zilongwang/ReadingBank huggingface dataset:
Small hatches on their sides open and metallic arms reach out and grab parts of buildings and bring them inside. The vehicles also demolish a few buildings to make new paths through the city. Kane gets up. KANE Let’s get a closer look. They hug the side of a building, and then quickly cross a street. Kane leaps easily over the 5-foot wall of what used to be a park, and then hunkers down behind some bushes. Shan has to stop at the wall and pull himself over it. As Kane peers over the bushes, Shan arrives huffing and puffing. One of the demolition vehicles is heading straight for what appears to be a residential area. A woman and two children can be seen huddling together through a window of one of the houses. KANE Oh no. SHAN What? KANE There’s people trapped in there. SHAN You can’t do anything. That’s not what we’re here for. KANE I have to do something. Kane looks up and around to make sure the coast is clear. KANE Cover me. SHAN Sure, I’ll do that. Shan rolls his eyes. Kane quietly runs over toward the house. The vehicle is about twenty feet from the house. Kane stops and lifts his hands up, palms outward, and concentrates hard.
for sure. Leia finally cracks a LEIA How did you know we were here? LUKE Actually, I didn’t. I was told to come here. LEIA By who? LOGOS By me. Logos, dressed in a white Jedi-like robe, calmly walks up to them. LEIA Oh my... LUKE Logos! The others emerge from the two ships: Xang Prim, Pree-Sa Dalori, Goh-Pall Venn, Sate Aquila, and Sha-Pol. As they approach, and as they see who is there, they begin to kneel down one by one. Sha-Pol throws himself prostrate on the ground in front of Logos. Leia’s crew does not kneel, however. Threepio finally reaches them and sees Artoo. THREEPIO Oh, Artoo! Artoo! beeps enthusiastically at his old friend. THREEPIO I have so much to tell you. I’m not sure how much longer I can go on. Artoo beeps back. THREEPIO Listen to this man? Oh, pardon me!
LOGOS Good morning, my friends! SHA-POL Good morning, my Lord. He kneels to him. LOGOS I must tell you a few more things, and then you will not see me for awhile. But as always, I will be with you. The nods in anticipation. LOGOS You must be on your guard with extra diligence. He is here. LUKE Who is here? LOGOS Dynamis, also known as Darth Dynamis. The Jedi all glance at each other. LUKE Darth Dynamis? That’s not possible. There are no more Sith! LOGOS He is not a Sith. He was the power behind the Sith, from whom they took their name. He is the power behind all evil. Sate and Sha-Pol look at each other with eyes of realization. SATE Yes! We saw him. He was the thing that left Kornin! LOGOS Yes, indeed. You are wise, Master Aquila. Kornin Reltage was unfortunately overwhelmed by
to Complete the Confirmations Tab 15 2.7 The “Action” Buttons of the Web Form 16 to Submit a Web Form 16 3 Appendix 1 – Cheat Sheets 17 to Verify the Social Security Number 17 to Complete the Student Tab 18 to Complete the School Tab 18 to Complete the Accommodation Tab 19 to Complete the Services Tab 19 to Complete the Confirmations Tab 19 to Submit a Web Form 20
(300-character limit) Check the box for “Foreign Language interpreter required” if needed. Enter an explanation regarding this accommodation in the text box. (300-character limit) Check the box for “Other accommodations required” if needed. Enter an explanation regarding this accommodation in the text box. (300-character limit) Click Next to proceed to the ‘Services’ tab to continue completing the Web Form. Steps to Complete the Services Tab Steps to Complete the Services Tab NOTE: A minimum of one (1) service must be selected. Check the box for “Career Assessment and Exploration” if needed. Check the box for “Work Readiness Training” if needed. Check the box for “Work Experience” if needed. Check the box for “Counseling for Postsecondary Education” if needed. Next to proceed to the ‘Confirmations’ tab to continue completing the Web Form. Steps to Complete the Confirmations Tab Steps to Complete the Confirmations Tab NOTE: Clicking ‘Edit’ in any of the information boxes returns you to that tab. Click Edit for the “Student” box if needed. Edit for the “School” box if needed. Click Edit for the “Accommodations” box if needed. Click Edit for the “Services” box if needed. Check the box “By checking this box the School District attest…” to acknowledge the School District’s receipt of the student’s completed and signed Release of Information and Wavier of Confidentiality. Click Finish to submit your completed form. Steps to Submit a Web Form
Name: ________________________________________________ Period: ________ Star Spangled Banner – Text Analysis What’s another way to say “dawn’s early light”? What is the author referring to with stripes and bright stars”? What does perilous mean? What is the “perilous fight” referring to? Why would the author say the flag was “gallantly streaming”? What kind of language is “rocket’s red glare” and “bombs bursting”? Why did the author choose to end the verse by saying “the land of the free and the home of the brave”? Why do you think the author chose to use first person perspective (“our” and “we”) throughout the song? What was he hoping to do?
Star Student Aug. 27 – Henry VanBrink Sept. 10 – Dexter Tong Sept. 17 – Landon Sheley Sept. 24 – Lucy Schreck Oct. 15 – Riley Sanders Oct. 22 – Bryanna Robinson Oct. 29 – Noah Pimental Nov. 5 – Carly Mote Nov. 26 – Eva Molohon Dec. 3 – Kellen McCrea Dec. 10 – Desmond Lowery Jan. 7 – Dillon Kolodziej Jan. 14 – Azariah Joseph Jan. 28 – John Hausauer Feb. 4 – Harrison Grizzard Feb. 11 – Fredy Chervenak Feb. 25 – Sophie Barnes
their chances of survival are next to nothing, but Kirk replies with a “don’t worry, we’ll be fine” phrase. Through his positive attitude, Kirk has not only empowered his crewmembers - Uhura, Sulu, Chekov, and Scotty - but also created a sense of hope through their empowerment. Chekov is able to cover several positions, filling in when needed. Without Kirk in the new alternate reality, Scotty would not have been involved in the Enterprise or discovered warp beaming in the first place - instilling confidence and hope in him. Works Consulted Bjugstad, Kent, Elizabeth C. Thach, Karen J. Thompson, and Alan Morris. “A Fresh Look at Followership: A for Matching Followership and Leadership Styles.” Urban Bridge Church. 2006. 5 June 2013. <http://urbanbridgechurch.com/wp-content/uploads/2012/04/ JBAM_7_3_5_Followership1.pdf>. Gamache, Julie. “Leadership Lessons from Star Trek.” Come Recommended. 21 May 2013. 3 June 2013. Kaufman, “How To Boldly Go Where No Entrepreneur Has Gone Before.” 20 Apr 2013. 3 June 2013. <http://www.forbes.com/sites/michakaufman/2013/04/20/ how-captain-kirk-and-spock-exemplify-leadership/>. Knapp, Alex. “ Five Leadership Lessons From James T. Kirk.” Forbes. 5 Mar 2012. 3 June 2013. <http://www.forbes.com/sites/alexknapp/2012/03/05/ five-leadership-lessons-from-james-t-kirk/>. Peterson, Gary. “Leadership 310: The Four Principles of ‘Followership’.” Forbes. 23 Apr 2013. 5 June 2013. <http://www.forbes.com/sites/garypeterson/2013/04/23/ the-four-principles-of-followership/>. “Star Trek.” imdb.com. 2009. 3 June 2013. Star Trek. Dir. J. J. Abrams. Perf. Chris Pine, Zachary Quinto, Leonard Nimoy, Eric Bana, Bruce Greenwood. Paramount, 2009. DVD.
Approved methods of decomposition are: * the deployment of inofficial personell as courier, confidant of the groupleader, supervisor, official of cognizance out of the operations area, other contactpersons etc. * Use of anonymous or pseudonymous letters, telegrams, phone calls etc. compromising photos of e.g. real or faked meetings. * focused spreading of rumors about targeted individuals, a group, groups or organization. * focused indiscretion or fake of deconspiration of defense measurements of the Ministry for National Security * order to questioning of people at state ministries or social organizations under believable or unbelievable reasoning These measures and methods have to be adapted, differ, enhance, develop and used depending on the current operational status. 2.6.3 The approach of elaboration and execution of decomposition measures Requirement and basis for the elaboration of effective decomposition measures is the thorough analysis of the operative process, especially to carve out appropriate connections, such as existing contradictions, differences and accordingly of compromising material. The exact definition of the concrete goal of the decomposition measures need to be carried out on the basis of the analysis' results. According to the defined goal, the thorough preparation and planning of the decomposition measures have to be performed. In the preparation - insofar as necessary - ensuring the conspiracy, the deployed inofficial personell of the respective operative process need to be included. The plans for execution of decomposition measures require the affirmation by the head of the main/autonomous devision or district/main administration respectively. Plans for execution of decomposition measures against: * organisations, groups, groupings or single persons in the operating field [area] * people in prominent, central, social positions or with international or massive influence respectively * as well as in other political operative cases of particular importance are to be submitted to me or my deputy in charge for affirmation. The execution of measures of decomposition must be consistent and strict.
ANESTHESIA PRESSURE/LEAK CHECK Check “Oxygen” is ON and connected to “Anesthesia Machine.” Check “Scavenging Tube” is connected to “Pop-Off Valve” and “Scavenging Tube” is being scavenged away appropriately. Check “Absorber Canister” is tightly connected to the “Anesthesia Machine” and all “Anesthesia Machine Tubing” is connected. Check “Rebreathing Bags” and “Patient Rebreathing Circuits” have no holes/tears. Place “Rebreathing Bag” and “Patient Rebreathing Circuit” on the “Anesthesia Machine.” Use the other “Rebreathing Bag” and place it over the ‘open’ end of the “Patient Rebreathing Circuit.” Your anesthesia machine is now in a ‘closed circuit.’ Turn the oxygen “Flowmeter” ON to ‘2 L/Min’ and put the “Pop-Off Valve” into a CLOSED position. “Rebreathing Bags” should begin to inflate in 30-60 seconds as your circuit is now closed. Watch anesthesia machines “Pressure Gauge (Manometer)” reaches “20 CM/H2O”. Once anesthesia machines “Pressure Gauge (Manometer)” has reached “20 CM/H2O,” turn the “Flowmeter” to the OFF Position. Your anesthesia machine should hold “20 CM/H2O” for 30 seconds with the “Flowmeter” OFF and “Pop-Off Valve” CLOSED. If successful, your machine has PASSED a “Pressure Check.” TURN YOUR “POP-OFF VALVE” BACK TO OPEN!!!
8:30am – 9:00am Welcome/Check-in 9:00am – 9:30am Warm-Up Activity (Introductions) 9:30am – 10:15am Assessment Tools 10:15am – 11:10am ECE Site Assessment 11:10am – 11:30am Healthy Site Policies 11:30am – 11:50am Partnerships 11:50am – 12:00pm (Moving Quiz) 12:00pm – 1:00pm LUNCH 1:00pm – 1:30pm Stencil Kit Activity and Intro 1:30pm – 2:00pm Fundamental Movements (Obstacle Course) 2:00pm – 2:30pm (Discussion, then…) Physical Activity Recommendations 2:30pm – 3:15pm Stencil Kit Playground Design 3:15pm – 3:30pm Prepping for Paint Day 3:30pm – 4:00pm Wrap-Up Evaluation (online) Facilitation Guidance Title Welcome and Warm-Up Activity Time 30 minutes
Healthy Communities piloted the use of inexpensive and reusable playground stencils to enhance outdoor physical activity opportunities for preschool children at eight sites. The Center for Healthy Communities’ observational study of playgrounds enhanced with stencil designs confirmed that the use of playground stencils during the above mentioned pilot program resulted in a significant increase in active play when stenciled playgrounds were compared with a control site without stencils. During the pilot study, System for Observing Play and Leisure Activity in Youth (SOPLAY) was used for the evaluation. SOPLAY is a validated tool for directly observing physical activity and associated environmental characteristics in free play settings (e.g., recess and lunch at school). Title Fundamental Movements (Obstacle Course) Time 30 minutes Facilitator
Food Group Table* Vegetables and Fruits: Family 1 Dietary Guidelines for Americans Recommendations: Eat a variety of dark green vegetables, red and orange veg- etables, and starchy vegetables every week Vegetables B L D Sn Total Cups Cost/ Cup Total Cost (Cups x Cost/ cup) Asparagus, fresh 1.25 Avocado 0.40 Green Beans, frozen 0.45 Bell Pepper, fresh 1.00 Broccoli, fresh 0.50 Carrots, canned 0.57 Chile Pepper, fresh 0.22 Corn, frozen 0.55 Corn, canned 0.57 Hash browns 0.30 Head Lettuce 0.25 Onion 0.35 Potato, dehydrated 0.12 Potatoes, fresh 0.16 Romaine Lettuce 0.50 Tomato, canned 0.50 Tomatoes, fresh 0.50 Daily recommended cups for your family 9.0 TOTAL TOTAL *Prices based on survey of several grocery stores in Mid-Town Sacramento Dietary Guidelines for Americans Recommendations: Limit juice to 4-6 ounces daily for young children and 8 ounces for everyone else Fruits B L D Sn Total Cups Cost/ Cup Total Cost (Cups x Cost/cup) Bananas 0.50 Grapes, fresh 1.25 Apples, fresh 0.75 Applesauce 0.60 Grape Juice 0.32 Mango 1.00 Orange Juice 0.16 Oranges, 1.00 Peaches, frozen 0.88 Peaches, canned 0.82 Raisins 0.18 Strawberries, fresh 0.83 Watermelon 0.67 Daily recommended cups for your family 6.0 TOTAL TOTAL
Food Group Table* Vegetables and Fruits: Family 2 Dietary Guidelines for Americans Recommendations: Eat a variety of dark green vegetables, red and orange veg- etables, and starchy vegetables every week Vegetables B L D S n Total Cups Cost/ Cup Total Cost (Cups x Cost/ cup) Asparagus, 1.25 Avocado 0.40 Green Beans, frozen 0.45 Bell Pepper, fresh 1.00 Broccoli, fresh 0.50 Carrots, canned 0.57 Chile Pepper, fresh 0.22 Corn, frozen 0.55 Corn, canned 0.57 Hash browns 0.30 Head Lettuce 0.25 0.35 Potato, dehydrated 0.12 Potatoes, fresh 0.16 Romaine Let- 0.50 Tomato, canned 0.50 Tomatoes, fresh 0.50 Daily recommended cups for your family 9.0 TOTAL TOTAL Dietary Guidelines for Americans Recommendations: Limit juice to 4-6 ounces daily for young children and 8 ounces for everyone else Fruits B L D S n Total Cups Cost/ Cup Total Cost (Cups x Cost/ cup) Bananas 0.50 Grapes, fresh 1.25 Apples, fresh 0.75 Applesauce 0.60 Grape Juice 0.32 Mango 1.00 Orange Juice 0.16 Oranges, fresh 1.00 Peaches, fro- zen 0.88 Peaches, canned 0.82 Raisins 0.18 Strawberries, 0.83 Watermelon 0.67 Daily recommended cups for your family 6.5 TOTAL TOTAL *Prices based on survey of several grocery stores in Mid-Town 1 Sacramento
Food Group Table* Vegetables and Fruits: Family 3 Dietary Guidelines for Americans Recommendations: Eat a variety of dark vegetables, red and orange vegetables, and starchy vegetables every week Dietary Guidelines for Americans Recommendations: Limit juice to 4-6 ounces daily for young children and 8 ounces for everyone else Fruits B L D S n Cup Total Cost (Cups x Cost/ cup) Bananas 0.50 Grapes, fresh 1.25 Apples, 0.75 Applesauce 0.60 Juice 0.32 Mango 1.00 Orange 0.16 Oranges, fresh 1.00 Peaches, fro- zen 0.88 Peaches, canned 0.82 Raisins 0.18 Strawberries, fresh 0.83 Watermelon 0.67 Daily recommended cups for your family 8.5 TOTAL *Prices based on survey of several grocery stores in Mid-Town Sacramento
Wrap-Up Workshop concludes with a brief Q&A. 4 p.m. Trainee’s Agenda The agenda below can be provided to trainees. Activity Description Timing Registration 8:30 – 9 a.m. Icebreaker The Six Word Story Icebreaker Activity 9 – 10 a.m. Welcome Agenda Review Webinar Series Summary 10 – 10:15 a.m. Putting it All Together “Day in the Life” Discussion 10:15 – 10:45 a.m. Communication Opportunity Review Worksheet #1 10:45 – 11:30 a.m. Audience Profile Review Worksheet #2 Small Group Activity 11:30 a.m. – 12:30 p.m. 12:30 – 1:30 p.m. Connecting Through Emotion Review Worksheet #3 Group Brainstorm Activity 1:30 – 1:45 p.m. Writing and Editing Messages Review Worksheet #4 Editing Activity 1:45 – 2:30 p.m. Message Delivery “Day in the Life Discussion Review Worksheet #6 2:30 – 2:45 p.m. Organizing Content Review Worksheet #5 Attention-Grabbing Techniques Activity Sequence Activity 2:45 – 4 p.m. Conclusion Q&A 4 p.m. Activity Descriptions and Guidance The Six-Word Story The six-word story activity is a storytelling exercise that dates back at least 100 years and is often attributed to Ernest Hemmingway. As legend goes, he was challenged by fellow writers to write a powerful story using just six words. On a napkin, Hemmingway wrote “For sale: Baby shoes. Never worn.” His story was based on a longer story in a local newspaper about a couple
Do: Together go step by step through possible responses to the first example of Dealing w/Negativity: “Every time I make a new vegetable, no one eats it and I have to throw it out”. Do: Invite learners to work on their own to respond to the 2nd example “I tried that non-fat milk one time and it was nasty! Debrief afterwards
Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives. This activity effectively contributed to the course objectives: a. Activity #1 b. Activity #2 c. Activity #3 How likely are you to recommend this training session to someone else? Very likely Somewhat likely Not very likely Does not apply What about this training session did you especially like? What do you think would make this training session better? Any other comments?
Affirmation Affirming and Reflecting in Challenging Situations Handling Challenging Situations: Negativity Getting off Track The Monopolizer Misinformation Pair Personalize the Session Building Confidence Adult Learning Principles and Guidelines : Respect – Educators acknowledge and draw on the values, experiences, and knowledge adults bring to the session. : Immediate Usefulness (Relevance) – Adults usually focus on the practical application of learning – “How can I use this NOW?”
Other ways to say “I don’t know “ I’m not sure… Good question. I can’t really say… Wow – you stumped me… I hadn’t that before. That’s a new one. What I say Offer a way to help Examples: If you like, I have time after the class. Could I give you the name of someone who might be able to answer your question? I can do some research into this and contact you later. (bike rack/parking lot listing info needed to get back to the Affirmation A statement of appreciation for who a person is or for something a person does
Listen for the “buzz.” Bring attention back to the group when the “buzz” dies down. Adding your Personality OK Not OK Humor Movements (miming) Personal stories Changing the activities Altering content Poses How I Improved the Way I Teach Using words and/or pictures describe…
Say: We will now discuss the budget development and adjustment process, and then advance to next slide. Ask: What questions do you have the information we provided about development? Respond to questions asked and add any unanswered questions to the ”Let’s Get Fiscally Fit” bike rack. Say: Now let’s take a little time to review. Say: If you are in charge of developing a budget and a co-worker approaches you with the following question, how would you respond? Note to presenter: float questions in 1 at a time, and follow instructions below. Invite: Participants to answer each question out loud. Request: Input from multiple participants as needed. Review and explain answers after each question. Answers: 1. No. Because this person works in more than 1 program, therefore, expense is not 100% reimbursable. 2. Yes, any staff not working 1.0 FTE must be prorated based on the approved FTE percentage (such as .5, .75, etc.). 3. You would show the changes in the Travel line item in the Other category column and include what other is on the description. Advance to next for remaining questions and answers. Advance to next slide for remaining questions and answers. Activity Continued Note to presenter: continue to float questions in 1 at a time, then answer in after conversation. Invite: Participants to answer each question out loud.
Materials for Trainees Binder Content Agenda Power Point Slides (3/page) “Get Active”, Water…Feel Better!” “Create Safe places to Play” SNAP-Ed Approved PA curriculum and resources CX3 Tier 2-NA1 Store Environment Walkability Survey to Starting a Safe Routes to School Program Optional: Activity Worksheets Physical Activity Pledge Fitness Breaks in Meetings Links used in PPT PA Report Card PA Media Materials G:\CPNS\_INFORMATION AND COMM SEC\Advertising\2015 Advertising Activities\TASK 2.07i Interactive Support Materials- PA Videos G:\CPNS\_INFORMATION AND COMM SEC\Advertising\2015 Advertising Activities\TASK 2.07i Interactive Support Materials- PA Videos\PA
2:30- 2:45 PA Break (flexible) 2:45-3:15 PSE Strategies that Integrate 3:15- 3:40 Wrap-Up Activity 3:40-4:00 Physical Activity Pledge Facilitation Guidance Welcome/Warm-Up Research reviews and Implications for PA Integration Time 30 minutes Facilitator Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity Youth
ASK: What do you see wrong with these photos? (click to bring in the question) SAY: has been an increasing trend in the adoption of complete street policies across the country to make streets like these more pedestrian and bike friendly: What are “Complete Streets”? In communities across the country, a movement is growing to “complete” the streets. States, cities, and towns are asking their planners and engineers to build roads that are safer, more accessible, and easier for everyone. In the process, they are creating better communities for people to live, play, work, and shop. There is a tool-kit for complete streets implementation at this link-open For trainer if asked the difference? What is active transport? •Active transportation is street design that support Complete Streets and street level design policies that facilitate walking, biking, and active means of transport •Maintains funding for and support local control of Transportation Alternatives Program •Integrates healthy design elements into building construction •Increases funding for and implementation of Safe Routes to School
Agenda Time Guidelines Section Leader Set-Up Registration 9-9:30 Welcome/Warm-Up Activity 9:30 – 10:30 California SNAP-Ed Target Audience, Funding Structure, and Guidance 10:30 – 11:00 Areas and Interventions Break/PA 11:15 – 11:45 Resources for Program Management LUNCH 12:45 – 1:45 Building Partnerships and Community Engagement 1:45 – 2:45 Policy, Systems, and Environmental (PSE) Implementation 3:00 – 3:30 Core Settings 3:30 – 3:50 Evaluation 3:50 – 4:20 Wrap Up, Final Questions Facilitation Guidance Title Welcome/Warm-Up Activity Time 30 minutes Facilitator
Time 1 hr Facilitator Materials and Preparation Left side Right Side SAY: Why is obesity prevention the focus of SNAP-Ed and why is it so important? SAY: It is headline news. I think we all know that obesity is way too common, has serious consequences, and did you know that it is also very costly? SAY: One third of this crowd is obese and the cost of obesity are equally high Note to trainer/Background information: Data is from 2012 SAY: is semi-good news that is more current. This information just came out from the U.S. Centers for Disease Control and Prevention's National Center for Health Statistics in November: although obesity rates continued to climb among U.S. adults over the past decade, they stabilized for children and teens. Review SAY: Here is one example of why the costs are so high: Obese and overweight children visit the emergency department and outpatient clinics more often than children of normal weight or those who are underweight, according to a study in Academic Pediatrics. The Mayo Clinic calculated body mass index for 34,335 children, ages 2–18 years, in Olmsted County, MN, and found that children at or above the 85th percentile in BMI were more likely to use the emergency department. SAY: Early childhood media exposure is associated with obesity and many adverse health conditions
adversaries is also a route to social tolerance. On this slide is a picture of advocates for reducing carbon emissions Do: Pass out the cards and invite trainees to read them over Give them a few minutes to look them over Say: Pick one or two of the Habits of Empathy Cards that interest you most Say: On the back – write down: What do you already do well? How would like to improve? Do: Give them 5 minutes or so Do: Invite them to discuss what they have written w/a partner or in Do: After – bring the discussion to the large group. Ask: What did you pick? What do you do well already? How can you see yourself improving? Diversity Part Two Time 20 minutes Facilitator Materials and Preparation 5x7 index cards, markers, pens and/or pencils Left side Right Side Say: This is a chance to get to know everyone in the room, a little better. You will get an index card and will have 5 minutes to fill out their cards with the following questions: What is your favorite What is your favorite musician or musical genre? What is your favorite movie?
8:00am - 9:00am Set-Up 9:00am – 9:30am Welcome/Check-in 9:30am – 9:50am Warm-Up Activity (Introductions) 9:50am – 10:05am Group Agreement 10:05am – 10:30am Team Building (Venn Diagram) 10:30am – 11:00am Recruitment (Community Mapping) 11:00am – 12:00pm YE and the IWP (Ideal vs. Real) 12:00pm – 1:00pm LUNCH 1:00pm – 2:30pm Working with Community Partners vs. Real continued) 2:30pm – 2:50pm Wrap-Up 2:50pm – 3:00pm Evaluation Facilitation Guidance Title Welcome and Warm-Up Activity Time 30 minutes Facilitator Materials and Preparation Participant folders, index cards, writing instruments, flip chart paper with Learning Objectives listed, blank flip chart paper and marker (for “Parking Lot/Bike Rack”) Welcome Say: Welcome to Recruiting and Engaging Youth training and thank you for joining us today.
14. Simple Linear Regression (D = Ch. 9, BB = Ch. 14, 11) Content on the my course1 website: http://course1.winona.edu/bdeppa Courses STAT 601 Narrated Powerpoints Non-narrated (regular) Powerpoints Course assignments and supporting materials Live demo tutorials on how to use the statistical software package JMP 13 Pro and organized by statistical topic. Datasets which you will use to conduct your own statistical analyses in JMP as part of course assignments. Links to assignment walk-throughs are located below the link to each assignment. These walk-throughs are hosted on MNSCU’s Mediaspace and are in .MP4 format. Content on D2L: Research articles for assignments the only way to access these as they are copyrighted. Dropboxes for turning in assignments Assignment grades Discussion boards for each assignment COURSE WEBSITE – http://course1.winona.edu/bdeppa Courses STAT 601 D2L Course Site - Research article links are found under the Content section of D2L.
QUESTIONS AND ANALYSES a) Use appropriate methods to examine the relationship between right heart catheterization (swang1) and 30-day mortality (Death). The methods you use should provide achieve the following analysis goals: Determine if a significant relationship between right heart catheterization and mortality exists. Estimate the risk difference associated with right heart catheterization Estimate the risk in multiplicative terms. Summarize all your findings in regards to these three analysis goals. (10 pts.) b) Now consider adjusting for all of the covariates listed above. Use backward elimination or forward selection (using the default settings in JMP) to develop a logistic regression model that contains the most important covariates along with the right heart catheterization predictor (swang1), then calculate the OR for 30-day mortality associated with the Swan-Ganz right heart catheterization procedure adjusted for the other included covariates. Summarize your findings and be sure to explain how you arrived at your final multiple logistic regression model. (25 pts.) 2 - Effect of Fire on Germination of Banksia Serrata In order for Banksia serrata to germinate, fire is required to open its seed cones. In order to understand the effect of fire on these trees, two neighboring sites were surveyed. Site A has been burned frequently during the last 80 years, while fire at Site B has been infrequent during this same period. It is hypothesized that the different frequency of fire will result in larger median DBH for B. serrata (in cm) at location B than at location A. Perform an appropriate nonparametric test to see if the research hypothesis is supported by the data Site A 12 16 20 26 30 32 36 46 Site B 28 34 44 48 48 50 Summarize the test results and your conclusion. You may use JMP to perform the test or do it “by hand”. (6 pts.) 3 – Beak Color and Length of Song A study of the courtship behavior of domesticated zebra finches is run to determine the effect of beak color in the female on the number of song patterns sung during courtship. It is thought that the red, a sign of maturity, will elicit more patterns than the black beak, which is found in
A nutritionist wishes to determine within 3%, the true proportion of adults who do not eat any lunch. If he wishes to be 95% confident that his estimate contains the population proportion, how large a sample will be necessary? A previous study found that the 15% of the 125 people surveyed said they did not eat lunch. A sample of 25 novels has a standard deviation of 9 pages. Find the 95% confidence interval of the population standard deviation. Find the 90% confidence interval for the variance and standard deviation for the time it takes a state police inspector to check a truck for safety if a sample of 27 trucks has a standard deviation of 6.8 minutes. Assume the variable is normally distributed. A sample of 20 automobiles has a pollution by-product release standard deviation of 2.3 ounces when 1 gallon of gasoline is used. Find the 90% confidence interval of the population standard deviation.
Summary More Differentiation: Stationary Points There are 3 types of stationary points: maximum, minimum and point of inflexion. Differentiate once (1st differential): This tells you where there are any stationary points. Put and solve to find the value of . Use the value of to find the value of so that you have the co-ordinates of the stationary point(s). Differentiate again (2nd differential): This tells you the type of stationary point(s) you have found. Substitute your value(s) of into the 2nd differential and: If and > 0 then you have a minimum (positive is minimum). If and < 0 then you have a maximum (negative is maximum). If and = 0 then it could be maximum, minimum or point of inflexion. In the last case – differentiate again: If 0 then it is a point of inflexion. 1st differential tells us where, 2nd differential tells us type.
Men's Body Temp Women's Body Temp 96.3 96.4 96.7 96.7 96.9 96.8 97.0 97.2 97.1 97.2 97.1 97.4 97.1 97.6 97.2 97.7 97.3 97.7 97.4 97.8 97.4 97.8 97.4 97.8 97.4 97.9 97.5 97.9 97.5 97.9 97.6 98.0 97.6 98.0 97.6 98.0 97.7 98.0 97.8 98.0 97.8 98.1 97.8 98.2 97.8 98.2 97.9 98.2 97.9 98.2 98.0 98.2 98.0 98.2 98.0 98.3 98.0 98.3 98.0 98.3 98.0 98.4 98.1 98.4 98.2 98.4 98.2 98.4 98.2 98.5 98.2 98.6 98.3 98.6 98.3 98.6 98.4 98.6 98.4 98.7 98.4 98.7 98.4 98.7 98.5 98.7 98.5 98.7 98.6 98.7 98.6 98.8 98.6 98.8 98.6 98.8 98.6 98.8 98.6 98.8 98.7 98.8 98.7 98.8 98.8 98.9 98.8 99.0 98.8 99.0 98.9 99.1 99.0 99.1 99.0 99.2 99.0 99.2 99.1 99.3 99.2 99.4 99.3 99.9 99.4 100.0
Goodman’s and Kruskal’s Gamma Although Spearman’s Rho can be used in most cases involving ordinal data, if you have ‘lots’ of ties, you may have to use Gamma as an alternative. What’s a tie? A tie is when many many individuals will have the same value of a variable, or combination of variables. Why would there be lots of ties? Think back to the homework; recall the General Happiness variable from the GSS – there were only three categories for this ordinal variable and most people selected ‘Pretty Happy’ … they were all tied. Gamma in SPSS
Statistically significant? Decision Rules Here are the conclusions we draw based on our p-value and the level. p-value < p-value > These are synonymous statistical ____________ no statistical ____________ evidence supports the ___________ evidence supports the ____
Textbook There will be no assigned textbook for this class in addition to the lecture slides and notes. However, the following is a list of useful references starting from the most applied book: Survival Analysis: Techniques for censored and truncated data (Statistics for biology and health) by John P. Klein and Melvin L Moeschberger (2005) The statistical analysis of failure time data by John D Kalbfleisch and Ross L. Prentice (2002) Counting Processes and survival analysis by Thomas Fleming and David P. Harrington (2005) Statistical models on counting processes by Per Kragh Andersen, Ornulf Borgan, Richard, D Gill and Niels Keiding (1997) We will also supplement the lecture notes with selected landmark research papers such as Cox’s original JRSSB paper on proportional hazards model. Software The course will teach how to perform survival analysis using R Assessment The assessment consists of weekly homework (40%), requiring either mathematical derivation using technique taught in the class or conduction of some real data analysis with R, and a take home course project, which will be given in the last week of the quarter (60%). Course website You may find the lecture notes, slides and homework at the website.
prior to interview. We will question the contents of application forms if we are unclear about them or if there are gaps in employment. All staff members who have contact with children, young people and families will have appropriate pre-employment checks (including Disclosure and Barring Service checks ;) in line with Keeping Children Safe in Education; September 2016. At least one member on every short listing and interview panel will have completed safer recruitment training. We maintain a Single Central Register of all safer recruitment checks carried out in line with statutory requirements. Guest visitors will also be checked in line with statutory requirements and risk assessed robustly. The Principal checks the SCR on a monthly basis and signs a declaration to prove this. The Governing Body will check the SCR on a term basis and record accuracy and actions. All members of staff, governors and volunteers hold a current DBS and we ask for two references to be obtained prior to them working in the academy. APPENDIX 16 – Staffordshire Police CSE Information Report Staffordshire Police CSE Information Report Gathering Intelligence about Child Sexual Exploitation Staffordshire Police have devised a process by which agencies, parents, carers and young people can provide information about perpetrators. This is gathered and used in situations where there may be no
Using the example data set auto2.dta saved in Stata’s memory (command: sysuse auto2.dta, clear), answer the following: What is the range of car prices in 1978? Syntax Answer What is the mean weight of cars in 1978? What is the median weight of cars? Syntax Answer How many domestic cars are in poor repair? Syntax Answer Create a histogram for the variable mpg. Syntax Perform a ttest to compare the price of foreign and domestic cars. Is the of foreign cars higher than the price of domestic cars? ttest Syntax Answer Perform a oneway anova to compare the price of cars across differing conditions of repair. Does the of car differ as a function of repair? oneway Syntax Answer Is price correlated with mpg? pwcorr Syntax Answer Perform a regression to determine if a car’s mpg helps determine its price. Is mpg significant at α = .05? Produce an appropriate scatter plot. regress Syntax Answer scatter Syntax
REM Windows batch file for weighting BRI Long Term data REM REM is a comment/remark REM change working directory to data file cd \Cohen Center\BRI\BRI Panel Study\Data\ REM runs initial part of file "C:\Program (x86)\Stata10\wmpstata" /e do "C:\Cohen Center\BRI\BRI Panel qbal round3wt.qbs qbal round5awt.qbs REM this weight balances denoms REM runs second part of file "C:\Program Files (x86)\Stata10\wmpstata" /e do "C:\Cohen Center\BRI\BRI Panel qbal round5wt.qbs qbal round7wt.qbs qbal round9wt.qbs REM runs third part of file "C:\Program (x86)\Stata10\wmpstata" /e do "C:\Cohen Center\BRI\BRI Panel qbal round5awtx.qbs REM runs fourth part of file "C:\Program Files (x86)\Stata10\wmpstata" /e do "C:\Cohen Center\BRI\BRI Panel qbal round3wtx.qbs qbal round5wtx.qbs qbal round7wtx.qbs qbal round9wtx.qbs
14.15 – 14.45 Workshop 1: Statistical Social Networking 14.45 – 15.15 Workshop 2: What are the benefits for statisticians linking into the NIHR Faculty? Grouped by NIHR units 15.15 – 16.00 Open Session: Feedback from Workshop 2 Session leader: Professor Deborah Ashby with Mark Samuels Bringing statisticians into the NIHR faculty Purpose and benefits of NIHR Statistics Group Structure of the NIHR Statistical Group Closing remarks: Professor Janet Peacock
Unit Standards: Part 1: 21699 – Prepare a painted surface and prepare bare metal for painting in the motor body industry (Level 2, 3 Credits) 21696 – Apply finish coats of paint to a complete panel in the motor body industry (Level 2, 2 Credits) 21694 – Mask a repair for priming; and prime, fill, and said a repair in the motor body industry (Level 2, 3 Credits) Note: Students must provide their own personal protection equipment (PPE): steel capped boots and coveralls. Time: 9am-3pm 9, 16, 23, 30 May, 6, 13, 20, 27 June MAINZ Auckland STAR Courses are held at their Campus on 150 Victoria Street West, Auckland CBD On completing either of Audio Engineering or Live Sound, students will be awarded 27703. On completing both, they will be awarded 28007 Audio Engineering About: This course will give students an introduction to the theory and practice of studio recording and mixing. Students will acquire the skills to operate and medium sized recording equipment within operation specifications. Students will also learn the practical skills involved in operating a recording studio and audio recording software. Over the course of the five days, each student will participate in the recording of other students, culminating in a CD of all the student projects competed during that week. Unit Standard: – Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context (Level 2, 4 credits) Or: 28007 – Select and apply a range of processes to enhance sound in a performance context (Level 3, 6 credits) (If the previous date is fully booked) Date: July 10th-14th July 17th-21st (If the previous date is fully booked) Time: 9.30am-4.30pm (End time is an approximation) Live Sound This course will give students an introduction to the theory and practice of live sound mixing. Students will acquire the skills to operate the school’s sound system with confidence and within health and safety guidelines. Students will learn the practical skills involved in setting up and operating a sound system. On the final day of the programme the students will provide production for a performance by a musical group. Unit Standard:
Number of family members (include parents’ other children or family members for whom they provide more than half of their support) Ages of all children in the family who were claimed as dependents in the year immediately past Number of family members in college at least half-time during the next calendar year (include the applicant) For the year immediately past, what was the family’s Adjusted Gross Income? (Use Adjusted Gross Income line from federal IRS forms. If information for the year immediately past is not available, give the prior year.) $ Are any special circumstances that have influenced your need for financial assistance? I verify that this information is true and accurate. I understand that failure to provide true and accurate information may result in forfeiture of any scholarship award. Date (month, day, year) Signature of Applicant Date Signature of Parent/Guardian
Springer, M.G., Lewis, J.L., Podgursky, M.J., Wehlert, M.K., Taylor, L.L., Lopez, O.S., & Peng, A.X. (2009). Governor’s Educator Excellence Grant (GEEG) Program: Year Three Evaluation Report. Vanderbilt University, Peabody College, National Center on Performance Incentives. Retrieved from Teach901. (n.d.). iZone. Retrieved from Teach For America. (n.d.). Teach For America. Retrieved from U.S. Department of Education. (2012). A PPSS Lessons From the Field Report—Providing effective teachers for all students: Examples from five districts. Washington, DC: Author. Retrieved from
32.____________________________________________ What federal court may choose what cases they hear? 33._____________________________________________ What federal court uses the writ of certiorari to get case records? 34._____________________________________________ What federal court issues majority, minority, and dissenting opinions? 35._____________________________________________
902.86 Grant Monitoring and Accountability The district shall ensure that all grant funds are consistently monitored throughout the grant period. The monitoring shall include, but not be limited to: Compliance with federal requirements such as cost principles, audit, reporting requirements, etc. Monitoring of grant expenditures are properly documented and meet all allowable costs Monitor grant performance such as internal controls, audit findings, over/under expenditures, etc. Implement strategies to deter, mitigate and eliminate waste and fraud in the expenditure of grant funds The originator for each federal grant shall be responsible for the programmatic and evaluation compliance and the business manager and grant originator shall be responsible for the financial compliance. A list of the grant originators by federal grant is included at 902.9 Grant Awards. The grant originator shall monitor the timing of grant activities throughout the grant period, especially as they relate to the desired outcomes. The business manager shall monitor the timing of grant expenditures, especially as they relate to the period of availability of grant funds. If either the grant activities or grant expenditures reflect that the district will not accomplish the grant activities during the grant period, the grant originator and business manager shall work collaboratively to develop an action plan to ensure that the federal grant goals are met. The oversight of grant activities and expenditures shall include, but not be limited to, the following: Cost overruns or high unit costs Construction projects – certification of project completeness (as evidenced by the AIA) Significant developments that may result in an inability to complete the grant activities The district shall maintain documentation to support all grant expenditures and provide the documentation upon request to the district’s external auditors, granting agency or other oversight agency, as appropriate. Audit findings or deficiencies shall be addressed in a timely manner upon receipt of the notification. The finance, human resources and grant management staff shall work collaboratively to develop and implement a Corrective Action Plan to resolve the findings or deficiencies. The Superintendent, or designee, shall approve the Corrective Action Plan and monitor the timely implementation of corrective strategies. The district shall disclose to the granting agency if any federal grant funds have been subject to fraud to district staff and/or contractors (vendors). Corrective actions, as appropriate, shall be implemented to remedy the loss of grant funds due to fraud. Remedies for Non-Compliance
November 9 – 11, 2018 Friday Night: Meet & greet and games Saturday: Business meeting and workshops Saturday Evening: Sponsorship Panel Discussion and Q&A Friday, November 9 6:30 pm Registration 7:30 pm Welcome and Ice Breakers 8:30 – 10:00 pm Fellowship and Fun Saturday, November 10 8:00 am Registration 8:30 – Noon State Assembly Board Meeting 12:00 – 1:00 pm Fellowship Lunch (Dickies BBQ) individual tabs 1:30 – 3:00 pm Unity – A New Sense of Belonging – Veronique C 3:15 – 4:45 pm Step 2 - Barbara L from S. California 5:00 – 6:30 pm Compassionate Communication - Debbie W 6:30 – 7:45 pm Fellowship Dinner on your own (Primos Tex Mex) 8:00 – 9:00 pm Sponsorship Panel Discussion and Q&A Sunday, November 11 8:30 am TBD, Additional Business, if needed 9:30 am Closing session & Candle lighting ceremony
FFY Measurable and Rigorous Target for Indicator 6A 2005 (2005-2006) N/A 2006 (2006-2007) N/A 2007 (2007-2008) N/A 2008 (2008-2009) N/A 2009 (2009-2010) N/A 2010 (2010-2011) N/A 2011 (2011-2012) N/A 2012 (2012-2013) Maintain the percentage of students of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program 63.3%. FFY Measurable and Rigorous Target for Indicator 6B 2005 (2005-2006) N/A 2006 (2006-2007) N/A 2007 N/A
Owsley County X X Paducah Independent X X Paintsville Independent X Paris Independent X Pendleton County X X Perry County X Pike County X Pikeville Independent X Pineville Independent X X Powell County X Pulaski County X Raceland Independent X X Robertson County X Rockcastle County X Rowan County X Russell County X Russell Independent X Russellville Independent X Science Hill Independent X X County X X Shelby County X X Silver Grove Independent X X Simpson County X Somerset Independent X Southgate Independent X Spencer County X
calculation also includes the second step of the process, that is, was the disproportionate representation the result of inappropriate identification? [As mentioned earlier, due to the timing of the KCMP self-assessment, KDE was unable to determine whether districts with a risk ratio of 2.0 or higher had disproportionate representation due to inappropriate identification in FFY 2005.] KDE used the KCMP self-assessments received on January 30, 2007 to determine whether inappropriate identification occurred. These data are included in the table below: Table 2 Districts with Disproportionality Using Revised Kentucky Criteria ( in one or more categorical areas) FFY 2005 Districts with 50 or more students enrolled by race/ethnicity group with risk ratio > 2.0 including ten or more students with disabilities within that racial/ethnic group Districts with disproportionate representation due to inappropriate identification Black 29 18 Hispanic 1 0 Asian 0 0 American Indian 0 0 3 displays the above data disaggregated by race/ethnicity and disability category areas: 3 Districts Identified With Disproportionality Due to Inappropriate Identification Practices Disaggregated by Ethnicity and Categorical Area FFY 2005
Black Hispanic Asian American Indian Mental Disabilities (MMD + FMD) 15 0 0 0 Emotional Behavioral Disabilities (EBD) 7 0 0 0 Other Health Impaired (OHI) 2 0 0 0 Speech Language (SL) 0 0 0 0 Specific Learning Disability (SLD) 1 0 0 0 Autism (AUT) 0 0 0 0 Developmental Delay (DD) 5 0 0 0 Upon receiving the KCMP self-assessments, DLS staff reviewed the policies and procedures of the 18 districts that had a risk ratio of 2.0 or higher and that had the requisite number of students within a particular racial/ethnic group. The review of policies and procedures revealed no systemic practices that would cause inappropriate identification in the identified districts. According to Tables 2 and 3 above, during FFY 2005 18 districts found themselves in violation of Indicator 10, using the KCMP self-assessment. By dividing the 18 districts by the total