zilongwang/ReadingBank huggingface dataset:
NASW-VT Chapter Continuing Education Program Clinical Supervision Register Payment Form NON-MEMBER REGISTRATION If you are a current member of NASW-VT in good standing, there is no fee to be listed on the Clinical Supervision Register. If you are not a member of NASW-VT, but wish to be included on the Register, there is an application fee of $250.00. After that, a $200 annual renewal fee or ~ for less ~ you can become a member of NASW and receive this member benefit for FREE! Please include a check with your application or fill out the credit card information below. Applications from non-members will not be processed without payment. IMPORTANT: If you are registering by credit card, please include the 3 or 4-digit CVV number on the back of your credit card. Payment Method (Please check appropriate method): Check# _______ Credit Card ____ . Visa  MasterCard CC # Exp. Date Name on Card Signature CVV Code Check Check Number: OPTIONAL SECOND LISTING To be listed in two counties on the Clinical Supervision Register, there is a $25.00 fee. Please include a check with your registration or fill out the credit card information below.
Directorate General of Foreign Trade *** Suo Moto disclosure on official tour Name of Officer Nature of Official Tour Place of Visit Period No. of Persons Total Cost of Travel (In Rs.) Anup Wadhawan (DGFT) To attend Sensitization Workshop organized by DGCIS Mumbai 12.04.2016 to 12.04.2016 1 Rs.9,467 Anup Wadhawan (DGFT) To attend Open House meeting with exporters and review of RA, Office Chennai 12.05.2016 to 13.05.2016 1 Rs.11,711 Anup Wadhawan (DGFT) To attend Open House meeting with exporters and review of RA, Office Jalandhar & Ludhiana 19.05.2016 to 20.05.2016 1 Rs.2,950 Anup Wadhawan (DGFT) To attend Open House meeting with exporters Raipur 26.05.2016 to 26.05.2016 1 Rs.13,933 Anup Wadhawan (DGFT) To attend Open House meeting with exporters Bhubaneshwar 02.06.2016 to 02.06.2016 1 Rs.21,237
Statutory Supervision of Midwives Supervision of midwives is enshrined in statute in the United Kingdom (UK) and is designed to protect the mother and baby. Every practicing midwife must have a named Supervisor of Midwives. It is the Midwife’s responsibility to ensure that they meet with their supervisor at least once a year to discuss their fitness for practice and any issues that may affect this. In addition, Midwives can access any supervisor of midwives if issues arise that need immediate support. The Nursing and Midwifery Council (NMC 2009) state that: “Supervision (of Midwifery Practice) is a statutory responsibility which provides a mechanism for support and guidance to every midwife practising in the United Kingdom. The purpose of supervision of midwives is to protect women and babies by actively promoting a safe standard of midwifery practice. Supervision is a means of promoting excellence in midwifery care, by supporting midwives to practise with confidence, therefore preventing poor practice”. In addition the NMC highlight that: “The partnership between you and your named supervisor should be enabling and supportive so that you can fulfil your responsibilities” and they go on to point out that that “Statutory supervision can support and empower midwives”. Also that the relationship that midwives have with their supervisor of midwives is unique and will enable them to focus on their professional and personal responsibilities. () The midwives rules and standards (2012) set out the criteria for appointment of a Supervisor of Midwives and the statutory responsibilities of that role which is supported in Boards by the Local Supervising Authority Midwifery Supervisors of Midwives also have a crucial role in formal Supervised Practice which may be required where fitness to practice issues are highlighted and there is a requirement to develop and assess a midwife’s competence to practice.
Please describe your sexual orientation Towards people of a different sex (straight) Towards women of the same sex (lesbian) Towards men of the same sex (gay) Towards people of both sexes (bisexual) Other (e.g. asexual) I prefer not to answer this question Please describe your religion or belief No religion Buddhist Christian Christian – Church of Scotland Christian – Roman Catholic Christian – Presbyterian Church in Ireland Christian – Church of Ireland Christian – Methodist Church in Ireland Christian – Other denomination Hindu Jewish Muslim Sikh Spiritual Other religion or belief (please state which: ) I prefer not to answer this question If you come from northern Ireland, please describe your community background: Protestant community Roman Catholic community Neither community I prefer not to answer this question
DOMESTIC PARTNER BENEFITS Employees may register a domestic partner for purposes of receiving University benefits. A domestic partner who is registered shall be considered to be equivalent to a spouse for purposes of University benefits, such as health insurance, bereavement or disability leave, tuition waiver, and use of University facilities. Registration of a domestic partner will require filing of an affidavit certifying the following: 1. The partners are each at least 18 years of age and are mentally competent to contract. 2. The partners are not married to anyone. 3. The partners are not related by blood to a degree which would prohibit marriage in the State of Maine. 4. The partners are financially interdependent (evidence of financial interdependence will be required). 5. The partners reside together and have resided together for at least six (6) continuous months prior to the date of signing affidavit. 6. Misrepresentation of information in the affidavit will result in disciplinary action up to termination of employment and an obligation to repay benefits received. 7. The employee will notify the University within 31 days by completion of a form when a domestic partnership ends. 8. Eligibility for benefits shall extend to dependent children, as defined by the IRS, of an employee’s partner. If further information is needed, contact the university Human Resources/Benefits Office.
The Office of Field Education SUPERVISOR’S FINAL EVALUATION (Student: Please make a copy for your Middler & Senior Reviews) Student (please print)_ Field Education Site Supervisor (please print) Date Instructions: The topics listed are not intended to be exhaustive but outline minimally the criteria for evaluation. Please feel free to add additional comments and to use more space than provided here. The more specific you can be in the evaluation, the more helpful the evaluation will be to the student and Office of Field Education. This form must be jointly reviewed and signed before submission. No one should, under any circumstances, sign an incomplete evaluation. The signatories should see the completed form before they sign it. The intern should see that the signed evaluation uploaded in Sakai. Failure to submit this form on the published schedule may lead to denial of Field Education credit or withholding of funds. 1. Spiritual Formation and Self-Care: Demonstrates a commitment to living a life ordered towards holiness, justice, peace, and reconciliation. Very Attentive___ Attentive___ Less Attentive___ Evidences a commitment to personal prayer, Bible study, and reading for spiritual growth. Very Attentive___ Attentive___ Less Attentive___ Observes a Sabbath for personal renewal. Very Attentive___ Attentive___ Less Attentive___ Is open to receiving spiritual direction from others. Very Attentive___ Attentive___ Less Attentive___ Models and communicates healthy life-styles (spiritual, physical, and emotional) for strengthening individual and family health. Very Attentive___ Attentive___ Less Attentive___ Comments: Suggestions/Goals for Development and Improvement: Examples of Growth: 2. Worship Leadership: Has the student completed a worship course in Divinity School? Yes No Is an effective worship leader. Very Effective Effective Less Effective Not applicable Demonstrates authenticity in worship leadership. Very Effective Effective Less Effective Not applicable Organizes and plans worship services with skill and care. Very Effective Effective Less Effective Not applicable Shows promise for an ability to read Scripture and the great texts of the Christian tradition with attentiveness, humility, and a lively imagination. Very Effective Effective Less Effective Not applicable Has the student completed a preaching course in Divinity School? Yes No Is an effective preacher.
Click in the Approve Time Reporting box which is available at the top and the bottom of the timesheet listing. A Decision Confirmation box will appear to confirm that the timesheet was approved. NOTE: This confirmation/message box may also contain other messages, which may require action such as approving pending leave. To return to Supervisor Home, click on the link: Return to Supervisor Home. Edit an Employee’s Timesheet It may be necessary to edit an employee’s timesheet if the hours are incorrect. This may occur if they make changes such as adding additional pay requests or leave after the timesheet was initially submitted, or if an employee’s schedule changes. Here are the steps to complete if a timesheet needs to be edited. To edit an employee’s timesheet information go to the pay period when the timesheet must be edited. If the timesheet is Ready for Approval, the full timesheet will be displayed by scrolling down on the page. If the timesheet is not Ready for Approval, click on the yellow Show All button to see a list of all timesheets for the pay period. Click the employees name to open their timesheet. If you need to edit the employee’s leave or additional pay request, complete that step before updating the timesheet, see the Supervisor Proxy section for more information. Click on the blue Edit Timesheet button. This opens the timesheet in edit mode. Adjust the timesheet entries as necessary. Click on the Approve Time Reporting button to save your changes and approve the timesheet. NOTE: Part-time exempt employees do not have the ability to view or edit their hours in Time and Leave Reporting. Per MnSCU Labor Relations this option is not available. Labor Relations has indicated that HR must diligently maintain the work schedule for these employees, and supervisors (and payroll) are the only ones who can view/edit the hours. Approve Prior Pay Period Timesheets If there are leave requests pending for prior pay periods, there will be a message on the screen that indicates: Notice: There are approvals pending in prior pay periods. Complete the following steps to approve prior pay period requests:
Section 4. General Approach to Learning and Supervision A. Self- Awareness and Self-Care ⧠ Not Met Any combination of the following: Does not actively seek new information from staff or supervisor. Infrequently applies new information in clinical setting. Is unaware of or unable to describe own personal and professional strengths and limitations. Ineffective in managing personal assets in the professional environment. Does not maintain own mental/physical health. ⧠ Developing Seeks new information from staff or supervisor but unable to generalize to other situations in the clinical setting. Understands some of own personal and professional strengths and limitations. More often than not manages personal assets in the professional environment. Sometimes may be ineffective at maintaining own physical/mental health. ⧠ Meets Expectations Actively seeks new information from staff or supervisor and applies this new information in the clinical setting. Understands most of own personal and professional strengths and limitations. Effectively manages personal assets in the professional environment. Most often attends to own physical/mental health. ⧠ Exceeds Actively seeks new information from staff or supervisor and effectively applies new information in the clinical setting. Understands with insight own personal and professional strengths and limitations. Effectively manages personal assets in the professional environment. Assumes responsibility for own physical/mental health. B. Response to Supervision ⧠ Not Met Does not seek out supervision when necessary outside of the scheduled time. Fails to respond to and/or defensive about feedback and suggestions from the supervisor. Unable to successfully integrate or implement suggestions from supervisor. Very limited awareness of areas that need improvement. Unable to explore personal strengths and weaknesses. ⧠ Developing Usually will seek supervision when necessary. Usually receptive to feedback and suggestions from the supervisor but does not integrate these suggestions into clinical work. Somewhat aware of areas that need improvement. Limited openness to exploring personal strengths and weaknesses. ⧠ Meets Expectations Actively seeks supervision when needed. Receptive to feedback and suggestions from the supervisor and implements suggestions into clinical work. Aware of most areas that need improvement. Usually open and willing to explore personal strengths and weaknesses. ⧠ Exceeds Knows when to seek supervision and does so promptly. Is receptive to feedback from supervisor and effectively and accurately implements suggestions into clinical work. Aware of areas that need improvement and seeks ways to improve. Consistently open and willing to explore personal strengths and weaknesses. Comments:
ii) Skills/ Procedure/ Knowledge- Examples from the last 12 months File name/UFN Type of Case Date closed/ worked on a) Has undertaken a minimum of 6 Police Station Advice and Assistance cases (of which no more than two can be Police Station Telephone Advice where there is no subsequent Police Station Attendance) These examples must have been undertaken with the last 12 months Please include the UFN of all files 3. 4. 5. 6.Do not include private files The type of case must be listed e.g. theft 4. 5. 6. The file dates must be on or after 15 3. Sept. 2015 4. 'Ongoing' is not sufficient - a date must be bi) Has undertaken 20 examples of magistrates’ court Representation and advocacy These examples must have been undertaken with the last 12 months Or Private work may be included but the file name must still be recorded 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 1. As above 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 1. As above 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
bii) Has undertaken a minimum of 10 Magistrates Court Representations and Advocacy These examples must have been undertaken with the last 12 months and Only required if Bi & Bii above are not completed 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. biii) Has undertaken a minimum of 5 Crown Court Representations and Advocacy These examples must have been undertaken with the last 12 months Only required if Bi & Bii above are not completed 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. 4. Crime Case Involvement Supervisors that work full time must demonstrate case involvement of at least 350 hours of Crime casework supervision each year in the 12 months prior to the date at Section 5 (Declaration). Please give details in the first column below. Supervisors that work part-time must demonstrate case involvement of 1050 hours over the past 5 years prior to that date. Please give details in all five columns below. Type of Involvement Minimum/ Maximum hours allowed per year (Refer to guidance regarding part- time Supervisors) Hours in past 12 Months Hours in 24 months Hours in 36 months Hours in 48 months Hours in 60 Months All Supervisors Part- time Supervisors only a) Personal Case work and Direct (documented) Supervision Total minimum 235 hours comprising: This box should be left empty This section This section is for Part Time should not be co supervisors onl mpleted by a fu y. ll time supervisor i) Personal casework (minimum 115 hours) This box must be completed ii) Direct Supervision b) File Review (inc. face-to- face) Maximum 115 hours (i.e. approx. 50% of 235 hours) If you are not sure about times, multiply the number of reviews by 30 mins.
c) Delivery of external training (CPD- accredited) Maximum 115 hours Note that this is about delivery of training and d) Documented Research/ Production of publications Maximum 115 hours production of research so this would be blank for most people. e) Other supervision Maximum 115 hours TOTAL Minimum 350 Hours This must be the su of the above figures m
2017-2018 SUPERVISOR OVERTIME SUMMARY DATES FOR PAYROLL Pay period Dates Weekly Dates Deadline for Payroll 1) July 22 – August 18 July 22 – July 28 August 21 July 29 – August 4 August 5– August 11 August 12 – August 18 2) August 19 – September 22 August 19 – August 25 September 25 August 26 – September 1 September 2 – September 8 September 9 – September 15 September 16 – September 22 3) September 23 – October 20 September 23 – September 29 October 23 September 30 – October 6 October 7 – October 13 October 14 – October 20 4) October 21 – November 17 October 21 – October 27 November 20 October 28 – November 3 November 4 – November 10 November 11 – November 17 5) November 18 – December 15 November 18 – November 24 December 18 November 25 – December 1 December 2 – December 8 December 9 – December 15 6) December 16 – January 19 December 16 – December 22 January 22 December 23 – December 29 December 30 – January 5 January 6 – January 12 January 13 – January 19 7) January 20 – February 16 January 20 – January 26 February 19 January 27 – February 2 February 3 – February 9 February 10 – February 16 8) February 17 – March 23 February 17 – February 23 March 26 February 24 – March 2 March 3 – March 9 March 10 – March 16 March 17 – March 23 9) March 24 – April 20 March 24 – March 30 April 23 March 31 – April 6 April 7 – April 13 April 14 – April 20 10) April 21 – May 18 April 21 – April 27 May 21
Workforce Solutions Supervisor Review Guide for Recruiters Actively Recruits Able to choose (1) which new postings on which to personally recruit (2) which postings to request offices work (3) which postings to leave to system Follows the guidelines established in the “When to Recruit” desk aid Notifies the offices of which postings to work Demonstrates active recruiting Runs match and/or browses for applicants; selects potential candidates appropriately; personally contacts potential candidates; screens; refers suitable candidates; contacts employer to transmit names of candidates referred When WorkInTexas browse/match does not provide potential candidates, sources candidates from outside When appropriate, contacts career office(s) or Employer Service for assistance in sourcing candidates Understands and demonstrates how to browse new claimants to find suitable candidates Relates to Employers Makes contact with employer after initial posting within reasonable time (first contact may be to refer potential candidates) Understands and is able to discuss occupations and industries, skill sets, salaries/wages, working conditions/environment, tools and equipment, products and services, and job/career paths Understands and acknowledges the challenges of being understaffed, finding, training, and retaining good job candidates Fills Postings Able to fill WorkInTexas postings with qualified candidates Running placement count (over 6, 9, and 12 month periods) Quality Customer Service Demonstrates professional attitudes Courteous when speaking to candidates, employers; introduces self and identifies Workforce Solutions; converses in clear concise manner Listens to identify employer needs; provides advice to increase potential for finding the right candidate Makes good use of the employer’s time, contacts only when necessary
in accordance with Departmental Service Support Standards and Force targets. Undertaking a continuous review of working practices and processes, develop and implement improvements where empowered and/or recommend improvements to reduce service demand and improve service delivery requirements; Report on the quality of service performance and interpret performance statistics from the Daily Activity Recording System to the Admin Services Manager; Manage and allocate tasks according to business need ensuring that resources are focused on the key service demands; Carry out other duties that are commensurate with the grade of post; Rank/grade 5 Location various Vetting Clearance RV Political Restrictions None specific to this role Medical assessment required N/A Role-Specific Training and CPD to be undertaken. Formal training in respect of relevant Police network systems, ie Agresso, Chronicle and other L&D bespoke systems 1st Line Managers course or equivalent Maintain awareness of Departmental, Learning & Development and Alliance issues and initiatives SECTION 2: ESSENTIAL CAPABILITIES & EXPERIENCE Formal Qualifications required None Essential Activities of the role Manage the performance of teams and individuals Coach and mentor staff Provide customer service Participate in meetings Provide advice and knowledge and an understanding of the adult training environment and its challenges Gather information to support action and decision making Essential experience and specialist skills and knowledge Experience of line management responsibility and dealing with staff issues that arise, including attendance management Good organisational skills with experience of planning and prioritising a high volume workload. Excellent communication skills and experience of working on own initiative Effective IT skills, including competence with Microsoft Outlook, Word and Excel Experience of working on own initiative and unsupervised Essential Behavioural Competencies Openness to change Maximising potential Respect for race and diversity Team working Effective communication Planning and organising Problem Solving Personal responsibility
To operate the ‘Trend’ BEMS for the Legionella prevention control, temperature monitoring of domestic hot water and cold water systems to the requirements of HSE L8 and HSG 274. 5 % To operate the Zetasafe water compliance database for monitoring and ensure legionella prevention control measures are effective. To identify any faults with the domestic hot water systems, and to report faults via the Planon asset management. 5 % Undertakes responsive repairs to water supply and distribution systems, above and below ground drainage and makes minor modifications to plumbing systems. Restores services once work is completed and tests work carried out. Carries out Legionella testing as and when required. 20 % 9. Any other duties as allocated by the line manager following consultation with the post holder. Internal and external relationships Links with other trade staff, managers in Estates and Facilities, academic and administrative staff, students, building contractors and consultants and general public. PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge and experience •City and Guilds qualification in plumbing. •Significant experience of maintenance and minor works in plumbing. •Successful completion of an apprenticeship or training programme and experience in a maintenance environment. •Familiarity with plumbing from a domestic to large industrial scale. •Awareness of Risk Assessments, Method Statements and COSHH assessments. •City and Guilds Advanced qualification in plumbing. NVQ Level 4 qualification in plumbing. •Experience of managing staff. •Relevant qualification in line management of staff. •Familiarity with other maintenance disciplines such as electrical and mechanical trades. •Familiarity with computerised maintenance management systems such as Planon and Zetasafe. Application, CV, References, Certificates, Interview Planning and organising •Able to prioritise work requests. •Able to decide when to refer •Able to cope with pressure from short deadlines. Interview
If progress is unsatisfactory: 5) Defer decision pending revised report and additional progress review meeting 6) Change registration to MPhil (Extension possibilities having previously been permitted). Only to be used in exceptional circumstances for part time students in the mid part of part R1. 7) Terminate registration (Extension possibilities having previously been permitted) ***************************************************************************************************************** Signature of Supervisors: Primary Supervisor Date: Secondary Supervisor(s) Date: ****************************************************************************************************************** Notes for Supervisors: The primary recipient of this report is the Research Student, so please write with them in mind and ensure you send them a copy of this report. Try to identify at least three points for each of the areas/boxes above; the report should be at least 300 words. Please ensure this report is considered and signed by all members of the supervisory team. The Primary Supervisor may sign on behalf of the Secondary Supervisor where they are in agreement.
Help after a disaster Structural assistance grant You can ask for money if you need to fix your home do not have insurance. More information Call the Community Recovery Hotline on 1800 173 349 or Essential services safety and reconnection scheme You can ask for money to reconnect or fix up to 4 essential services. For example, your visit our website visit a Community Recovery Hub or gas • electricity.
Ethics and the Environment Occupational Psychology Issues in Business Ethics Administrative Science Quarterly Business Ethics: A European Review Journal of Occupational Behavior Journal of Applied Psychology Journal of Human Resources Organizational Dynamics Academy of Management Perspectives Business and Professional Ethics Journal Journal of Organizational Behavior Management Academy of Management Journal Employee Rights and Responsibilities Journal Public Administration Quarterly Industrial and Labor Relations Review Journal of Personality and Social Psychology Columbia Journal of World Business SAM Advanced Management Journal Journal of Conflict Resolution Academy of Management Review Harvard Business Review Public Personnel Management Journal of Vocational Labor Journal of Management Labor Law Journal Business Horizons Review of Small Business Management Journal of Business & Entrepreneurship Journal of Applied Behavioral Science California Management Review Journal of Business Ethics Journal of Management Studies Employee Relations Law Journal Business and Public Affairs Human Resources Planning Other resources and location. A number of supporting materials for this course are listed in BB > RESOURCES on the home page. Additionally, you are encouraged to visit the Instructor’s web page, particularly Class Resources for Supervisory Management, for publications and articles that may have applicability to this course. This is available at . You should then click on Class Resources and then select Supervisory Management. You may also find it helpful to view the Instructor’s Vitae/Resume at for a number of publications of importance to this class. VII. Tentative Weekly Assignments and assessment (Grading) Note that the dates in the “Week of” column below are the Mondays of each week. Week of Topic Assignment/s 1/09 (Week 1) Class Begins 1/09 Course Overview Review course syllabus; Please enroll in BB Chapter 1. Supervision Fundamentals Chapter 2. Supervision Challenges Please note: Chapters 1 and 2 have been scanned so that you can read them this week. They are available on Dr. Von’s Web Page: . Scroll down to Supervision Today! 8th ed. Read Chapters 1-2 of textbook and review associated PowerPoints. Then take the exam covering this material before Sunday [1/15] at 11:30 p.m. To take exam: BB > COURSE WORK > Week 1 Beginning 1/09 > Weekly Chapters Exam over Chapters 1-2. Please introduce yourself to the class. Go to BB > COURSE WORK > Week 1 Beginning Discussion Board (DB) labeled Student Introductions to Class—no credit for this activity
Grouping or creating components out of SketchUp geometry has no impact on rendering time. All geometry must be analyzed by Podium; even components on hidden layers will be analyzed despite their invisibility in the final image. It is very important to model your image efficiently, because the complexity of your modeling will determine the time required for geometric analysis. In SU Podium this analysis stage is referred to as “Processing Scene” in the OOPR. Highly complex geometry requires longer processing times, and in some cases this stage may even take longer than ray-tracing. Texture vs. Model Whenever possible, we recommend that you use textures to convey fine detail rather than putting it into the model itself. This method is more flexible and minimizes file sizes and render times. For example, it is counterproductive to model every panel in a floor when a texture can convey that detail more efficiently. If you’re unable to find a texture, you can create a tiling texture in an image editing software program such as Photoshop, and then use bump mapping to simulate seams or joints between panels. In order to properly render metal siding or perforated materials, you should also use the above technique. If you model this kind of detail, geometry processing will be very slow even in small scenes, and can lead to errors or crashes with large complicated models. You can use materials, textures, or transparencies in .PNG to simulate metal siding or perforation. Some materials in the SU Podium Browser are useful for this purpose. Otherwise, we suggest that you draw an image in an editor, make appropriate areas transparent, and then save the image in a format that preserves transparency (PNG). Mesh materials in SU Podium Browser Reflection of Environment When you have reflective materials in your scene, reflections of the environment can create a very realistic effect. Depending on both context and perspective, it is very common for low windows to reflect the horizon and surroundings, while high windows reflect the sky. This is also applicable when creating a scene where only one side of the room is visible. Consider the following options for bringing realistic reflections into your scene:
Boundary: Assessment is limited to a single form of weathering or erosion.] 4-ESS2-2 Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.] 4-ESS3-2 Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.] 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are Living things affect the physical characteristics of their regions. (4-ESS2-1) ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2) ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. (3-5-ETS1-2) At whatever stage,
RESEARCH PRESENTATION OPTIONS RUBRICS: OPTION #1: Timeline OPTION #2: Eulogy/Award Other Evidence: BEFORE Brainstorming: research topic ideas Discuss: research process What Students Already Know: discussion DURING Summarizing: example paragraphs and articles Paraphrasing: example paragraphs and articles Interactive Writing: modeling AFTER Research Report: final product (rubric) Presentation: rubric based Post Assessment Reflection: journal
Week 2 Select and narrow a relevant research topic Demonstrate how to develop thesis statement Guide students to structure their thesis statement How to formulate research questions related to the topic/thesis statements Level B – 5 or 6 Begin researching using electronic sources to gather data and drafting paper Continue researching using electronic sources to gather data and drafting paper Level C – 3 (Journal 1) Continue researching using electronic sources to gather data and drafting paper Week 3 Continue researching using electronic sources to gather data and drafting paper Peer revising and editing of rough draft Continue peer revising and editing of rough draft Demonstrate cover pages and table of contents Guide students to create cover pages and table of contents Create final drafts from corrections made through peer revising Week 4 Work on presentation materials and anything else that needs to be done Level C – 3 (Journal 2) Work on presentation materials and anything else that needs to be done Present Research Projects - Present to class by choosing one of the two presentation options. Level A – 3 or 4 Continue to present research projects Level A – 3 or 4 Research Project Reflection Unit Test Level A – 1 & 2 ATTACHMENT #1 RESEARCH PROJECT REFLECTION DIRECTIONS: Answer the following questions in complete sentences. Explain your thoughts completely. 1. What is the purpose of completing a research project?
8. If you were the teacher, what would you change about this assignment and why? 9. What grade would you give yourself if you could and why? ATTACHMENT #2 NAME: RESEARCH PAPER PEER REVISION CHECKLIST NAME OF PERSON REVISING PAPER Paper is at least 5 pages in length I have used proofreader’s marks to revise any errors in this research paper. Paper is broken up into paragraphs and the paragraph order makes sense. If not, I have written suggestions to improve. Is there a thesis statement? Does the research support the thesis statement? Paper has a title that is not just the name of the research topic 1
RELATIONSHIPS: the organization. Frequency List contact and purpose for the interaction. Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: Daily Weekly Monthly Internal (GCCCD) External Contact: Purpose: FREEDOM TO ACT: Describe types of decisions you make, types of decisions referred to others and how they are reviewed. Types of decisions you make without prior approval: Types of decisions referred to a higher authority or are controlled by policy:
Unit-based GPA PRAXIS I Program-based SARTE (Pre) PEC Readiness Surveys Technology Diversity Dispositions Portfolio: Introductory Field Experiences-50 hrs Professional Development Activities-5 hours Course-based Philosophy Lesson Plan Assessment Instrument Unit-based GPA PRAXIS II Program-based Completion of LASS Survey. Portfolio: Developing Field hrs Professional Development Activities-10 hours Course-based Lesson Plan Management Plan Assessment Plan LCET Summative Evaluation (2) Unit-based GPA Exit Survey Program-based (Post) PEC Readiness Surveys Technology Diversity Portfolio: Competency Field Experiences-270 hrs Professional Development hours Course-based Lesson Plan Assessment Plan LCET: Evaluation Report Video Critique Student Teaching Final Report Reflections of Learning Unit-based Teacher Warranty **First-Year Teacher Follow-up (SDE/LCET) First-Year Employee/ Employer Survey ELECTRONIC PORTFOLIO ARTIFACTS OVERVIEW Introductory Portfolio Artifacts/Requirements Three pre-assessment questionnaires in PASS-PORT (Technology, Diversity, Professional Attributes) Philosophy/Autobiography and Evaluation Lesson Plan, Evaluation, Standards* Attached Assessment Artifact, Evaluation, Standards* Attached
KendriyaVidyalayaSangathan,Bengaluru Region Class – 5 Lesson -13-A Shelter So High! Sub :Evs Month –November Name:____________________Activity Sheet – 1 Date:________ Show the route GauravJanitravelled from Mumbai to Jammu and name the states he passed through on a map.
KendriyaVidyalayaSangathan ,Bengaluru Region Class – 5 Lesson -13-A Shelter So High! Sub : EVS Month –November NAME:____________________ACTIVITY SHEET – 2 DATE:________ Name these houses
KendriyaVidyalayaSangathan,Bengaluru Region Class – 5 Lesson -13-A Shelter So High! Sub : EVS Month –November Name:____________________Activity Sheet – 5 Date:________ Draw a house boat. KendriyaVidyalayaSangathan ,Bengaluru Region Class – 5 Lesson -13-A Shelter So High! Sub : EVSMonth –November Name:____________________ Worksheet – 1 Date:________ Observation Name these tribes of Jammu and Kashmir and write a few sentences about them.
Magnetism, Magnets: Types of Uses Magnets are used by machines that give doctors detailed images inside the body. Magnets have a variety of uses that make life better. Magnets Magnets are used in compasses to tell which way we are going because the needle is always attracted to the North Pole. Magnets are attracted to the North Pole of the planet and can be used to identify directions. Junior Scientists: Experiments with Magnets We can do experiments with magnets by seeing if they are attracted to different metals. Magnets are not attracted to all metals. Science Explorer: Magnets Magnets are powerful and the earth and our body contain magnetic substances. Magnets are everywhere in our world and even in us. Bill Nye the Science Guy and Magnetism Magnets attract iron, nickel and cobalt and Earth has these minerals inside of it. Magnets do not attract all metals and Earth is a big magnet with a north and south pole. The Science Behind Magnets: How do the work? The sun and planets have a magnetic field. Magnets are throughout the universe and not just on Earth. Week 2 Written Response Students will continue revising and editing their writing from Week 1.
Essential Question: How do various communities ensure students have access to books? Rolling Vocabulary: “Sensational Six” Read each resource then determine the 6 words from each text that most exemplify (show best) the central idea of the text. Next use your 6 words to write about the most important idea of the text. You should have as many sentences as you do words. Continue this activity with EACH selection in the text set. After reading all the selections in the Expert Pack, go back and review your words. Now select the “Sensational Six” words from ALL the word lists. Use the “Sensational Six” words to summarize the most important learning from this text set. Title Six Vocabulary Words & Sentences My Librarian is a Camel Words: Sentences: 1. 2. 3. 4. 5. 6. Nasreen’s Secret School (video) Words: Sentences: 1. 2. 3. 4. 5. 6. United Way Adopts Poor Schools to get Kids Reading Words: Sentences: 1. 2. 3. 4. 5. 6. People are Happy that Iraq’s Book Market is Open Again Words: Sentences: 1. 2. 3. 4. 5. 6. Sharing Books, Ideas, and Excitement at Words: Sentences:
Write, draw, or list what you learned from the text about (topic). Then write, draw, or list how this new resource added to what you learned from the last resource(s). Sample Student Response Write, Draw, or List Title New and important learning about the topic How does this add to what I learned already? 1. Storm Warriors There was an elite group of African men who served as surfmen in 1896. They risked their lives to rescue sailors during storms. Surfmen are men who swim or take boats into dangerous waters in order to save people. 2. Pea Island’s Forgotten Heroes In this informational text, 14-year old Katie Burkhart works to get recognition for the Pea Island surfmen who had saved 9 people from a ship in 1896. There was an African-American crew that operated on Pea Island in the 1800s and saved a ship in 1896. I think this might be the same story that is told in Storm Warriors because it mentions a Chief Etheridge and says the captain’s baby was rescued. 3. Saved from the Sea The North Carolina coast was extremely dangerous for ships in the 1800s. The U.S. Life-Saving Service came into being. Within 40 years, the service had been used more than 28,000 times and saved more than 175,000 people! The Life-Saving Service became part of the Coast Guard, which still rescues people at sea. Surfboats were used along the shore for rescues. Lyle guns were used to shoot rope line to the boat. 4. The River Kept Rising In 1927 the Mississippi river flooded so badly that it caused some levees to burst which led to terrible flooding. Levees are walls of packed dirt that are curved. They are used to hold back a river that has risen over its banks. 5. Night of the Killer Waves In 1964 four tsunamis hit the town of Crescent Beach CA because of an earthquake that had occurred in Alaska. The fourth wave killed eleven people when it came and the event caused a lot of damage to the city. Tsunamis are huge waves that are caused by earthquakes; they can be many, many feet tall and can cause a lot of damage in the places where they strike.
An infographic concerning the Louisiana Purchase Words: Sentences: 1. 2. 3. 4. 5. 6. The American Fur Trade Words: Sentences: 1. 2. 3. 4. 5. 6. Other facts about the Louisiana Purchase Words: Sentences: 1. 2. 3. 4. 5. 6. Sensational Six: Summary: Rolling Knowledge Read each selection in the set, one at a time. After you read each resource, stop and think what the big learning was. What did you learn that was new and important about the topic from this resource? Write, draw, or list what you learned from the text about (topic). Then write, draw, or list how this new resource added to what you learned from the last resource(s). Sample Student Response Write, Draw, or List Title New and important learning about the topic How does this add to what I learned already?
Digging Deeper Paleontologists used high -tech tools in hopes of better understanding how dinosaurs moved and lived. Paleontologists theorized about the life of dinosaurs by digging up and studying fossils. Mammoth Fossil Found About 10,000 to 40,000 years ago, mammoths roamed the Guadalupe River in California. Scientist learned that animals existed long ago by digging for bones. Bill Nye: Fossils Fossils are preserved through volcanic eruptions. The ashes preserve animal bones. This explained how bones could last for thousands of years. Trapped in Tar Many fossils are found from animals that became trapped in tar pits. Some tar pits still exist -- in the middle of L.A. The Rancho La Brea Tar Pits contain fossils of mammoths, saber-toothed cats, and other now extinct animals. More than 3 million fossils have been found in the tar pits! Fossils can be found in many places. Name___________________________________ Date_____________ Title: Fossils: A Peek into the Past Essential Question: How do scientists use fossils to learn about life long ago? What does the author call Mary Anning and why?
scale measures what it intends to measure and is essential for the accurate and meaningful interpretation of scores.[41] tested: Convergent construct validity was examined by computing correlations between ADAS-cog and the mini mental state examination (MMSE[42]). Discriminant construct validity was examined by computing correlations between the ADAS-cog and sociodemographic variables (age and sex) to determine the extent to which they were biased by these variables. Group difference construct validity was examined by comparing mean scores for the three MMSE defined groups. We hypothesised that the ADAS-cog and MMSE would be highly negatively correlated (r>-0.70) as the two scales measure cognitive performance but are scored in opposite directions. We predicted ADAS-cog scores should not be notably biased by these variables and, therefore, correlations would be low <0.30. We predicted a stepwise change in scores across the groups, and that the means scores would be signifincatly different.
Questions Placement and Other Instructions AC1. In the last 6 months, how many days did you usually have to wait for an appointment when your child needed care right away? Same day 1 day 2 to 3 days 4 to 7 days More than 7 days After core question 13 Note: Do not insert precodes to the left of check boxes AC2. In the last 6 months, how many days did you usually have to wait for an appointment for a check-up or routine care for your child? Same day 1 day 2 to 3 days 4 to 7 days 8 to 14 days 15 to 30 days More than 30 days After core question 15 Note: Do not insert precodes to the left of check boxes AC3. In the last 6 months, did your child need care during evenings, weekends, or holidays? 1 Yes 2 No If No, go to core question 16 After AC2 Note: If using AC3, change skip pattern for core question 14 to “If No, go to AC3” AC4. In the last 6 months, how often were you able to get the care your child needed from this provider’s office during evenings, weekends, or holidays? 1 Never 2 Sometimes 3 Usually 4 Always After AC3 Note: Use with AC3 AC5. In the last 6 months, did you contact this provider’s office with a medical question about your child after regular office hours? 1 Yes 2 No If No, go to AC7 After core question 17 Note: If using AC5, change skip pattern for core question 16 to “If No, go to AC5”
The information in this questionnaire can be shared confidentially between USAID | GHSC and partner organizations, WHO and The Global Fund for procurement purposes. If approved, the approval (including product identification, manufacturing sites, approved specifications and publicly available information) may also be shared with other procurement agencies. If applicant has any objections, mark an X in the box: objection to sharing information between USAID | GHSC and partner organizations. Request for Proposal Number Questionnaire Submission Date (DD/MON/YYYY) Company Name (Supplier) (name of company submitting bid) Physical address Postal address Telephone number Fax Website e-mail Link to product (Select all that apply) Marketing license holder Distributor/wholesaler Manufacturer Other (Specify): Provide contact information for each of the following: INFORMATION
*helpful (?) memory aid: E = Erythro groups everything on one side (big with big, small with small) DIASTEREOMERS NOT mirror images NOT superimposable case chemically different ? physically different ? meso structures no no enantiomers yes no diastereomers yes yes