zilongwang/ReadingBank huggingface dataset:
Thank you for your interest in Task Cards – Biology: Cells and Body Systems. Please scroll down to read a description and learn more about how the resource can be used. I guarantee you and your students will love it, mine do! You can use the product in two ways. Simple Task Card Review For typical review, you can simply distribute the Task Cards to your class for individual, group or whole class review The cue cards can be projected on the board for whole class review The cards work well as cue cards, test review, etc. A student worksheet as well as teacher answer key are provided Task Card Review Game Instructions Students get into groups of two Task cards are divided into sets of five where #1-5 is one set, #6-10 is the second, etc. Place task cards around the room randomly (i.e. # 1 shouldn’t necessarily be near #2) Each group is given a task card set to work on first (i.e. Group 1 starts on task card set 1, etc.) there are five questions per task card set, the members decide who is responsible for each question Students disperse, find their questions and answer them on a separate piece of paper On an overhead projector, have all the answers and their corresponding words listed Once the group has completed their task card set, they will have a series of words which when put into the correct order based on task card number (#1, #2, etc.), will make-up a portion of a quote The group then brings their series of words to the teacher who checks for correctness If the group is correct, they are assigned a new task card set with five new questions and the game continues. Once the group has completed each task car set and put together the quote, they are the winner. It may sound complicated but it really isn’t. Give it a try and you’ll find it’s very straightforward.
Birmingham Homes is an Estate Agents within the middle of Birmingham. They have been open for 25 years, using traditional methods to store each and every booking that is made through phone calls. Realising that in this day and age, this method has its drawbacks, they would like to extend to an online service for the manager to be able to keep track of all the bookings that have been made to the company. You will be beginning this process. Your task will be to set up the foundations of this online application for ‘Birmingham Homes. They will require you to set up a portion of their database, as well as some basic functionalities for this database, including a secure login system. They have provided basic user stories, as well as a template. The template will include the index.php and bookings.php page. The code is now up to you.
Marking Schemes Competitor: Use this form for all objective marking. Competition element: Spot Weld ing Pre Competition AutoBody Date: Venue: Start Time: Finish Time: Max Time Allowed. 30 Minutes ID Marking Criteria or Description Requirement Max Mark Mark 1.1 Safe working practices adhered to throughout task 1 1.2 Appropriate PPE used 1 Weld set up 1.3 Checks welding tips for condition Visual 1 1.4 Makes any necessary adjustments to tips 1 1.5 Sets up machine to produce first weld coupon 1 1.6 Removes paint from samples before welding 1 1.7 Applies weld through primer to test coupons prior to welding 1 Weld –test piece 1.8 Pulls first coupon and makes any adjustments to machine based upon the results Further two tests are allowed 1 1.9 Produces single spot weld coupon not pulled 2 1.10 Produces single weld pulled 2 1.11 Closes down equipment and leaves it in a clean condition 1 1.12 Complete task in time allocated 1 Total Marks 14
Comprehension/Knowledge (Gc) Oral Vocabulary vs General Information Test Narrow Abilities Input Output 1: Oral Vocabulary Lexical knowledge (VL) Language development (LD) Auditory Oral 8: General Information General (verbal) information (KO) Auditory (questions) Oral (phrases, sentences) Fluid Reasoning (Gf) Number Series vs Concept Formation Test Narrow Abilities Input Output 2: Number Series Quantitative reasoning (RQ) Induction (I) Visual (numeric) Oral (numbers) 9: Concept Formation Induction (I) Visual (drawings) Oral Short-term Working Memory (Gwm) Verbal Attention vs Numbers Reversed Test Narrow Abilities Input Output 3: Verbal Attention Working memory capacity (WM) Attentional control (AC) Auditory (words, numbers) Oral (words) 10: Numbers Reversed Working memory capacity (WM) Attentional control (AC) Auditory (numbers) Oral (numbers) Cognitive Processing Speed (Gs) Letter-Pattern Matching vs Pair Cancellation Test Narrow Abilities Input Output 4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling) 17: Pair Cancellation Perceptual speed (P) Spatial scanning ( Gv-SS) Attentional control (Gwm-AC) Visual (drawings) Motoric (circling) Auditory Processing (Ga) Phonological Processing vs Nonword Repetition Test Narrow Abilities Input Output 5: Phonological Processing Phonetic coding (PC) Word fluency (Glr-FW) Speed of lexical access (Glr-LA) Auditory (words) Oral (words) 12: Nonword Repetition Phonetic coding (PC) Memory for sound patterns (UM Memory span (Gwm-MS) Auditory (nonsense Oral (words)
Perceptual Speed Letter-Pattern Matching vs Number-Pattern Matching Test Narrow Abilities Input Output 4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling) 11: Number-Pattern Matching Perceptual (P) Visual (numbers) Motoric (circling) Vocabulary Picture Vocabulary vs Oral Vocabulary Test Narrow Abilities Input Output Picture Vocabulary Lexical knowledge (VL) Visual (pictures) Oral (words) 1: Oral Vocabulary Lexical knowledge (VL) Language development (LD) Auditory (words) Oral (words) Cognitive Efficiency Letter-Pattern Matching vs Numbers Reversed Test Narrow Abilities Input Output 4: Letter-Pattern Matching Perceptual speed (P) Visual (letters) Motoric (circling) 10: Numbers Reversed Working memory capacity (WM) Attentional control (AC) Auditory (numbers) Oral (numbers)
Boothroyd Primary Academy – Task Group Attendance 2017/18 Name Role 18/10/17 20/12/17 26/2/18 18/4/18 111/7/18 Marnie Cope Shadow Parent Governor P P P P Appointed 20/12/18 Lisa Dickinson Shadow Governor P P P P P Kyrstie Joslin Principal P P P P P Leanne Kirkham Shadow Governor P Ap Ap Ap P Angela Leach Principal, Freehold Community Primary Academy P P P P P Claire Livingstone Head of HR and OD, Focus-Trust P P P P P Helen Rowland CEO, Focus-Trust P P Resigned 20/12/18 Donna Tandy Academy Improvement Partner, Focus-Trust Ap P P P Ap Tracey Thornton Academy Improvement Partner, Focus-Trust P P P P P Michael Wilson Shadow Governor P Ap Ap Resigned 26/2/18
4 Review IPCC methods and good practice guidance. Consider whether additional training of staff is needed. NIC, Sector Leads 1-2 months 5 NIC should work with Sector Leads to find and distribute any available materials from the previous National Communication or National Inventory. NIC 1-2 weeks (in EPA Toolkit) 6 Each Sector Lead should: Review the relevant section(s) of the previous national communication Review previous inventory to determine priorities for this inventory. Pay attention to discussions of problems or potential future improvements. Review inventory sections, spreadsheets, and other relevant files. Assign staff responsibilities (i.e., collecting data, developing estimates, coordinating consultant(s), working with ministries providing data, etc.) Determine data availability, quality, and barriers to collection Choose methods, identify activity data, approaches for filling data gaps, emission factors, and conversion factors. Send any necessary official communication to request data Sector Leads and sector working groups 1-2 months EPA Methods & Data Documentation (MDD) Template Sector Lead Roles and Responsibilities (in EPA Toolkit) 7 Determine methods and compile activity data and emission factors (e.g. data should include activity data, emission factors and relevant uncertainty parameters). Use MDD template to document methods and data. Sector Leads 1-2 months EPA Methods & Data Documentation (MDD) Template Review reporting and documentation sections of for each
emission/removal category 8 Complete emission calculations and prepare narrative text to be included in the inventory Sector Leads 2 months Sector Lead Roles and Responsibilities (in EPA Toolkit) 9 Recalculate emission estimates for previous inventory years (if applicable) and explain changes in narrative text Sector Leads 1 Sector Lead and Responsibilities (in EPA Toolkit) 10 Complete internal quality control (QC) procedures, including additional internal reviews as described in the QA/QC plan Sector QA/QC Coordinator 1 month EPA Description of QA/QC Procedures Template 11 Complete external quality assurance (QA) procedures (e.g., stakeholders, advisory committee) including any additional external reviews as described in the QA/QC plan Sector Leads, QA/QC Coordinator 1-2 months EPA Description of QA/QC Procedures Template 12 Revise GHG estimates and narrative text based upon QA/QC reviews Sector Leads 1-2 weeks Sector Lead Roles and Responsibilities (in EPA Toolkit) 13 Complete Uncertainty Analysis (if applicable). Document Uncertainty methods using MDD Template. Sector Leads, Uncertainty Coordinator 2-4 weeks EPA Methods & Data Documentation (MDD) Template, 14 Compile sector narratives into one document NIC 1-2 weeks NIC Roles and Qualifications (in EPA Toolkit) 15 Perform Key Category Analysis (KCA) on GHG estimates. Conduct a Level Analysis, and conduct a Trend Analysis if multiple years of data are available. Use the EPA materials to learn more about conducting a KCA (the webinar), to do the analysis (the tool), and to document the results (the template). NIC 1 week EPA EPA Key Category Analysis (KCA) Template
occurring) days off work Unlikely – could happen at some time when the activity is undertaken (1 to 20% chance of occurring) Major – Extensive injuries requiring medical treatment (e.g. surgery), serious or permanent injury/illness, greater than 10 days off work Rare – may happen only in exceptional circumstances when the activity is undertaken (less than 1% chance of occurring) Severe – Severe injury/illness requiring life support, actual or potential fatality, greater than 250 days off work Risk Rating Priority for Action Risk acceptance guide Action Recommended action time frame Extreme Not acceptable or isolate source of risk Implement further risk controls Monitor, review and document controls Immediate Up to 1 month Ongoing High Generally (in most circumstances) not acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 1 to 3 months Ongoing Medium Generally (in most circumstances) acceptable Implement risk controls if reasonably practicable Monitor, review and document controls 3 to 6 months Ongoing Low Acceptable Monitor and review Ongoing
STEP 3 – For each step in the task: down the task into manageable steps. List the steps in the order that they occur; Identify the hazard(s) associated with each step; Determine and record an inherent risk score using the risk matrixr; Provide a control description for each current or proposed risk control; Specify the risk control type, for each current or proposed risk control; Where proposed risk control(s) have been identified complete an ; Determine and record the residual risk score using the risk matrix. Hierarchy of Control (Control Type) El – Elimination S – Substitution En – Engineering Is – Isolation G – Guarding Sh – Shielding A – Administrative T – Training In – Inspection M – Monitoring H – Health Monitoring P – PPE Category – in the Task Hazards Inherent Risk Control Description (Current and Proposed) Control Type Residual Risk Score
Cultural Issues: Deracination 2 Cultural Issues: Social Problems: Deracination Cultural Issue: Identify: Deracination 2 Environment: Change in: Deracination Environment: Deracination Actions: Separation: Deracination Disillusionment EMOTIONS:DISILLUSIONMENT 5 Emotions: Loss: Disillusionment 2 Emotion: Disillusionment: War Theme/Motif: Disillusionment Cultural Issues: Modernity: Disillusionment Drinking ACTIONS:DRINKING 5 Themes and Motifs: Alcohol Actions: Bodily Functions: Drinking Action: Physical: Drinking Action: Consumption: Drinking 2 Drunkenness ACTIONS:DRUNKENNESS 2 Action: Condition: Drunkenness n/a OR Themes and Motifs: Alcohol: Sobriety and Themes and Motifs: Alcohol: Drunkenness 2 Cultural Issues: Alcohol: Drunkenness Action: Consumption: Drunkenness Themes and Motifs: Themes and Motifs: Situation: Drunkenness Emotion: Drunkenness Education:Oxford University ENVIRONMENTS:EDUCATIONAL:OXFORD UNIVERSITY Environment: Educational:Oxford U 5 Cultural Issues: Education: Oxford University 2 Cultural Issue: Status: Education Cultural Issues: Education: Higher Education:Rhodes Scholar ENVIRONMENTS:EDUCATIONAL:RHODES SCHOLAR Environment: Educational:Rhodes Scholar 4 Cultural Issues: Education: Rhodes Scholar 3 Cultural Issue: Status: Education Cultural Issues: Education: Higher Education:Yale ENVIRONMENTS:EDUCATIONAL:YALE Environment: Educational: Yale University 4 Cultural Issues: Education: Yale 3
America_vs_Europe THEMES AND MOTIFS:AMERICA VS. EUROPE 3 Cultural Issue: America v Europe 2 This is too broad. How about Relationship: Cultural: France (etc) or CI: National: Conflict Cultural Issues: Nationality (or Nations): American_vs_Europe Cultural Issues 2 Art:Music AESTHETICS:ART:MUSIC 3 Themes/Motifs: The Arts Cultural Issues: Music (if occurring within the fiction) or Aesthetics: Music (if part of the narrative background) Themes and Motifs: Art (or Arts): Music 4 Themes and Motifs Chaos THEMES AND MOTIFS:CHAOS 3 Themes and Motifs: Futility Cultural Issues: Modernity: Chaos This is not useful. Themes and motifs: States: Chaos 2 Themes and Motifs: Order: Environments: Situation: Chaos Environment: Chaos Clothing:Symbolic AESTHETICS:SYMBOLISM:CLOTHING 3 Themes and Motifs: Symbolic (or Symbols): Clothing 3 Themes/Motifs: Clothing Cultural Issues: Clothing: Religion and Cultural Issues: Clothing: Military Cultural Issues: Clothing: Symbolic Themes and Motifs: Clothing: Symbolic Deracination EMOTIONS:DERACINATION Cultural Issues: Deracination 2 Cultural Issues: Social Problems: Deracination Cultural Issue: Identify: Deracination 2 Environment: Change in: Deracination Environment: Deracination Actions: Separation: Deracination
periodic feedback, and visual aids, per the IEP. Based on my own observations and conversations with Natalie’s first grade teacher, Natalie focuses best when she is faced toward the teacher with minimal background commotion. A pocket chart is placed in between teacher sections in the same classroom as to minimize distraction among the students. 2. Planning for Alignment and Development of Knowledge and Skills a. Complete the below to identify the curricular area represented by each learning target (Note: Learning targets must come from different curricular areas.) the goals and/or benchmarks in each focus learner’s individual education plan relevant to achieving either learning target, if applicable the early childhood standard, academic content standard, modified standard, or alternate standard related to each learning target (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Indicate if there are no relevant standards for your learner or for a curricular area. Learning Target Curricular Area (e.g., academic, cognitive development, etc.) If academic, list content area. Related iep Goal(s) and Benchmark(s), if applicable Related Standard(s), if applicable Primary Learning Target: Comprehension Natalie will answer literal, inferential, and sequential questions to demonstrate comprehension of what she has read or what has been read to her with 70% accuracy on random work samples within the length of the IEP cycle. 2.RS.7 Use information gained from the illustrations and in a print or digital text to demonstrate understanding of its characters, setting, or plot. Secondary Learning Target: Phonics Natalie will read a passage using fluid and automatic decoding skills with 49 words per minute at her instructional level with 90% accuracy within the length of the IEP cycle. 2.RF.3 Know and apply grade level phonics and word analysis skills in decoding words.
Form name: Create credit note 6. Make sure the selection is changed in table Customer invoice lines to: CW CW Unit percent No Aluminum Water Bottle w/Sports Cap 1.00 ea 12.99 0.00 0.00 7. Change Mark from 'No' to 'Yes'. 8. Make sure the selection is changed in Customer invoice journal to: all Sales order Invoice Delivery name Invoice Date Voucher No 10001 Default Retail 665.52 USD Form name: Infolog
9. Click the Close button. 10. Make sure the selection is changed in table Customer invoice journal to: all Sales order Invoice Delivery name Invoice Date Voucher No 10001 Default Retail 596.82 USD 11. Make sure the selection is changed in table Customer invoice lines to: CW CW Unit percent No 22 oz. Water Bottle 1.00 ea 3.99 3.99 0.00 0.00 12. Change Mark from 'No' to 'Yes'. 13. Click the OK button.
Other examples of Hardware / Software Task 1 In the table below you should list every example of Computer Hardware and Software that you can possibly think of. Hardware Software System Software: Application Software: Task 2 In the text box below you should describe, in as much detail as you can, the difference between Hardware and Software.
ME 107 107 33 34 16 21 3 MI 427 420 97 117 92 76 38 MN 381 379 93 125 70 66 25 MO 513 510 94 153 101 104 58 MS 204 200 37 60 38 42 23 MT 83 83 18 24 13 20 8 NC 419 415 85 102 84 80 64 ND 82 82 18 32 14 13 5 NE 218 218 42 67 51 39 19 NH 76 76 25 21 14 11 5 NJ 365 362 95 95 66 71 35 NM 71 69 10 18 16 13 12 NV 51 51 10 13 11 13 4 NY 630 628 120 161 127 144 76 OH 951 944 144 237 190 203 170 OK 310 306 32 71 70 68 65 OR 139 135 29 44 29 29 4 PA 707 707 155 174 134 136 108 PR 7 7 1 3 2 1 0 RI 84 84 21 26 14 17 6 SC 189 188 40 64 29 39 16 SD 112 109 20 34 23 28 4 TN 320 314 55 74 61 62 62 TX 1,200 1,178 145 238 252 282 261 UT 97 94 16 22 19 24 13 VA 285 283 66 64 54 65 34 VT 38 38 6 16 8 7 1 WA 225 223 58 59 44 43 19 WI 390 389 105 112 67 73 32 WV 126 123 16 34 23 27 23
C3 Interpersonal skills… identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these. of classroom or school environment. 4 A1 Personal growth and the characteristics of pubertal change and discuss positive adjustment strategies. C2 Identify, sensitivity, and respect …recognise incidences of discrimination and act responsibly to support their own rights and feelings and those of other people. C3 Interpersonal skills… describe and demonstrate a range of assertiveness communication skills and processes that enable them to interact appropriately with other people. D4 People and the environment…specify individual responsibilities and take collective action for the care and safety of people in their school and wider community. 5 A1 Personal growth and development…describe physical, social, emotional, and intellectual processes of growth, and relate these to features of adolescent development and effective self-management strategies. C1 Relationships …identify issues associated with relationships and describe options to achieve positive outcomes. D1 Societal attitudes and values…Investigate societal influences on the wellbeing of student communities. D2 Community resources…Investigate community services that support and promote people’s wellbeing and take action to promote personal and group involvement. D4 People and the environment … investigate and evaluate aspects of the school environment that affect people’s wellbeing and take action to enhance these aspects. 6 A1 Personal growth and development… investigate and understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences. C1 Relationships …demonstrate an understanding of how individuals and groups affect relations by influencing people’s behaviour, beliefs, decisions, and sense of self-worth. C2 Identify, sensitivity, and respect …plan and evaluate strategies recognising their own and other people’s rights and responsibly to avoid or minimise risks in social situations. C3 Interpersonal skills… plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately. D2 Community resources…advocate for the development of services and facilities to meet identified in the school and community. D3 Rights, responsibilities, and laws …compare and contrast personal values and practices with policies, and laws, and investigate how the latter contribute to safety in the school and community. 7 A1 Personal growth and development…assess their health needs and C3 Interpersonal skills… evaluate information, make informed decisions, and use interpersonal skills effectively D2 Community resources…evaluate school and community
Medicare Benefits Schedule Review Taskforce Taskforce Findings Diagnostic Imaging Clinical Committee – Knee Imaging Report This document outlines the Medical Benefits Schedule (MBS) Taskforce’s recommendations relating to knee imaging. The Taskforce considered the recommendations from the Diagnostic Imaging Clinical Committee and feedback from public consultation on the knee imaging report. Number of items reviewed 22 Number of recommendations made 4 The Taskforce endorsed most of the recommendations from the Diagnostic Imaging Clinical Committee relating to knee imaging and submitted them to the Minister for Health for Government consideration. Taskforce recommendations 63513 and 63514 – MRI scan knee For items 63513 and 63514, remove the current requirement of mandatory plain radiography before an MRI in patients under the age of 16 years. 63560 and 63561 – MRI scan knee Remove the ability for a GP to request MRIs for patients over 50 years of age, but retain specialist requesting for any age group. Restrict the number of GP-referred MRIs to three per patient per annum. An intensive education program for GPs, radiologists, and consumers on the Medicare item descriptors and clinical indications for knee imaging. Review and audit activities for GPs and radiologists 12 months post-implementation to ensure the criteria for knee imaging are met. 57518, 57521, 57535 and 57536 – X-ray of foot, ankle, leg, knee or femur
Appendix: Systems Usage Template Function System Uses Good Bad Clinical Post-it Anything Easy Can be lost/eaten/ denied IG risk – only 1 recipient Paper Rx Rx requests/Rx issues Rx – essential only Can be lost All signed for when arrive in practice/when leave practice? Faxes CHMT ref/new Ca/urgent new patient info Fast If IT not working as backup IG risk, needs scanning to system, audit path? NHS Email Clinical Admin Chat IG safe, read receipt, multiple recipients, auditable Not attached to patient record Appointment List Urgent messages to one person Hard to ignore Auditable Attached to patient record – need to look for IG safe A&G System Docman correspondence Auditable Attached to patient record – need to look for IG safe Docman messages Auditable Multiple people IG safe Not linked to patient record Mail Mx - pathlinks look Mail Mx – EPS Mail Mx –NHS III Mail Mx –C&B (to check) Mail Mx –
Material Invoices Other (Up to 2% of Task Order Total) Subtotal II. TASK ORDER ESTIMATE OF COST – Cont. Group xx – SP xxxx-xx TH xx at Location xxxxx Line No. Item No. Description Unit Quantity Task Order Unit Price Total Price IDIQ CONTRACT ITEMS (from TOIL) Subtotal Non IDIQ CONTRACT ITEMS (from Bid Schedule) Subtotal Cost Escalation Year 1 Cost Escalation Year X Negotiated Items Subtotal Contingency Items: Incentives
VI. SIGNATURES MnDOT PROJECT ENGINEER By: Date: MUNICIPAL APPROVAL (IF REQUIRED) By: Date: COMMISSIONER OF TRANSPORTATION By: Pursuant to Delegation Date: CONTRACTOR By: Date: CONSULTANT RECOMMENDATION (IF REQUIRED) By: Date: COMMISSIONER OF ADMINISTRATION By: Pursuant to Delegation Date:
United States of America Tel: +(1 228) 688 4766 Fax: +(1 228) 688 1364 Email: OAKLEY, Timothy (member) [GCOS] UK MetOffice, Fitzroy Rd, Exeter EX1 3PB, EXETER, United Kingdom Tel: +41 22 730 8068 Fax: +41 22 730 8052 E-mail: , Invited experts: AUBERT, Guillaume (invited expert) EUMETSAT, Eumetsat Allee 1, D-64295 DARMSTADT, Germany Tel.: + 49 6151807 7196 Fax: + Email: GODØY, Øystein (invited expert) Norwegian Meteorological Institute Oslo, Norway Tel.: + Fax: + Email: Previous members: MESTRE BARCELO, António (member) [CCL] Proposed by: Spain (until 2015) Agencia Estatal de Meteorología Leonardo Prieto Castro 8 MADRID, Spain Tel: + Email: TAYLOR, Stewart (member) [AMDAR] Proposed by: United Kingdom 2017) Met Office Unit 3 Holland Business Park, Spa Lane L40 6LN Lathom , LANCASHIRE United Kingdom of Britain and
FO+JPCP SR 50 + LE* $91,000 8 Truck lanes (18 ln-km) $700 75 mm Overlay 50 + LE* Calculated 15 Passenger lanes (14 ln-km) $4800 FO+JPCP SR 50 + LE* + 8 $91,000 7 Truck lanes (18 ln-km) $700 Repeat TICP 50 + LE* + 15 Same as initial TICP 50 + LE* Truck lanes (18 ln-km) $700 75 mm Overlay 50 + LE* + 15 Calculated 15 Passenger lanes (14 ln-km) $4800 * Life Extension (LE) additional solved for in life extension analyses, equal to zero in TICP PCC thickness analyses. ** Annual maintenance cost for TICP and longer life overlays includes the cost of patching and other maintenance towards the end of life of the overlay, and includes the cost of periodic replacement of the overlay for the very long design lives of the TICP overlays. This value comes from the Caltrans LCCA Manual. Table 3 Caltrans Case 1 TICP Design 2 maintenance and rehabilitation schedule Item Year Design Life Lanes Annual Maintenance Cost/ln-mi Initial TICP 0 Calculated 30 + LE* Reconstruct PCC/base in truck lanes (18 ln-km) and overlay all lanes (32 ln-km) $4800*** FO+JPCP SR 30 + LE* $91,000 8 Truck lanes (18 ln-km) $700 30 or 45 mm Overlay** 30 + LE* Calculated 15 Passenger lanes (14 ln-km) $4800 FO+JPCP SR 30 + LE* + 8 $91,000 7 Truck lanes (18 ln-km) $700 Repeat TICP 30 + LE* + 15 Same as initial TICP 30 + LE* Truck lanes (18 ln-km) $700
Table 8b Caltrans Case 2 JPCP passenger lane maintenance and rehabilitation schedule Item Year Cost/ln-mi Design Life Annual Maintenance Cost/ln-mi Initial JPCP 0 Calculated elsewhere 45 $800 CPR-C 45 $89,000 20 $3000 CPR-C * 65 $89,000 20 $3000 * for 75 year analysis period for life extension analyses Notes: 1. Concrete Pavement Rehabilitation B involves pavement grinding, moderate slab replacement, spall repair, & joint seal repair. It is for JPCP projects with a total number of slabs in the lane that were replaced or exhibit third stage rigid cracking between 2% and 5%. 2. Concrete Pavement Rehabilitation C involves pavement grinding, minor slab replacement, spall repair, & joint seal repair. It is for JPCP projects with a total number of slabs in the lane that were replaced or exhibit third stage rigid cracking of 2% or less. 9 Caltrans Case 2 TICP Design 1 maintenance and rehabilitation schedule Item Year Design Life Lanes Annual Maintenance Cost/ln-mi Initial TICP 0 Calculated 50 + LE* Construct TICP pavement in all lanes (20 ln-km) $4800** FO+JPCP SR 50 + LE* $91,000 8 Truck lanes (10 ln-km) $700 75 mm Overlay 50 + LE* Calculated 15 Passenger lanes (104 $4800 FO+JPCP SR 50 + LE* + 8 $91,000 7 Truck lanes (10 ln-km) $700 Repeat TICP 50 + LE* + 15 Same as initial TICP 50 + LE* Truck lanes (10 ln-km) $700 75 mm Overlay 50 + LE* + 15 Calculated 15 Passenger lanes (10 ln-km) $4800
Task 6 newsletter research You need to examine the effectiveness of a range of newsletters and there components, use the link below to help you carry out screen shots of newsletters and annotate making comments on: The layout The content The colours The house style Use of images Effective use of information Good and bad features • and online newsletters provide ideas for content and styling, but will not be structured for printing •http://southwest.hee.nhs.uk/files/2013/06/HESW_newsletter_issue1.pdf • • • • http://www.co-op.ac.uk/wp-content/uploads/2010/07/April-newsletter.pdf. • examples of good/poor practice – web searches (including image searches) will yield a wide range of examples: • http://www.printingforless.com/newsletters/Newsletter-Examples.html • • http://www.printlocal.com/Newsletter-Printing-Design.htm • Now carry out some primary research of newsletters? Look at 4-6 (6 will give you more marks) different newsletters and use the analysis sheet to analysis the layout.
20 BOUBACAR DIALLO Michigan State University MALI diallob@msu.edu 21 Dr SOULE Bio Goura Hub Rural /Cotonou BENIN soule_goura@yahoo.fr 22 HITIMANA Leonidas FAO-CEDEAO TOGO leonidas.hitimana@fao.org 23 SANOU Hilaire UEMOA BURKINA FASO hsanou@uemoa.int 24 SALIFOU OUSSEINI ARAA/CEDEAO TOGO sousseini_araa@ecowas.int 25 Dr MBODJ Directeur Exécutif/Hub SENEGAL yamarm@hubrural.org 26 FOFANA Ismael Chef bureau régional IFPRI SENEGAL i.fofana@cgiar.org 27 AZAGWANDJI Hermann CP/VECOWA BENIN azareis75@yahoo.fr 28 GBETOENONMON Abel POSCAO BENIN ggbbeettaa@yahoo.fr 29 KABORE Seydou R. CILSS BURKINA FASO seydou.kabore@cilss.bf 30 TRAORE Sy Alain ECOWAS Com.Agriculture NIGERIA satraore@ecowas.int 31 LARE-SAMBIANI Léini Commission CEDEAO NIGERIA 32 ERAMBERT Assistante Administrative SENEGAL roseme@unops.org 33 AKANDE Samuel Oyetunji AfricaRice BENIN stunjiakande@gmail.com 34 DOSSOUMOU Michel Interprète BENIN dossoumoumichel@gmail.com 35 DJOSSOU Christophe Interprète gbemiga2@gmail.com 36 NKOYO F. Echabor Assistante Bilingue CEDEAO/ECOWAS NIGERIA nkoa854@gmail.com 37 KELECHI Protocol Assistant ECOWAS NIGERIA kcu20na@hotmail.com
NAME: DATE: Directions: did the math on a laptop deal and realized the bargain wasn’t a bargain at all. See if you can spot a bargain in the offers below. For each purchase, check the option that you think would be the best credit deal. Best Deal Option Purchase Monthly Payments Total Interest Total Cost Purchase a Computer Store Financing: 24 monthly payments at 11.9% APR $1,400 $ $ $ Credit Card: 36 monthly payments at 15.9% APR $1,400 $ $ $ Purchase a Stereo System Store Financing: 12 monthly payments at 13.5% APR $800 $ $ $ Credit Card: 24 monthly payments at 18% APR $800 $ $ $ Purchase a Car Car A: 7% APR for 60 months $20,000 $ $ $ Car B: 3.9% APR for 30 months $23,000 $ $ $ Purchase a Big Screen TV Store Financing: no payments for three months, but monthly interest charges start immediately at 10% APR; then six months of payments. $1,900 $ $ $ Credit 11% APR for 12 months $1,900 $ $ $ Purchase a Truck Option A: $1,500 cash back now with 2.9% APR for 48 months $25,000 $ $ $ Option B: $0 cash back and 0.9% APR for 36 months $25,000 $ $ $
TASK YOUNG WORLD UNIT & TOPIC Young World 1 Unit 4, Through the year TASK Weather forecast Pupils get an instruction paper on which the task is explained. In class the Instructions are read and questions can be asked. First steps are done in class: Brainstorming keywords in German, start writing in English - Teacher supports where necessary. For homework students finish the writing part (parents’ help is o.k. but not necessary). Rehearsal at home. REFERENCE TO LP21 Monologisches Sprechen Schreiben Wortschatz Aussprache Hören (Klasse) PRE-TASK Students have learned the vocabulary of the unit by playing games, listening, learning weather chants, … They have also listened to a weather forecast (track 37 weather forecast) LANGUAGE SUPPORT Phrases to start and end a presentation (good evening / welcome to … / thank you for watching … / I wish you a good night ) TASK INSTRUCTION Think about your weather forecast in German first. Write down keywords you want to use in your speech. Now write down your presentation in English. You’ll find some helpful chunks to start with on the instruction sheet. Homework: a weather forecast on TV Rehearse speech at home. Present it to your family. Resources given: Instruction sheet (German) TASK OUTCOME Speech / presentation of the weather forecast in front of the class; classmates try to find out which season the weather forecast belongs to. You can win points for each correct guess. PRESENTATION FORM Oral presentation / speech Not all presentations need to be presented within the same lesson, five to six could be listened to in each lesson. Fast workers would be the first ones to present their speech while weaker students get some more time to prepare at home. The presentation can be used for assessment. LANGUAGE FOCUS Vocabulary: In the morning / afternoon / evening at night sunny, cloudy, thundery, windy, snowy, rainy hot, cold, warm Lucerne, Berne, Zurich, Geneva (U1) clothes Pronunciation Fluency ESTIMATED TIME To set up the script: 1-2 Lessons To prepare the speech at home: individual To present the weather forecast: 1-2 minutes per student. MATERIALS NEEDED Map of / Outline of Switzerland on blackboard (Lucerne, Berne, Zurich, Geneva indicated on this ‘map’), laminated weather flashcards, magnets instruction sheets (to hand out in advance) assessment forms. AUTHOR: Christine Schärli, Schule Wikon, 2016
TASK FRAME YOUNG WORLD UNIT & TOPIC Young World 2 Unit 3, A world of colour TASK Painting with scissors like Henry Matisse Make a painting with scissors like Matisse. Write a description of your picture afterwards. Read a description of someone else’s picture loud and match it to the correct picture. REFERENCE TO LP21 Schriftliche Texte verfassen Wortschatz Rechtschreibung Texte lessen und verstehen Aussprache PRE-TASK Pupils already got to know the first picture of Henri Matisse at the panorama page in the pupil’s book. Later we read the text about him (Kopiervorlage 3.4) and answered the questions. As an instruction to the painting with scissors we look a short film on you tube (Henri Matisse: The cut outs). LANGUAGE SUPPORT Possible sentences for the description on the blackboard (The title of my picture is…/ It is…./ It has…./ There is blue…in my picture. At the top/at the bottom/in the middle there is…) TASK INSTRUCTION Make your own painting with scissors like Henry Matisse. First choose the topic of your picture. Choose between flowers, sea, people or sky. When you have finished your picture, write a description of it, so that other people can recognize your picture. TASK OUTCOME If possible exchange the picture with another class/group. The pupils have to read the descriptions of the pictures and match it to the correct one. PRESENTATION FORM The pupils can read out loud the description of another child in front of the class and can match it with the correct picture. LANGUAGE FOCUS Picture description (At the top/bottom there is…/ There are…) To understand the vocabulary Read out a text loud ESTIMATED TIME to make the painting: 1-2 lessons to write the description: 30 min to read and match the descriptions: approx. 15 min MATERIALS NEEDED Paper in different colours Scissors Glue Writing paper AUTHOR: Severine Stutz
TASK FRAME YOUNG WORLD UNIT & Young World 2 Unit 5, Are we there yet? TASK Let’s have a toy car race! Pupils bring a toy car and introduce it to class (I travel by a yellow race car.). The cars compete against each other in different runs. After each race they evaluate what has happened and write it down. In the end the winner of each group reaches the final. REFERENCE TO LP21 - Grammatik - Aussprache - Wortschatz - Sprechen: Strategien - Soziale Kompetenzen PRE-TASK Pupils compare different means of transport: …is faster than… …is slower than… …is the fastest. …is the slowest. LANGUAGE SUPPORT Repetition of ranking words: first, second, third… on the ranking list TASK INSTRUCTION Work in groups of four or five. Introduce your toy cars to class. Use the ranking list given. Make a toy car race outside. Mark START and FINISH. After the race you fill in the ranking list and present it to class. The winner of each group reaches the final. Evaluate the final too. TASK OUTCOME Comparison of different toy cars on front of the class. PRESENTATION FORM Oral presentation of the ranking list in groups of four or five. LANGUAGE FOCUS -faster / slower than -ranking ESTIMATED TIME To have the races and the presentation: 1 lesson MATERIALS NEEDED - toy cars - chalk - ranking list AUTHOR: Heidi Troxler-Näf Are we there yet? YW 2 Unit 5
TASK FRAME YOUNG WORLD UNIT & TOPIC YW 3, Unit 5 Food and festivals TASK game with questions and matching or answers. Write questions and short answers with the given question words. Write the question on a yellow paper strip Write the answer on a green paper strip Play with these cards: Take one strip from every colour. Do they match? Some answers may be funny! REFERENCE TO LP21 Reading Understanding Spelling Range of vocabulary PRE-TASK Questions words How to form a question? LANGUAGE SUPPORT Question words Questions form What do you… Where do you …. How do you….. on the blackboard TASK INSTRUCTION Work in groups of 3 or 4 Write questions and answers on a strip of paper Let them by the teacher Write them down on yellow and green strips of paper TASK OUTCOME Groups play the game in different Memory: Find the matching strips. Mix the strips and make matching Take one from each pile: Do they match? PRESENTATION FORM Questions and answers on coloured strips of paper LANGUAGE FOCUS Question form: do you….. Question words: what, where, how, who, when, why, … ESTIMATED TIME 20’ to questions and answers 10’ to write the questions and answers on coloured strips Time to play the game: Several times over the next few weeks. MATERIALS NEEDED Yellow and green strips of paper AUTHOR: Käthi Estermann
TASLA 2018 Membership and Conference Registration Form Please use this form only if paying with purchase order or personal check. Please complete and print this form, make check payable to Texas Association of School Library Administrators, and send with your payment to: María Elena Ovalle 219 Santa Fe St. Edinburg, TX 78541 Name: Title: District/Employer: Work Street: Work City: Work State: Work Zip: Work Telephone: ESC Region: Home Street: Home City: Home State: Home Zip: Home Telephone: Email: Please mark the appropriate choice below. TASLA Membership and Registration PACKAGE $75.00 ($35 Membership and $40 Registration) Membership ONLY $35.00 Registration ONLY $40.00
cent in 2010-11 to 77.1per cent in 2014-15 Less family violence where alcohol is a factor Police-recorded family violence incidents The proportion of family violence incidents where offenders affected by alcohol fell from 30.8 per cent in 2010-11 to 24.0 per cent in Less alcohol-related Police-recorded public assaults where alcohol was involved From 2012-13 to 2015-16 the percentage of recorded public place assaults involving alcohol was around 30 per cent each year Information has only been collected since mid-2012, and is based on the perception of police officers. There is a high percentage of ‘unknown’ criteria recorded, i.e. between 47.3 to 56.6 per cent. Reduce the incidence of harmful alcohol use in the Tasmanian community Less people drinking alcohol at levels that puts them at risk Prevalence of risky alcohol consumption: Lifetime risk Single occasion risk Proportion of Tasmanian adults aged 18 and over exceeding NHMRC lifetime risk guideline was 22.7 per cent in 2011-12 and 18.6 per cent in 2014-15, Proportion of Tasmanian adults aged 18 and over exceeding single occasion risk guidelines was 48.9 per cent in 2011-12 and 49.2 per cent in 2014-15, Prevalence of people’s alcohol use Proportion of 12-15 year olds drinking in lifetime has fallen from 85 per cent in 2008 to 71 per cent in 2014 (significant difference p<0.01) and having drunk in last 7 days has fallen from 21 per cent in
Reduce the focus on alcohol as a necessary component of social activity in Tasmania No indicator or data currently available in Tasmania Whilst is no identified measure or indicator for Tasmania, the new TAAF will consider a range of possible measures and indicators which have the potential to provide data for this aim e.g. special permits in the community; Tasmanian school’s fund-raising activities where alcohol is involved or where school age children serve alcohol.
Having a positive sense of culture and identity The or young person’s environment, including their learning environment, is culturally respectful, appropriate and free from bullying or victimisation. The child or young person is supported to understand their family history and satisfy any interest in their identity or culture. Their sense of personal identity is supported and encouraged.
Details of previous honours/awards Please select the category that best suits the nominee’s area of excellence:  Aboriginal affairs  Environment  Planning, engineering or architecture  Agriculture  Government – local, state or federal  Police, emergency services or defence  Arts or media  Health  Science or medicine  Business or industry  Human rights  Sport and recreation  Community service  Justice  Tourism  Education and training  Multicultural affairs SECTION 2 Nominator Please provide your contact details to enable the Tasmanian Honour Roll of Women to seek further information if required. Title (Miss, Mrs, Ms, Mr, Dr etc) Family name names Postal address Position/title Organisation/ business name Home number ( ) Mobile number Business number ( ) Email address Signature ……………………………… Date ……/……/……
Face Brow This data item is a requirement of the National Perinatal Minimum Data Set. Mode of birth Indicate the method of complete expulsion or extraction from its mother of a product of conception. In a vaginal breech with forceps to the affronting head, code as "forceps rotation". The final method of expulsion is to be selected. For example, where there is rotation with forceps followed by vacuum extraction the mode of birth should be recorded as vacuum extraction. Non-instrumental vaginal – spontaneous vaginal birth requiring no mechanical or surgical assistance (excluding spontaneous breech birth). Forceps – low – Station +2 or below Forceps – mid – Station 0 or +1 Forceps rotation – Delivery by forceps involving rotation of fetal head from any position more than 45 degrees from direct OA (includes correction of transverse arrest, rotation from direct OP, but not including delivery as direct OP) Vacuum extraction – Delivery assisted by any type of vacuum device Vacuum rotation – As above for ‘vacuum extraction’, where rotation of the fetal head through more than 45 degrees is required to effect delivery Caesarean section – the delivery of a fetus through an abdominal incision. Code: Tick one of the boxes. Non-instrumental vaginal Forceps – low Forceps – mid Forceps rotation Vacuum extraction Vacuum rotation Caesarean section This data item is a requirement of the National Perinatal Minimum Data Set.
Medical admission to SCN/ICU Whether the baby was for in a special care nursery, or intensive care unit because of a medical condition. Tick the box that corresponds to the baby’s SCN/ICU admission status. Code: Tick one of the No Yes Guide to use: If ‘yes’ to this question, record the number of days spent in the special care nursery or neonatal intensive care unit. Congenital abnormalities Any structural or anatomical abnormalities of the baby that is present at in either a liveborn or stillborn baby, and diagnosed before separation from care. If no congenital abnormalities were diagnosed, tick ‘None’. Where ‘Other’ is ticked, please provide further detail in the box provided. Please also complete the Congenital Abnormality Notification Form if any of the congenital abnormalities is ticked. More than one abnormalities can be selected, except where ‘None’ applies. Code: Tick one or more of the boxes. None Malformation of nervous system Malformation of eye, ear, face & neck Malformation of circulatory system Cleft lip and cleft palate Malformation of digestive system Malformation of genital organs Malformation of urinary system Malformation of musculoskeletal system Chromosomal malformations Inborn errors of metabolism Other NOTE: The congenital abnormalities form should be completed.
Sporting Example:___________________________________________________________________ 2.Type of Bone:_________________ Sporting Example:___________________________________________________________________ __________________________________________________________________________________ Anatomy and Physiology Types of Bone cont. 3.Type of Bone:_________________ Sporting Example:___________________________________________________________________ __________________________________________________________________________________ 4.Type of Bone:_________________
13: Services utilised by respondents in last 12 months Answer Options Response % Alcohol and drug support services 0.9 Health (doctor, dietician, physiotherapist, chiropractor etc) 93.6 Childcare centre services/after school care 14.9 Government Business Development services 6.6 Counselling services 25.1 Crisis assistance services 2.3 Domestic violence services 0.9 Sexual assault services 1.3 Employment services 12.7 Financial information services 20.0 Further education (for example Polytechnic or University courses) 31.8 Commonwealth Government services (for example Centrelink) 36.3 Skills and personal development training courses 22.2 English as a second language courses (ESL) 0.2 Housing and accommodation services 4.9 services 11.4 Maternal and child health services 9.2 Mental health services 9.6 Sexual health clinics 3.5 Sport and recreation facilities 35.7 Home support services (services that help people live at home, for example, aged care services, on wheels, home nursing services) 2.9 Disability services 3.7 None of the above 2.8 (please specify) 2.7 The total is not provided in the above table due to respondents selecting more than one option. The 2.7 per cent of respondents who chose ‘other’ were asked to specify. The majority of responses fell within the above categories, in particular health, education and home support services. Question 32: Thinking about the services on the list, are there any services that you had difficulty accessing in the past 12 months? (Select all that apply to you. Examples of ‘difficulty’ may be things such as affordability, transport issues, awareness, disability access, and language barriers.) (Multiple choice – 1 098 responses) Respondents were asked to consider the services and facilities list and identify which, if any, they had difficulty accessing in the past 12 months. The following table provides a breakdown of responses.
with boiled rice or noodles. Nutrition tip: you will need to cook 3 cups of rice for 10 people. remove skin from chicken before cooking to reduce fat. Hygiene tip: keep one chopping board just for raw meat and chicken. Lamb’s Fry and Bacon Ali Curung Homemakers Ingredients: 6 lambs livers 1.5 cup flour 3 onions 1 tablespoon of polyunsaturated or monounsaturated oil eg. canola, olive 500g bacon – fat removed pepper to taste Method: Wash lamb livers. sharp knife, remove skin from livers. Slice liver thinly and remove veins or white pieces. Toss liver in flour. Peel and chop onions. Put oil into fry pan, and cook onions and Remove onions and bacon from pan and fry liver until cooked. Sprinkle left over flour into the pan and stir until lightly brown. Slowly add some cold water and stir until boiled for gravy. Serve with vegetables and damper. Nutrition tip: is high in iron which helps fight anaemia or weak blood. Hygiene tip: washing utensils and cooking equipment reduces spread of harmful germs.