zilongwang/ReadingBank huggingface dataset:
Measuring space 4 lessons Key concepts (National Curriculum statements) The Big Picture: use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places Possible themes Possible key learning points Solve problems involving measurement Bring on the Maths+: Moving on up! Measures: #3 Convert between non-adjacent metric length and mass from the smaller unit to the larger unit; e.g. centimetres to kilometres Convert between non-adjacent metric units length and mass from the larger unit to the smaller unit; e.g. kilometres and centimetres Convert between non-adjacent time e.g. hours to seconds problems involving converting between measures Prerequisites Mathematical language Pedagogical notes Convert between adjacent metric units of length, mass and capacity Know rough equivalents between inches and cm, feet and cm, kg and lb, pint and ml Use decimal notation to two decimal places when converting between metric unit Length, distance Mass, weight Volume Capacity Metre, centimetre, millimetre Tonne, kilogram, gram, milligram Litre, millilitre Hour, minute, second Inch, foot, yard Pound, ounce Pint, gallon Notation Abbreviations of units in the metric system: m, cm, mm, kg, g, l, ml Abbreviations of units in the Imperial system: lb, oz Weight and mass are distinct though they are often confused in everyday language. Weight is the force due to gravity, and is calculated as mass multiplied by the acceleration due to gravity. Therefore weight varies due to location while mass is a constant measurement. The prefix ‘centi-‘ means one hundredth, and the prefix ‘milli-‘ means one thousandth. These words are of Latin origin. The prefix ‘kilo-‘ means one thousand. This is Greek in origin. Conversion of volumes will be covered in the ‘calculating space’ unit. NCETM: Common approaches Every classroom has a sack of sand (25 kg), a bag of sugar (1 kg), a cheque book (1 cheque is 1 gram), a bottle of water (1 litre, and also 1 kg of water) and a teaspoon (5 ml) Reasoning opportunities and probing questions Suggested activities Possible misconceptions
Headache (M) date name 2.2.14 Neurosurgery Blocked shunt date name 2.2.15 Ophthalmology Bells palsy date name Conjunctivitis date name Chemical injury date name 2.2.16 Orthopaedics Shoulder date name Elbow date name Wrist date name Hand date name Pelvis/ hip including non traumatic limp date name Knee date name Leg date name Ankle date name Foot date name Plastic surgery date name 2.2.17 Plastic surgery Plastic surgery date name 2.2.18 Poisoning and accidents Burns date name Drowning date name Major incident planning date name 2.2.19 Respiratory medicine, with Ear, Nose and Throat Asthma date name Acute stridor date name Pneumothorax date name Bronchiolitis (M) date name Pneumonia date name Pertusssis (M) date name Earache and discharge date name Traumatic ear conditions date name Epistaxis date name Nasal trauma date name Acute throat infections date name Airway obstruction date name Dental problems date name 2.2.20 Trauma Head injury (M) date name Abdominal injury (M) date name Chest injury (M) date name Fractured Pelvis (M) date name Crush, de-gloving injuries and amputation (M) date name
Understand the meaning of ‘average’ as a typicality (or location) Calculate the mean of a set of data Bring on the Maths+: Moving on up! Statistics: #4 Average Spread Consistency Mean Median Mode Range Measure Data Statistic Statistics Approximate Round The word ‘average’ is often used synonymously with the mean, but it is only one type of average. In fact, there are several different types of mean (the one in this unit properly being named as the ‘arithmetic mean’). NCETM: Common approaches Every classroom has a set of on the wall Always use brackets when writing out the calculation for a mean, e.g. (2 + 3 + 4 + 5) ÷ 4 = 14 ÷ 4 = 3.5 Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me a set of data with a mean (mode, median, range) of 5. Always / Sometimes / Never: The mean is greater than the mode for a set of data Always / Sometimes / Never: The mean is greater than the median for a set of data Convince me that a set of data could have more than one mode. What’s the same and what’s different: mean, mode, median, range? KM: KM: KM: NRICH: NRICH: If using a calculator some pupils may not use the ‘=’ symbol (or brackets) correctly; e.g. working out the mean of 2, 3, 4 and 5 as 2 + 3 + 4 + 5 ÷ 4 = 10.25. Some pupils may think that the range is a type of average Some pupils may think that a set of data with an even number of items has two values for the median, e.g. 2, 4, 5, 6, 7, 8 has a median of 5 and 6 rather than 5.5 Some pupils may not write the data in order before finding the median.
Title of Activity Board Meeting Date August 26, 2017 Attendees UAP SMBE Officers - 6 Shakey’s Sta. Maria Objective of the Activity Update reports and Arkiliympics preparation Type of Activity GMM Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps Profession X Professional X Professional Organization Professional Product Activity in support of the UAP corporate thrust X Unity X Accountability Professional Excellence Meeting Shakey’s, Sta. Maria, Bulacan (August 26, 2017)
If yes, please specify, your pit stop(s). 8. Have you changed your work schedule to avoid traffic conditions? Yes No If yes, how? 9. Do you change your commute methods based on current traffic conditions? Yes No If yes, how? 10. Does your commute impact any of the following aspects of your life? Strongly Impact Impact Neutral Somewhat Impact No Impact Cost of living expenses Work performance Choice of residential location Choice of company or employer Relocation to be closer to transportation 11. During the past 30 days, please estimate the number of days you have used the following forms of transportation when commuting to or from work. If you used more than one type of transportation on a particular day for your commute to work, please select the
Verify that the laser optical layout is safe. Verify that beam blocks and barriers are in place. Verify that no foreign objects obstruct the beam path. Begin laser operation. At the completion of the laser task: Turn off the and issue a verbal all clear. Return laser safety goggles and laser operation key to the storage location Turn off the laser warning light. Control Methods Warning Permanent laser warning signs are mounted on the instrument. Additional signs will be mounted during laser alignment. Access: The door to the lab is closed during laser operation. The laser is equipped with a hardware shutoff switch. Temporary barriers that fully enclose the laser beam path will be mounted on the instrument.
25. (2F) Write an equation, in slope-intercept form, of the line that passes through the point (0,0) and is perpendicular to the line . 26. (2A) What is the range of the function graphed on the grid? 27. (2G) Which of the following has a zero slope? 28. (2H) Some students at a recital perform 3-minute pieces and some perform 5-minute pieces. The total time of this part of the recital needs to be at least 30 minutes long. Write an inequality to represent this situation. 29. (2H) Complete the linear inequality that represents the relationship in the table: > < 1 B 2 A 3 X = -5 4 H 5 C 6 F 7 B 8 D 9 B 10 B 11 F 12 G 13 234 14 CONTINUOUS
F The population of the town is increasing at a constant rate. G The population of the town will reach 10,000 between 11 and 12 years from now. H The population of the town will increase by 256 people two years from now. J The population of the town will increase and then decrease. function? A. x = −3 B. y = −3 C. x = −5 D. y = −5 19. (7B) The graph of quadratic function g is shown below. Based on the graph, between which two values of x is a zero of g located? A. −9 and−8 B. 1 and 2 C. −7 and−5 D. 4 and 5 20. (7B) What are the zeroes of the function y = x2 - 16? I. -4 II. 4 III. -8 IV. 8 V. 16 I and II only II only III and IV only V only 21. (7B) What are the solutions to: 22. (7B) What is the greater of the solutions of 23. How do you write the function in standard form? A. B. C. D. 24. What is the maximum value of: 1 D 2 -7 3 D 4 G 5 A 6 D 7 G 8 C 9 B 10 B
Lunar Cycle/Seasons Station: Read the directions on the station card. Complete the items below. Position on moon hat Position on diagram Picture of phase as seen from Earth Name of phase #1 C #3 First Quarter #6 F #8 Label the seasons (spring, summer, fall, winter) for the northern hemisphere in the following diagram. If you forgot how to figure out the seasons look it up in your science notebook!
EduSmart Biology – Specialized Cells EduSmart Biology – Specialized Animal Cells EduSmart Biology – Specialized Cells EduSmart Biology – Specialized Animal Cells STAAR Biology EOC Target Plan Weeks 1 and 2 SE MONDAY TUESDAY WEDNESDAY THURSDAY B.4 B,C student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. (B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and (C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza Photosynthesis Vocabulary: Photosynthesis, chloroplasts Resources: OnTRACK Biology v2.1 – Module 1, Lesson 4 – Photosynthesis Khan Academy – and cell Division Compass Learning EduSmart Biology Respiration Vocabulary: Glycolysis, Krebs cycle, electron transport chain, Resources: OnTRACK Biology v2.1 – Module 1, Lesson 5 – Respiration Khan Academy – Cells and cell Division respiration Compass Learning Virus - Structure Viral - Reproduction Vocabulary: Virus, host, Lytic infection Resources: OnTRACK Biology v2.1 – Module 1, Lesson 10 – Virus – Structure OnTRACK Biology v2.1 – Module 1, Lesson 11 – Viral Reproduction Khan Academy – Tree of life – Viruses Compass Learning and Functions STAAR Biology Assessment Module 1 – Viruses: Structure, Replication and Disease EduSmart Biology – Viruses Viral – Reproduction Virus - Disease Vocabulary: Lytic infection, lysogenic infection, prophage, transmission, surface markers, receptor sites, vaccines, b-cell, t-cell Resources: OnTRACK Biology v2.1 – Module 1, Lesson 11 – Viral Reproduction OnTRACK Biology v2.1 – Module 1, Lesson 12 – Virus – Disease Khan Academy – Tree of life – Viruses Compass Learning and Lytic Cycles STAAR Biology Assessment Module 1 – Viruses: Structure, Replication and Disease EduSmart Biology – Viruses
8th GRADE Science 60-Day STAAR-Targeted Plan January 20th – April 18th SE Focus MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8.9B,C (B) relate plate tectonics to the formation of crustal features; (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Jan 20 Review District Benchmark TLW: Review the District Benchmark. Jan 21 Topographic Maps TLW: Explain the natural events that impact Earth systems Vocabulary: Canyons, deltas, mountains, rivers, islands, topographic maps, weathering, erosion Engage: Discovery Education Video Clip on “Land Forms” Explain: Edusmart Explore: FOSS- Land Forms Elaborate: Create foldable on the Earths Layers Evaluate: Question and Answer Resources: Homework: Measuring Up-pg 104-105 Motivation Science pg 101-104, Textbook pg 692 Jan 22 Topographic Maps TLW: Interpret Topographic maps to identify land Engage: Discovery Education Video Clip- “Topographic Maps” Explain: Edusmart Explore: Lab Aids-Making & Interpreting Topographic Maps Elaborate: Lab Report Evaluate: Quiz, Question and Answer Resources: Edusmart, LabAids: Making & Interpreting topographic maps Measuring Up-pg 104-105, Motivation Science pg 101-104, Textbook pg 692 Jan 23 Topographic Maps TLW: Interpret satellite views to identify land features Engage: Discovery Education Clip- “Topographic Maps” Explain: Edusmart Explore: Lab Aids-Using remote sensing to determine topography Elaborate: Lab Report Evaluate: Quiz, Question and Answer Resources: Edusmart, LabAids: Topography, Remote Sensing, Measuring Up-pg 104-105 Motivation Science pg 101-104, Textbook pg 692 TEA Map on your knuckle Jan 24 Topographic Maps TLW: Interpret satellite views to identify erosional features and how these features may be reshaped by weathering Engage: Discovery Education Video Clip- “Weathering & Erosion” Explain: Edusmart Explore: Topographic Satellite Images Evaluate: Test-Topography, Weathering & Erosion Resources: Edusmart, Topographic Satellite Images Measuring Up-pg 104-105, Motivation Science pg 101-104, Textbook pg 692
Review of all Category 3 Earth & Space Mar 31 8.7 A, B, C 6.11B Apr 1 8th STAAR Math Test Apr 2 8th grade STAAR Reading Test Apr 3 8.8A, B, C, D 8.9A, B Apr 4 8.9C 8.10A,B,C 7.8C Review of all Category 1 Matter & Energy Apr 7 8.5A, B Apr 8 8.5C 6.6A 6.5C Apr 9 8.5D, E, F Apr 10 7.6B 6.6B Apr 11 7.5C 7.6A, B End of the Six Weeks Review of all Category 2 Force, Motion, & Energy Apr 14 8.6A 6.8A Apr 15 8.6B 6.8C, D Reinforce Speed Apr 16 8.6C Apr 17 7.7A 6.9C Apr 18 Good Friday Holiday
MAR for the CHF Patient in a SNF (attachment #7) Lawrence General Hospital Script for warm handoffs Massachusetts General Hospital Wound Care Home Management Plan (patient education sheet) (attachment #8) MGH post-discharge medication reconciliation program worksheet (and script) (attachment #9) What to expect with VNA home care services (patient education sheet) (attachment #10) Merrimack Valley Hospital Hand off tool Interact / SBAR tool (hand off from SNF to acute) Total Revision of the Patient Admission packet to Patient Education Packet Pharmacy Discharge Counseling Brochure SNF Resource Guide Milford Regional Medical Center LACE (attachment #11) Teach back (attachment #12) Care Partner Brochure (attachment #13) Community Resource Guide and Checklist 5 Steps to Wellness Newton-Wellesley Hospital back – Medical and Surgery (attachment #14) Discharge phone call script (attachment #15) Northeast Health System High Risk Readmission Criteria (attachment #16) Discharge Checklist (attachment #17) Mini cognitive assessment (attachment #18) Depression screening tool (attachment #19) Northshore Medical Center CHF discharge instructions Enhanced Risk Assessment Version 4 Norwood Hospital Enhanced Assessment Form Zone Trigger Tools Saint Anne’s Hospital Discharge Checklist (attachment #20) iSBARt Bedside Report & SBAR Poster (attachment #21) Multidisciplinary Rounds Checklist Saints Medical Center Daily STAAR List (attachment #22) Teach Back (Heart Failure, Pneumonia) (attachment #23) Risk Assessment Tool Heart Failure Discharge to Home Care Pathway (attachment #24) Discharge Instructions with scheduled follow-up appointment South Shore Hospital COPD Action Plan (attachment #25) Sturdy Memorial Hospital Patient Care Team data base
Introduce yourself by name and your position, and tell the person the reason for your call: “We like to call our patients soon after discharge to see how they are doing.” Suggested questions to ask: How are you feeling? ___________________________________________________________ Do you have any questions regarding your discharge instructions? Yes _____ No_____ If yes, please document what they are, and what was told to the patient: _______________ Our goal is to ALWAYS provide excellent care: Were the people involved in your care professional, friendly and considerate of your needs? Yes_____ No _____ Is there anything we could have done better? _____________________________________ Comments: __________________________________________________________________________ Nurse completing form: __________________________________________ ATTACHMENT #5 Holyoke Medical Center __ ___
2015 3rd Grade STAAR Reporting Category 3 : Geometry and Measurement 3.6 (E)- decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. Supporting Standard Vocabulary: decompose, congruent, two-dimensional, figure, equal, area, unit fraction, equal shares, identical When Taught? Multi-Coding: 3.1 (B), (E), (G) Cognitive IV- Evaluate Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is thicker then it must be greater. B/G Conceptual error with fractions. Student does not pay attention that the rectangles are the same size and both represent fourths. Student thinks because the area that is shaded is longer then it must be greater. *C/H Correct Answer D/J Conceptual error Instructional Implications: This can be taught while teaching fraction concepts with students. It should not be introduced until fractions have been covered in the classroom. Paper folding is one way to help students develop this concept. Using graph paper can also help students see how when dividing two congruent shapes into the same number of equal parts differently the area of each unit fraction is equivalent.
A/F Conceptual Error- Student thinks the greater the denominator, greater the fraction. B/G Misinterprets who completed each portion of the homework. C/H Conceptual Student thinks the greater the denominator, greater the fraction. *D/J Correct Answer Instructional Implications: Provide students with opportunities to compare fractions that are set in real life contextual situations. Students should have a variety of ways to compare fractions. One is comparing using benchmark fraction like zero, one-half, and one. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships 4.3 (E)- represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations; and Readiness Standard Vocabulary: fractions, denominators, pictorial models, number line, properties of operations When Taught? Multi-Coding: 4.1 (A), (B), (E), (F) Cognitive Level: Level III- Apply Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F Adds numerators and denominators together B/G Adds numerators of the two given fractions and keeps the denominator the same. *C/H Correct Answer D/J Simplifies the fraction incorrectly Instructional Implications: A pictorial model that builds to a number line is a strip diagram. This is what is being used in the diagram above. Students need opportunities to use strip diagrams when working with fractions. Provide real-life situations for students to solve while comparing fractions as well. 2015 4th Grade STAAR Reporting Category 2: Computations and Algebraic Relationships 4.3 (F)- evaluate the reasonableness of sums and differences of fractions benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole. Supporting Standard
2015 4th Grade STAAR Reporting Category 4: Data Analysis and Personal Financial Literacy 4.10 (B)- calculate profit in a given situation; and Supporting Standard Vocabulary: calculate, profit, situation, expense, income When Taught? 4.1(A), (B), (F) Cognitive Level: Level III- Apply Correct Answer Regional Data Campus/ District Data Analysis of Distracters A/F the total amount of income from the pens sold. B/G Calculation Error- Subtraction regrouping error *C/H Correct Answer D/J Calculation Error- Subtraction regrouping error Instructional Implications: The vocabulary is key in this standard. Profit, expense, and income are that can be used throughout the year while working on any calculations. These type questions can be embedded in the daily problem solving routine. Students should have a problem solving model that they use to help persevere through the problem. It should include analyze given information, formulating a plan, determining a solution, justifying a solution, and evaluating for reasonableness.
STAAR Online Highlighter and Eraser In STAAR Online, students left click and drag their mouse over the text to have the Highlight/ Erase Highlight menu appear. www.Kurzweil3000.com Highlighter, Cross-out and Eraser STAAR Online Notepad STAAR Online Notepad allows for taking note on each page. www.Kurzweil3000.com “Sticky note” similar to “Notepad” Stick Note is a similar tool in Kurzweil for the STAAR Online Notepad. Students can click Notes button in the toolbar, select Add Stick note, then click on a blank part of the page, type in the note, then be sure to change tool back to select so that the student does not continue to drop additional sticky notes in the document. This is also where the student can change the font size if the text is too small
The Chef at Camp Riverside can make 64 peanut butter sandwiches with one large jar of peanut butter. She can make 30 peanut butter sandwiches with one small jar of peanut butter. Which of the following operations could be used to find the total number of peanut butter sandwiches she can make with 5 large jars of peanut butter and 6 small jars of peanut butter? A Multiplication and addition B Multiplication and Subtraction C Addition and division D Addition and division The diameter of a barium atom is 4.346 x millimeters. Which of these numbers is written in standard form- A 0.000004346 mm B 0.000000004346 C 4,346,000 D 0.0000004346 Paula earns $9.50 per hour. She works 4 hours per day, 5 days per week. How much money does she earn per week? A $38 B $85.50 C $190 D $266 62.5% of the students in the 8th grade wanted to have a school play. There are 264 students in the 8th grade. How many students did not want to have a school play? A 33 B 66 C 99 D 165 A person has a table top with the following dimensions given. What is the area of the table top? A 30 cm B 1500 C 1200 D 2000 Kaylee prints a clip art flower on an overhead transparency. She wants to paint the flower on her bedroom wall and wants the flower to be 2 feet in diameter. When the projector is 3 feet from the wall, the image on the wall is 6 inches in diameter. How far from the wall must Kaylee set the projector? A 6 feet B 9 feet C 12 feet D 15 feet Translate the following into a algebraic expression. The sum of a number and 3 that number. A n + 3n B n x 3n C n + 3 D 3n
Bring 3-4 points from the two readings to class for discussion a symbol of stability for you. Presentation on Stability from Ferdinand Benedictines. Schlabach, Gerald W. “The Vow of Stability: A Premodern Way through a Hypermodern World” Accessed April 5, 2015 This article also appeared as “Stability amid Mobility: The Oblate’s Challenge and Witness” in the American Benedictine Review, 52:1 (March 2001) Read this article and bring 3-4 points for discussion to class. Tomaine, Jane. “Stability: Staying Power.” In St. Benedict’s Toolbox: The Nuts and Bolts of Everyday Benedictine Living, 45-60. Harrisburg, PA: Morehouse Publishing, 2005. Wilkes, Paul. “Stability - A Sense of Where You Are,” in Benedictines. 54:1(___): 22-35. Reflection Questions How do you nurture and stability of heart? What is your understanding and your experience of stability of heart? What you persevere in the monastic life? How has stability contributed to your spiritual development this year? What have you found to be the benefits and challenges of stability for you in the monastery? What is our deepest source of stability? What scripture passages best express that for you? What does the promise of stability mean to you? Write a 1-2 page reflection paper. Skills/Personal Growth Plan The novice commits herself to stability in this monastery by: Giving her presence and service to community members Giving and receiving respectful affirmation and challenge Expressing the values of this Benedictine community in her daily life Nurtures a healthy balanced life Being faithful to prayer, reflection and reading Activities Tools for stability can be found in St. Benedict’s Toolbox, pp.54-57.
Introductions to the programme Tracey Kibler (BHSII) & Barbie Clarkson Elrington Hall Haydon Bridge NE47 6AW 6-7.30pm Tuesday 12th Sep 17th Oct Topic 2: Practical Care & Working a pony off grass Care of a Stabled pony Topic 3: Principle of watering and feeding Different types of roughage and forage and knowing when to feed Topic 4: clothing – rugs, bandages, and their uses Putting on a stable bandage Fitting rugs Preparing a horse for travel – loading and unloading Tracey Kibler (BHSII) & Barbie Clarkson (BHSII) Elrington Hall Haydon Bridge NE47 6AW 6-7.30pm Tuesday 19th Sept 31st Oct Topic 5: Tack – fitting a saddle, bridle and other items of saddlery 6: Bitting – types of bit, their action and their uses – snaffle, double jointed snaffle, gags Tracey Kibler (BHSII) & Barbie Clarkson (BHSII) Elrington Hall Haydon Bridge NE47 6AW 6-7.30pm Tuesday 26th Sept 14th Nov 7: Structure of the horse’s foot and shoeing Topic 8: Horse first aid for cuts, bruises – care of a wound Poulticing a leg Knowing when to call a vet Tracey Kibler (BHSII) & Barbie Clarkson (BHSII) Elrington Hall Haydon Bridge NE47 6AW 6-7.30pm Tuesday 10th Oct 28th Nov Topic 9: A horse in healthy condition – signs of health Knowing when a is lame, ill or in poor condition Northumberland Branch of the Pony Club Stable Management Unmounted Rally Programme 2017
Science and Technical Advisory Committee Partnership for the Delaware Estuary: A National Estuary Program Estuary Implementation Committee and 29th STAC Meeting Wednesday, September 5th, 2013 9:30 A.M. to 2:30 P.M. U.S. EPA Region III, Philadelphia, PAE Sue Kilham (STAC Chair) – Drexel University Ed Ambrosio – EPA R3 Jen Adkins - PDE Ed Ambrosio – EPA R3 Greg Breese - USFWS Dave Bushek – Rutgers HSRL Lance Butler - PWD Sarah Cooksey - DNREC Tom Fisklin - DRBC Priscilla Adam Hendricks - PWD Moses Katkowski - TNC Gerry Kauffman – UDel John Kennel - DNREC Danielle Kreeger – PDE Chris Krigner Adrian Leary - ACOE Megan Mackey – EPA R3 Doug Miller - UDel Angela Padeletti - PDE Irene Purdy – EPA R2 Brandon Raymond- Anchor QEA Leslie Sarvus - PADEP Bob Scarborough - DNREC Renee Searfoss – EPA Region 3 Jay Springer - NJDEP Ken Strait - PSEG Bob Tudor - DRBC Andy Zemba - PADEP Willy Eldridge - Stroud Introduction- Jen Adkins STAC minutes and EIC minutes are being sent around for comments Strategic Plan – Jen Adkins See presentation at : Plan already approved in spring by EIC and board Copy has been distributed and is posted on website See www.delawareestuary.org Strategic plan is for PDE for the next 5 years New mission statement, vision is the same 4 main goal areas Healthy Waters, Healthy Communities, Healthy Habitats
Science and Technical Advisory Committee Partnership for the Delaware Estuary: A National Estuary Program 36th STAC Meeting Minutes Wednesday, May 20, 2015 9:30 A.M. to 2:30 P.M. Partnership for the Delaware Estuary - Wilmington, DE STAC Attendees Thomas Fikslin, DRBC Jeff Fischer, USGS Dorina Frizzera, NJDEP Heather Jensen, ACOE* Moses Katkowski, TNC Gerald Kauffman, UDel Susan Kilham, Drexel Kristin Koroncai, EPA R3 Danielle Kreeger, PDE Alison Rogerson, Peter Rowe, NJ Sea Grant* Kelly Somers, EPA R3 Kenneth Strait, PSE&G Wolanski, DNREC Non-STAC Attendees Cynthia Stahl, EPA R3 Beth Watson, ANS-DU Allison Ostertag, PDE Sarah Bouboulis, PDE Josh Moody, PDE Angela Padeletti, PDE LeeAnn Haaf, PDE Priscilla Cole, PDE Dee Durham, PDE Elizabeth Horsey, PDE Jennifer Adkins, PDE * phone Call to Order– Chair Sue Kilham, Chair Kilham called the meeting to order at 9:40am. STAC Business – Chair Kilham The agenda was briefly reviewed and the draft minutes from the February 24, 2015 joint meeting of the STAC and MACC were passed around for any final edits (to be voted on later in the meeting). Chair Kilham and Danielle Kreeger mentioned that the minutes were longer than normal because it was a joint meeting of the STAC and MACC. The STAC and MACC meet annually. The minutes need to capture monitoring activities and plans for reporting to EPA and the EIC; hence they need to be thorough. The group introduced themselves, as well as a few attendees on the conference line. Elections Update: Only 5 incumbents are up for reelection and they are on equal standing with 2 new nominees: Chris Kriegner from OBrien and Gere, and Beth Watson
Interest sepsis, infectious diseases, therapeutic hypothermia, pulmonary hypertension Email: Lyndrick L. Hamilton, Pharm.D., BCPS Clinical Pharmacist, Neonatal Intensive Care Education: Mercer University, Atlanta, GA (2010) Training: PGY-1 Pharmacy Practice Residency (2010-2011) & PGY-2 Pediatric Specialty Residency (2011-2012), Duke University Hospital, Durham, NC Interest neonatology, women's health, and infectious diseases Email: Brandon P. Hobbs, Pharm.D., BCPS Clinical Pharmacist, Trauma/General Surgery Education: PharmD, University of Tennessee College of Pharmacy, Memphis, TN (2008) Training: PGY-1 Pharmacy Practice Residency (2008-2009) & PGY-2 Critical Care Specialty Residency (2009-2010), Grady Health System, Atlanta, GA Interest Areas: trauma, anticoagulation reversal & platelet function analysis Email: Xi Liu-DeRyke, Pharm.D. Clinical Pharmacist, Surgical Critical Care Education: University of Southern California, Los Angeles, CA (2000) Training: PGY-1 Pharmacy Practice Residency (2000-2001), Florida Hospital, Orlando, FL; PGY-2 Critical Care Specialty Residency (2003-2004), Detroit Receiving Hospital, Detroit, MI; & Neuroscience & Outcome Research Fellowship (2004-2006), Wayne State University, Detroit, MI Interest Areas: blood pressure management in hemorrhagic stroke; glucose management in head injury; hypertonic saline for intracranial pressure Susan Norman, Pharm.D. Clinical Pharmacist, Pediatric Critical Care Education: Pharm.D., University of Florida, Gainesville, FL (2010) Training: PGY-1 Pharmacy Residency (2010-2011) & PGY-2 Pediatric Pharmacy Residency (2011-2012), Orlando Health, Orlando, FL Interest Areas: pediatric critical care, infectious diseases Email: Susan.Norman@orlandohealth.com
scanf("%d", &ch); switch(ch) { case 1: if(top < max-1) { printf("\nEnter Stack element : "); scanf("%d", &val); push(val); } else printf("\n Overflow \n"); break; case 2: if(top < 0) printf("\n Stack Underflow \n"); else { val = pop(); printf("\n Popped element is %d\n", val); } break; case 3: view(); break; case 4: exit(0); default: printf("\n Invalid Choice \n"); } } } Output STACK OPERATION 1.PUSH 2.POP 3.VIEW 4.QUIT Choice : 1 Enter Stack element : 12 STACK OPERATION 1.PUSH 2.POP 3.VIEW 4.QUIT Choice : 1 Enter Stack element : 23 STACK OPERATION
Promising Practices Brief: “The Power of Pell Mott Community College’s Use of Federal Aid to Train Unemployed Workers and Dissolve Silos Between Credit and Noncredit” Target Audience: Colleges seeking to increase student access to noncredit career education Description: This is part of a series of reports published by the Aspen Institute Workforce Strategies Initiative (AspenWSI) and Achieving the Dream. Mott Community College (Flint, MI) has a long history of offering area residents tuition-free career training. Securing a substantial and sustainable source of revenue to cover the tuition costs of this training has grown increasingly difficult in recent years because of declining public funds for workforce development. Michigan’s No Worker Left Behind tuition assistance program ended in 2010. Mott took the unusual step of awarding Pell grants to students in two noncredit healthcare certificate programs. To do so, Mott made numerous changes in the delivery of its noncredit programs and in college-wide systems and practices so that it could disperse Pell funds through the “clock hour” formula required by the U.S. Department of Education for noncredit programs. As a result, the college can help noncredit students access services and opportunities that had previously been accessible only to credit-seeking students. How and When to Use It: As a best practice model when seeking to apply Pell Grant funds to noncredit courses Types of Outcomes: Increased student access to noncredit training at community colleges Gateway Computer Numerical Control Bootcamp Brief Target Audience: Educators and employers seeking to improve the employment prospects of underemployed and dislocated adults Description: This brief describes for dislocated and underemployed individuals in the Kenosha, Wisconsin, area. The program simulates the work environment, scheduling classes Monday through Friday from 8 a.m. to 4:30 p.m. and adhering to strict attendance policies. Intensive wrap-around case management services are made available for participants who require help with items such as transportation and childcare. The program includes mandatory tutoring sessions for students who receive a grade lower than a “B” on a test or quiz, résumé writing workshops, and interviewing skill sessions. Business engagement is extensive, impacting curriculum development and review, job placement, and other areas. More than 380 students have completed the program. The manufacturing bootcamp model has been adapted for
001 void suba() 002 { 003 int ia1 = 100; 004 int ia2 = 200; 005 printf("suba: begin\n"); 006 subb(); 007 printf("suba: returned from subb\n"); 008 } Prior to calling subb: Output: suba: begin 009 void subb() 010 { 011 int ib1 = 300; 012 int ib2 = 400; 013 printf("subb: begin\n"); 014 subc(); 015 printf("subb: returned from subc\n"); 016 } After call to subb: push return to stmt 007 push locals ib1, ib2 Output: subb: begin 017 void subc() 018 { 019 int ic1 = 500; 020 int ic2 = 600; 021 int ic3 = 700; 022 printf("subc: begin\n"); 023 } After call to subc: push return to stmt 015 push locals ic1, ic2, ic3 Output: subc: begin
Simple STACK UP! Lesson Plan for Substitute Teachers Time: 30 minutes-60 minutes Equipment needed: 1 set of SpeedStacks for each student. If not enough for each student to have 12 cups, give 1 set to students to work in pairs. Warm up: The 1-2-3. Students sit in a large circle. The teacher times the students as they continuously stack. 1 minute of 3-3-3 2 minutes of 3-6-3 3 minutes of NOTE: If students are sharing cups, they should alternate turns during each stack. Game Choices Play any or all of these simple stacking games that get kids moving and keep any number of students involved. All games are played with students and cups placed in a large circle. Rock, Paper, Scissors Stack Students set their cups up for a 3-6-3 and then go stand in the middle of the circle they created during the warm up. Each student finds someone to play Rock, Paper, Scissors. If they win, they go stack a 3-6-3 or a cycle and then come back to the center of the circle to play again. If they lose, they find another partner to play Rock, Paper, Scissors with until they win and can go stack. Indianapolis 500 Students work in pairs. One students sets up for a 3-3-3 and the is the “racecar.” When the teacher says go, the racecar runs around the circle 3 times while the stacker tries to do as many 3-3-3’s before their partner finishes their laps. Students then switch roles. Try it again with 6 laps and the 3-6-3 and/or 10 laps for the cycle. Try it with other locomotor movements.
between March and June 2015, the Ofsted profile of the BWMAT schools has moved to eight ‘Good’ and just two RI, a radical transformation. As of September 2017, BWMAT will have increased to 19 schools, with a total of some 4400 pupils. The Trust is at a key point in its development, with a clear vision and strategic plan for the future, and is continuing to expand in size. Good and Outstanding schools are keen to join us and work within the supportive but aspirational Christian environment that we are developing. This offers enormous opportunities and significant change to oversee. Our leaders share our vision of the Trust as an outstanding provider of education, but education that is not only excellent academically, but also offers every child the opportunity to develop as an individual in mind, body and spirit. The BWMAT works in partnership with the Diocesan Education Department. As part of the support team you will bring your expertise and experience to this role, supporting our schools to meeting our objectives and the needs of the children. The candidate appointed will play a pivotal part in the development of the both as an outstanding educational provider and delivering its Christian mission to ensure that we provide the opportunity for every child and member of staff to experience ‘Life in all its Fullness’. We look forward to receiving your application. sincerely Nigel Daniel Chair of the Board of Directors Bath & Wells Multi Academy Trust The Application Process We hope you find this pack provides all the information you need in to consider your application for this post. If you would like a more detailed discussion about the role, please contact the office on or by calling the office on 01278 456918 Applications Please ensure your application is summited by the deadline for this post as detailed on the advert. Unfortunately, we are unable to accept applications after this time unless the recruitment process is reopened.
Spent convictions Sentence Rehabilitation period (in all cases the period commences from the date of the conviction) Aged over 18 at the time of the conviction Aged under 18 at the time of the conviction Prison sentence of more than 4 years Never Never Prison sentence of more than 30 months but less than or equal to 4 years Length of sentence + 7 years Length of sentence + 3.5 years Prison sentence, or sentence of detention, of more than 6 months but less than or equal to 30 months Length of sentence + 4 years Length of sentence + 2 years Prison sentence, or sentence of detention, of less than or equal to 6 months Length of sentence +2 years Length of sentence + 18 months Removal from HM Service 1 year 6 months Service detention 1 year 6 months Community order 1 year 6 months Fine 1 year 6 months Youth rehabilitation order N/A 6 months Compensation order Once paid in full Once paid in full Hospital order At the end of the At the end of the order Conditional discharge, binding over, care order, supervision order, reception order At the end of the order At the end of the order Absolute discharge Spent immediately Spent immediately Disqualification End of the disqualification End of the disqualification Relevant order End of the order End of the order Conditional cautions Once conditions end Once conditions end
Section 5: Previous employment and/or activities (including voluntary work) since leaving secondary education - From & To (dd/mm/yy) Name and address of employer Position held/duties/responsibilities If part time please specify proportion: Reason for leaving: If part time please specify proportion: Reason for leaving: If part time please specify proportion: Reason for leaving: Section 5: Previous employment and/or activities (including voluntary work) since leaving secondary education (continued)
Jackie Stotlar (Graduate and Undergraduate Studies) Carmen and SIS Questions Classroom Issues or Questions Course enrollments for all students Course Planning and Scheduling Curricular Approvals, Course and Program Submissions Front Desk Backup (phone/email/walk-in) Grade Change Forms Graduate School Procedures (admissions, graduation, candidacy exams, changing advisors, adding classes) Graduate Student Concerns Graduate Student Recruitment, Admissions, Orientation and Matriculation Graduate Studies Committee Graduate Teaching Assistant Office Assignments PhD Reviews and Milestones; MA Policies and Procedures for Undergraduate and Graduate Students Syllabi collection and review Undergraduate Studies Committee and Program Development (workshops) Saidah Isoke (.1), Undergraduate Advisor DARS (Degree coordination (communicates with University Undergraduate Student Advising (includes conveying curricular information to students, add major/minor through SIS, confirms requirements are met for graduation, assist majors/minors on grad applications, manages student files and listservs; work with College advisors and advisors from other Departments to coordinate students' programs) Undergraduate Major/Minor Statistics Undergraduate Recruitment Undergraduate Transfer Credit Coordinator (Reviews syllabi and assigns Departmental course equivalency for transfer and study abroad courses) Undergraduate Development (FemUnity advising/ workshops) Undergraduate Studies Committee
Staff Is someone responsible for driving staff-related procedures? Do we have current staff-related procedures that cover: Selection? Induction? Communication? Training? Monitoring? Record Keeping? Have we checked that our skill requirements and the way we verify them meet current industry practice? Do we have a culture in which our team feel they can raise any issues or concerns and know that it will be handled in a constructive and supportive manner? For induction training, do we follow a checklist that comprehensively covers all aspects of our operation and is ultimately signed off by the trainer and trainee? Does our training and monitoring comprehensively address the key roles and responsibilities of our team and operation? Is everyone clear about the minimum standards required to undertake their role? Is there a procedure to follow for staff who don’t meet required standards? Do we record all our training and monitoring? Have we talked with operators in our sector and/or undertaken an external audit to help ensure we are meeting current industry practice?
Scheduling Appointments with Principal Secretary – Dorothy_M_Hagler@mcpsmd.org Academic Concerns The student’s teacher – see G.E.S. website for teacher’s email address Behavioral/Disciplinary Issues Assistant Principal – Carolynn_Walsleben@mcpsmd.org Peer Relationships/Socio-emotional Concerns Counselor – Sandee_N_Lee@mcpsmd.org Assistant Principal – Carolynn_Walsleben@mcpsmd.org Family Crisis Concerns Counselor – Sandee_N_Lee@mcpsmd.org Health Information Health Tech – Sandra_J_Copp@mcpsmd.org Nurse – Barbara_V_Cassidy@mcpsmd.org School Programs/Schedules/Attendance Issues Admin Secretary – Dorothy_M_Hagler@mcpsmd.org Attendance Secretary – Janet_C_Paul@mcpsmd.org Residency/Transfer Information Personnel Worker – Lajuana_M_Brown@mcpsmd.org Curriculum Resources Staff Development – Michelle_L_Fox@mcpsmd.org Reading Specialist – Jennifer_M_Myers@mcpsmd.org Parent Teacher Association (PTA) President – Ben Corb – bwcorb@gmail.com PTA Volunteer Opportunities PTA Rep – Bobby Smith mccpta@greenwood-pta.org Classroom Volunteer Opportunities The student’s teacher – see G.E.S. website for teacher’s email address Special Education Special Education Teacher – Matthew_S_Tkaczyk@mcpsmd.org Speech Pathologist/Special Ed Contact – Alissa_D_Cole@mcpsmd.org Special Programs/Extra Curricular Art – Susan_V_Newman@mcpsmd.org Instrumental Music – Lisa_L_Brooks@mcpsmd.org Media – Jenny_Corrado@mcpsmd.org Music – Alycia_N_Wepasnick@mcpsmd.org P.E. – Benjamin_W_Jones@mcpsmd.org Greenwood Sponsored Clubs – Carolynn_Walsleben@mcpsmd.org Cafeteria Debbie_M_Biggs@mcpsmd.org
Principal Dr. Midge Mougey Administrative Assistant Carroll McMurtry Office Assisstant Wende Bailey Pre-School Jennifer Paul Kindergarten Kim Aden Angela Morris Kelly Murdock 1st Grade Cathy Christmann Jan Gale Smith 2nd Grade Lyndsey Douglas Ashley Obermeier Kristie Walz 3rd Colleen Hodges Ann Jones Jackie Mikoloyck 4th Grade Heather Harvey Jenny Nekuda Deb 5th Grade Tana Ambrose Megan Aynes Michelle Strickland Library/Media Margo Hirschfeld Kelly Garcia – Para Nurse Cheryl Jewell Nurse Para Jane Larsen Dale Hall – PE Mark Woodhead - PE Chelsea Feusner - Music Dawn Fickel - Orchestra Guidance/Counselor Jenee’ Hill
Staff Senate Agenda April 4, 2018 Baz Tech 204 9:30 am On Track Staff Development Human Resources – Mr. Bob Freeman 10:00 am Call to order Approve Minutes from March meeting Old Business Pet Policy Holli Weiss, Director of Testing and Disability Services Staff Cookout – May 23, 2018 Staff Handbook Thomas Pennington, Legal Counsel New Business Floor open to new business Announcements Adjournment
Communications Updating the website Updating our brochure Professional Development Renewing the Staff Member of the Month award Looking to have 1 lunch & learn per semester Closing Thoughts Stacey quoted Maya Angelou Nicole Phillips introduced the Owl Creed. Adjourn J. Michael Fellows moved to adjourn at 10:20. Jessi seconded and the motion passed. Important Staff Senate Dates for 2017-2018 Date & Time Event Location July 20, 2017 8 am – 5 pm Staff Senate Leadership Training KSU Center Room 300 August 31, 2017 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Kennesaw Campus Student Center - Leadership Room September 28, 2017 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Marietta Campus Student Center - Ballroom B October 18, 2017 Time TBD 2017 Benefits Fair Location TBD October 26, 2017 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Kennesaw Campus Student Center - Leadership Room November 16, 2017 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Marietta Campus Student Center - Ballroom A December 21, 2017 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Kennesaw Campus Student Center - Leadership Room January 25, 2018 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Marietta Campus Student Center - Ballroom A February 13, 2018 10:00 a.m. – 11:15 a.m. KSU Day at the Capitol Details TBD February 22, 2018 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Kennesaw Campus Student Center - Leadership Room March 22, 2018 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Marietta Campus Student Center - Ballroom A April 26, 2018 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Kennesaw Campus Student Center - Leadership Room May 24, 2018 10:00 a.m. – 11:15 a.m. Staff Senate General Meeting Marietta Campus Student Center - Ballroom A or B (TBD)
7. Does your hospital have an agreement with other hospitals to provide elective procedures and outpatient services (e.g., dialysis, physical therapy, and clinic visits) in the event of a staff shortage? 8. Does your hospital have a plan to receive and process healthcare volunteers? Does it require the activation of the Emergency Operations Plan for activation of processing and utilizing volunteers? Immediate and Intermediate Response 1. Does your hospital have a policy to monitor the health status and absenteeism of staff during the incident? 2. Does your hospital have a procedure to address hospital security, including the threat of violence or civil disturbances? 3. Does your hospital plan have a mechanism to establish a liaison role with local law enforcement, special weapons and tactics (SWAT) team and the Federal Bureau of Investigation? 4. Does your hospital have a process to assess the impact of modified staffing on patient care services? 5. Does your hospital have a process for including local emergency management, local health authorities, local emergency medical services, medical mutual aid coordinators, and other hospitals in the response? 6. Does your hospital have a procedure for providing situation updates and information to local emergency management and area hospitals? 7. Does your hospital have a plan to manage temporary staff, including: Credentialing, privileging, and primary source verification? Identification badges? Food and housing support, transportation assistance, and medical care if needed? Orientation to the hospital and assigned areas, including emergency codes, infection control practices and performance evaluation? security and safety? Scheduling and hours of work? Supervision while on duty? Payroll? Compliance issues (e.g., The Joint Commission, Centers for Medicare & Medicaid Services [CMS], Health Insurance Portability and Accountability Act [HIPAA])? 8. Does your hospital have a plan to provide regular information and updates to on duty staff, including: Staff attendance? Staff attitude and compliance with hospital policies? Staff security needs? Need for information and updates, including rumor control? Threat of violence or civil disobedience? Parking and traffic control? 9. Does your hospital have a plan to establish a staging area and provide regular updates and briefings with situation status and appropriate patient information?