program quality staff and headquarters (HQ) IDEA staff to identify relevant lessons learned, such as: Which project design steps have often taken longer than planned? Which project design activities do we tend to overlook? What have been the most efficient ways to coordinate project design and proposal inputs from programming, finance, and other operations staff? What are effective ways to engage partners without overburdening them, particularly partners in different locations from the CRS proposal development team? Plan for a design process that: Follows CRS quality standards outlined in ProPack I Includes meaningful potential beneficiary involvement in the design through assessments Draws on programming experiences and lessons learned from other CRS programs – consider Past Performance Records in Gateway as a resource Schedule design, review and finalization of the Results Framework and theory of change as early as possible in the timeline, since many other proposal sections depend on them. Be sure to plan, and schedule sufficient time for, steps related to partner engagement including: Partner selection (including competitive partner selection if required by the donor) Finalizing partnering arrangements and teaming agreements, including meetings with partner leadership Consortium planning (if applicable – see ) Engagement of partners in the design process (assessment, design workshops, activity schedule and budget development) Partner review of the draft proposal Consider time needed for government engagement to validate design (and obtain letters of support if needed for external funding opportunities). Divide responsibilities appropriately among members of the proposal development team to maximize efficiency and ensure that no one person shoulders an undue burden. Refer to the proposal development team roles established when completing CRS Project Management Standard 1, key action 1. Plan for multiple CRS reviews of the proposal at different stages: Country, regional, and HQ/other technical review of preliminary design and/or concept note. Country, regional, and HQ/other technical review of full proposal. Final submission package review and HQ compliance check, if needed.
ICT Capabilities NSW Syllabus for the Australian Curriculum Stage 1 Content Strand ICT Strand ICT Activities Use computer software to draw a line and use a simple graphic as a uniform informal unit to measure its length Measurement/Geometry Communicating Use computer software to create a shape and use a simple graphic as a uniform informal unit to measure its area (Communicating) Measurement/Geometry Communicating Choose a variety of materials to represent objects, including digital technologies (Communicating) Measurement/Geometry Communicating Creating Use computer drawing tools to outline shapes embedded in a digital picture or design (Communicating) Measurement/Geometry Communicating Draw and name two-dimensional shapes in different orientations, with/without the digital technologies Measurement/Geometry Communicating Record the result of performing one-step slides and flips, with and without the use of digital technologies Measurement/Geometry Communicating Copy and manipulate a shape using the computer functions for slide and flip (Communicating) Measurement/Geometry Communicating Copy and manipulate a shape using the computer function for turn (Communicating) Measurement/Geometry Communicating Create a path from one location to another using computer software (Communicating) Measure & Geometry Communicating Creating Use digital technologies to create picture graphs (Communicating) Statistics and Probability Communicating Creating
Miracles Practice Write a Newspaper article on one of the miracles of Jesus. Choose from one of the following miracles; the feeding of the 5,000, Jesus walks on water, Jesus turns water into wine or a healing miracle. You will already have read about the miracles in class. If you would like to research a different miracle please feel free. You should include; A Headline (it could be something witty or a pun) The Newspaper price When/where/what happened? Who saw the event (an eye witness account) A picture An advert (optional) Success criteria Your headline should be witty, funny or catchy Your grammar and vocabulary should be of a good standard Your article should tell the story accurately Your article should be bright, well presented and suitable for display Your article should either be neatly handwritten or it can also be typed Resources – take home one of the story sheets to help you. Good luck
Mr. Simon Bugaba is a founding member Staff of the Uganda Communications Commission (UCC), the regulator of the Communication Sector. As a pioneer staff, he has been instrumental in setting up foundational policies, regulations, rules, practices and norms that have laid a firm foundation in the rapid development of the communications sector, which includes telecommunications, broadcasting, radio communications, postal communications, data communication and infrastructure. Mr. Simon Bugaba has played a critical role in frequency assignments, setting Radio regulations and rules and he has been at the center of reviewing Challenges and dilemmas in spectrum management including unresolved interference investigations, spectrum planning; the effects of monopolies; the marketing of spectrum, and the effects of competition; and trends in spectrum sharing. He was also a Secretary of Uganda’s National Frequency Registration Board, Government Advisory Committees of ICANN and has been part of the team that developed the Spectrum Management Guidelines for Uganda Relevant Expertise ITU RELATED-EXPERTISE FEW SELECTED RELATED EXPERTISE 5 as the Secretary of the Uganda’s National Frequency Registration Board 4 years as a member of the East African Group of Expert on Lake Victoria Maritime Project 23 years of active participation in World Radio Conference (WRC) for Uganda 33 years of active participation ITU (ITU-R, ITU-D, ITU-T) 8 years as Vice chairman for ITU-T SG 13 12 as Rapporteur of ITU-T Question 5/13 4 years as chairman of the ITU-T SG 13 African Region Group 4 years as Uganda’s Councilor to ITU-Council 2014-2018 The African continent representative Member on the Membership Supervisory Advisory Group for ITU new Building Responsible for all Spectrum Monitoring installations Responsible for all spectrum monitoring activities in Uganda Member of the National Preparatory Committee for WRC-19 spectrum policy development in Uganda Radio regulation development in Uganda Radio Cross Border Coordination Guideline development in the east African Region Technical Advisor to Government on set up of the Ugandan Radio regulation management regime
Worksheet/Planning Activity: Scheduling Prioritization: Prioritizing Strategies for Teacher/Staff Collaboration Time/–Common Planning Time – Communities of Practice – Professional Learning Communities Directions/Overview of Tasks: Task One: Review the list that follows of some of the possible forms faculty /staff collaboration might take. Consider your own practices and ideas related to faculty/staff collaboration as well. Working in Pairs or Small Groups, determine which Faculty /Staff Collaboration Time OR Common Planning Time scheduling strategies are: Critical (necessary) to supporting student learning Important, but not critical (necessary), to supporting student learning Least important to supporting student learning Task Two: Given the teacher/staff collaboration time or common planning time strategies that you identified as critical, what are your suggestions for how best to incorporate or accommodate each of these critical (necessary) strategies in the master schedule. Task Respond to a pair of common planning time quotations. Task One: Complete the chart that follows: Critical to supporting student learning and college and career readiness (MOST IMPORTANT) Important, but not critical, to supporting student learning and college and career readiness Nice to have, but not critical or important, to supporting student learning and college and career readiness (LEAST IMPORTANT)
Collective bargaining agreement: • Class size limit/ balance * Total number of student contacts per term • Number/time duration of teacher preps • Innovative scheduling *Other ______________________________________________________ Specific to our Site: Credit requirements: • Course prerequisites • High school graduation • College entrance Number of students needing opportunities for credit recovery Other: ______________________________________________ Specific to our site: Facility/Space constraints: • Science labs • Computer labs • Athletic facilities • Art/ music facilities • number of classrooms Specialty rooms used by several teachers High room density Rooms with unusual configurations (especially small rooms, etc.) Shared rooms (including rooms shared with community groups, adult education, etc.) Cafeteria size/capacity – need for two or more lunch periods Other: ____________________________________________ Specific to our Site: Time Constraints: • number of periods in the day * limitations of bell schedule - traditional/ block schedules, variations • off- campus classes Late arrival/early dismissal Bus schedules (in districts/schools where bus transportation is provided or in districts/schools where public transit is limited Other: _____________________________________________________
Specific to our Site: Special populations/ programs: • Special education requirements • English language learners requirements • Double dosing--English/math Intervention programs Acceleration programs • Credit recovery programs * On line or blended learning programs/courses • Career/ technical education (need for appropriate facilities, may involve co-op programs, internships) * Other: ________________________________________________________ Specific to our site: Pathway/Academy/SLC needs: • Linked classes • Common teacher prep time • Balancing across SLCs • Looping • Advisories, tutorials Release period/coordination period for Pathway/Academy lead (if applicable) Other: ________________________________________________________ Specific to our site: Challenges with Information System Software/ISS Builder capabilities: • Ability to link classes (pathway courses) • Ability to recognizing course conflicts and teacher conflicts • Ease of use, training required • On-line registration Other: _________________________________________ Specific to our Site:
Schedule Guiding Principles and priorities; engage faculty, counselors, staff, and other stakeholders in shared decision-making Team, Faculty, and other stakeholders Work with Pathway/Academy/SLC and Department Teams to review/update course offerings for the following school year Support Teachers in the development of new course descriptions for District/Site- approval, a-g approval (California), ROP/ CTE approval Administrators and Master Schedule Team Obtain Official Approval for new or revised course offerings; new college preparatory course offerings; new CTE courses, etc. Administrators and Teachers Review scheduling parameters/constraints Master Schedule Team Meet with key Stakeholders, including Pathway/Academy/SLC leads, Department heads, and union representatives to review master scheduling process, and (as appropriate) any tentatively planned Pathway/Academy/ SLC AND Department course sequences and offerings Master Schedule Coordinator and Master Schedule Team Meet with Pathway/Academy/SLC teams to review and discuss any possible changes to the Pathway Program of Study; discuss pathway course Master Schedule Team; Pathway/Academy/ SLC Leads
offerings and course coverage for next year; work with departments to determine preferred course schedule for pathway, including recommendations for blocked/linked classes and pathway community of practice common planning time/s; determine preferred teacher assignments. Meet with Department teams to discuss course offerings and course coverage for next year; update course sequences and offerings as appropriate; work with pathways to determine preferred course assignments, course schedules Master Schedule Team; Department Heads Communicate, Collaborate, and Build Consensus around proposed course offerings and proposed teacher assignments Pathway Leads Department Heads Master Schedule Team Administration Distribute and collect teacher request forms or other means for individual teachers to express their preferences in terms of next year’s teaching assignment/course line and possible Administration and Master Schedule Team Develop Official Programs of descriptions and Program of Study Choice Sheets Develop Official Course offerings descriptions/ list/Handbook/ Catalogue, and Student Course Selection materials, including Administrators, Master Scheduling Team, Pathway Leads, Department Chairs
Teacher Mrs. Sherry S. Osborne Date Monday, March 18, 2013 Course Spanish II Chapter 3 Pueblos y ciudades Period(s) 1,3,5 Opening Activity Question(s) (* To be Justified) Answers Content Strand Bellwork ¿Quién fundo Santo Domingo See C3 notebook pg 81 WL-H-2.1 & 2.2 Learning Target(s) Content Strand I can know the geography of Cuzco, Peru (Capítulo 3) and the general cultural aspects of the country. WL-H-2.1 & 2.2 Marzano Research-based Instructional Strategies (Check all used) Vocabulary Compare/ Contrast Summarizing and Note Taking Reinforcing effort and Giving Praise Homework and Practice Nonlinguistic Representation Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers x x x x Type/Description of Formative Assessment(s) to be Used Results/Changes to Instruction Class questioning-orally Text activities Lesson Outline Materials Needed the chapter opener GeoVisión (Capítulo 3) Text, DVD, Smartboard Class discussion Pg 80-83 read and discuss the photos shown Pg 84-87 orally go over all the new vocab Watch the ExpresaVisión on Capítulo 3 on DVD and discuss the material covered in the DVD and text book pg 86-87 pg 88-89 Act 1,3 – listening, new vocab Teacher Mrs. Sherry S. Osborne
Date Tuesday, March 19, 2013 Course Spanish II Chapter 3Pueblos y ciudades Period(s) 1, 3, 5 Opening Activity Question(s) (* To be Justified) Answers Content Strand Bell work 3.1 See C3 notebook WL-H-2.1 & 2.2 Learning Target(s) Content Strand I can ask for and give information WL-H-2.1 & 2.2 I can talk where someone went and what he or she did there. I can use impersonal and passive se. I can use preterite tense of –car, -gar, -zar. Marzano Research-based Instructional Strategies (Check all used) Vocabulary Compare/ Contrast Summarizing and Note Taking Reinforcing effort and Giving Praise Homework and Practice Nonlinguistic Representation Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers x x x x Type/Description of Formative Assessment(s) to be Used Results/Changes to Instruction Class questioning-orally Text activities Workbook 25-30 Lesson Outline Materials Needed Finish workbook pages 25-27and grade Text, DVD, Smartboard, notebooks Review dar and decir conjugations Watch the GramaVisión on Capítulo 3 DVD and discuss the material covered in the DVD and text book pg 90. Red grading pens Going over all the vocabulary orally- Q & A Pg 90-91 Act. 6, Act 8 Watch the GramaVisión on Capítulo 3 on DVD and discuss the material covered in the DVD and text book pg 92. Pg 92-93 Act. 10, Act. 11, Act 12. Copy preterite tense of –car, -gar, and –zar. Pg 92 Nota Cultural Workbook pgs 28-29 (finish at home)
Republic of the Congo Brazzaville, 24 May 2018 To: Mr Houlin Zhao, ITU Secretary-General From: Ministry of Posts, Telecommunications and the Digital Economy Reference: Subject: Candidacy of Mr Jean Philémon KISSANGOU for the post of Director of the ITU Telecommunication Development Bureau (BDT) Dear Sir, I have the honour, on behalf of the Congolese Government, pursuant to your letter CL-17/42 of 23 October 2017, to transmit to you the candidacy of Mr Jean Philémon Kissangou for the post of Director of the ITU Telecommunication Development Bureau, elections for which will be held during the next plenipotentiary conference from 29 October to 16 November 2018 in Dubai (United Arab Emirates). Mr Kissangou holds master's degrees in ICT regulation and policy and in information and telecommunications, and a degree in telecommunication regulation. He also has 15 years of experience, first as technical director of an ISP and subsequently as a manager responsible for universal access with the local regulator in the digital communications sector. Since 2009, Mr Kissangou has concentrated on research and is the author of two books in the field of telecommunications. Beyond this, Mr Kissangou's candidacy is motivated by a vision and strategy for global telecommunication development, which he wishes to implement with all his managerial skill and professional rigour. Congo reaffirms its wish to contribute to the dynamic ongoing work of the International Telecommunication Union in seeking the greatest possible happiness of the world's citizens though telecommunications. Please accept, Sir, the assurances of my highest consideration. Yours faithfully, (signed) Léon Juste IBOMBO Minister [Official stamp] Attachments: – Candidate's vision – Candidate's CV – A of the candidate