zilongwang/ReadingBank huggingface dataset:
TEO Self-Assessment Template TEO Name: EDUMIS Number: TES Priority Areas What you committed to Your performance commitments from previous investment plan. What you achieved Evidence of movement against performance commitments. Why did that happen Your explanation of what went well and what didn’t go well Lessons learnt What you will do differently or more of in the future Priority 1 Delivering skills for industry Priority 2 Getting at-risk young people into a career Priority 3 Boosting achievement for Maori and Pasifika Priority 4 Improving literacy and numeracy Priority 5 Strengthening research- based institutions Priority 6 Growing international linkages TEO Self-Assessment Template – June 2016
Tentative Schedule SPN 1120 Hybrid Spring 14 You will have work due on Blackboard and Supersite. Make sure you check email and announcements. Week starting… Monday – Classroom Tuesday – Online assignments Wednesday – class online Saturday – assignment online 1/6/14 Introduction to the course See Supersite Textbook: pages Supersites and Blackboard (Introduction) 1/13/14 Quiz Nouns and Articles(pages 12- 13) Numbers (pgs. 14-15) Ser (pgs. Check Supersite calendar Telling Time (pgs. 18-19) Quiz Supersite Repasar (pgs. 20-21) Check Supersite calendar 1/20/14 Off Check Supersite Calendar Chapter 1 Test – Blackboard Chapter 2Las Clases: 28-32 Supersite Supersite calendar 1/27/14 Quiz Present (pages 38-39) Questions (pages 40-41) Check Supersite Calendar Aventuras (34) Cultura (36) Estar (pages Números (pages 44-45) Check Supersite Calendar 2/3/14 Presentacion 1 Repasar Repasar (pgs. 46-47) Supersite Ampliacion (pgs. 48-49) Antes de leer (pgs. 50-51) Aventuras en los países hispanos. Check Supersite 2/10/14 Test chapter 2 La familia (pgs. 58-62) Check Supersite calendar Aventuras (pgs. 64-65) Culture (pages 66-67) Descriptive adjectives (pgs> 68-69) Possessive adjective Check Supersite calendar 2/17/14 Quiz Supersite calendar Repaso (pgs. 76-77) Ampliacion Antes de Leer (pgs 80-81)
Present tense (pages 72-73) Tener and venir (pgs. Check Superesite calendar 2/24/14 Review Composition 1 Check Supersite calendar Test chapter 3 – Blackboard Chapter 4 El fin de semana (pages 84-88) Check Supersite 3/3/14 Spring Break 3/10/14 Present ir Stem changing verbs (pages 94-99) Check Supersite Calendar Page 100-101 Irregular yo Repaso Ampliacion Check Supersite calendar. 3/17/14 Oral Presentation 2 Review Supersite calendar Test chapter 4 Blackboard Cap. 5 114-117 Supersite calendar. 3/24/14 Estar (pgs. 124- 1225) Present Progressive (pgs. 126-127) Check Supersite calendar Comparing Ser and pgs 128-129) Check Supersite Calendar Check Supersite calendar 3/31/14 Direct object (pgs. 130-131) Check Supersite Calendar Repasar (pgs. 132-133) Supersite Calendar) 4/7/14 Cultural presentation Ampliación Antes de Leer Composition 2- Blackboard Check supersite. 4/14/14 Oral presentation 3/Review Review Test chapter 5- Blackboard Review 4/21/14 Final Exam
3 – 5 p.m. 9 UNDP SEGMENT (cont’d) UNITED NATIONS CAPITAL DEVELOPMENT FUND Cumulative review of the UNCDF strategic framework, 2014-2017, and annual report on results for 2016 5 – 6 p.m. Informal consultations on draft decisions Monday, 5 June 10 a.m. – 1 p.m. 10 UNFPA SEGMENT STATEMENT BY THE EXECUTIVE DIRECTOR ANNUAL REPORT OF THE EXECUTIVE DIRECTOR Progress report on implementation of the UNFPA Strategic Plan, 2014-2017 Statistical and financial review, 2016 Report of UNFPA on recommendations of the Joint Inspection Unit in 2016 3 – 5:30 p.m. 10 11 ANNUAL REPORT OF THE EXECUTIVE DIRECTOR (cont’d) EVALUATION Annual report of the UNFPA Evaluation Office 2016, and management response 5:30 – 6 p.m. Informal consultations on draft decisions Tuesday, 6 June 10 a.m. – 1 p.m. 12 UNFPA STRATEGIC PLAN, 2018-2021 Draft UNFPA strategic plan, 2018-2021 3 – 5 p.m. 12 UNFPA STRATEGIC PLAN, 2018-2021 (cont’d) Draft UNFPA strategic plan, 2018-2021 5 – 6 p.m. Informal consultations on draft decisions Wednesday, 7 June 10 a.m. – 11 a.m. 13 UNFPA COUNTRY PROGRAMMES AND RELATED MATTERS Country programme documents Extensions of country programmes 3 – 5 p.m. 14 UNOPS SEGMENT STATEMENT BY THE EXECUTIVE DIRECTOR ANNUAL REPORT OF THE EXECUTIVE DIRECTOR Annual report of the Executive Director Report of UNOPS on the recommendations of the joint Inspection Unit in 2016 5 – 6 p.m. Informal consultations on draft decisions Thursday, 8 June 10 a.m. – 1 p.m. 17 1 OTHER MATTERS Adoption of decisions ORGANIZATIONAL MATTERS Adoption of the tentative workplan for the second regular session 2017 Closing of the session
Tentative Plans for the Statistics Unit and EOCT MA2D1. Using sample data, students will make informal inferences about population means and standard deviations. a. Pose a question and collect sample data from at two different populations. b. Understand and calculate the means and standard deviations of sets of data. c. Use means and standard deviations to compare data sets. d. Compare the means and standard deviations of random samples with the corresponding population parameters. Observe that the different sample means vary from one sample to the next. Observe that the distribution of the sample means has less variability than the population distribution. MA2D2. Students will create probability histograms of discrete random variables, using both experimental and theoretical probabilities. MA2D3. Students will solve problems involving probabilities by interpreting a normal distribution as a probability histogram for a continuous random variable (z-scores are used for a general normal distribution). a. Determine intervals about the mean that include a given percent of data. b. Determine the probability that a given value falls within a specified interval. c. Estimate how many items in a population fall within a specified interval. Students will understand the differences between experimental and observational studies by posing questions and collecting, analyzing, and interpreting data. Terms/Symbols:, inference, population mean, standard deviation, discrete random variable, normal distribution, discrete random variable, continuous random variable, z-score, experimental and observational studies. Review of Statistics from Accelerated I: Gas Prices and Presidential Ages Analyses Sampling Techniques: “Statistical Experiments and Sampling” WS and Pg. 270, 1-25 all Discuss Standard deviations and variance: Pg. 261: odds and Pg. 262: 11-16 all Analyze Normal Distribution: Pg. 266 odds and 18 and Pg. 267 odd and 18-20 Comparing Samples including using Z-Scores: Pg. 275: 1, 3, 5, 6-11 and Pg. 276: 1-9 Quiz EOCT Statistics Review Strategies Median-Median Fit line: Worksheet Regression Review Problems Statistics Test EOCT Review EOCT Review EOCT Review EOCT TEST EOCT TEST Exam Review 7th Period Exam 5th and 6th Final Exam 3rd and 4th Final Exam 1st and 2nd Final Exam Have a Winter Break!
Tamkang World Forum for Youth Leaders 2018 Tentative Program: 23-28 January, 2018 Date Time Events Venue 1/23 (Tue.) Arrival Ching-sheng International Conference Hall (3rd 1/24 (Wed.) 08:30-09:00 Registration 09:00-09:20 Opening Ceremony & Group Photo 09:20-10:50 Forum Session 1--Global Governance and Democracy 10:50-11:10 Tea Break 11:10-12:30 Forum Session 2--Global Food, Energy and Environment 12:30-14:20 Lunch 14:20-16:00 Forum Session 3--Global Culture and Society Forum Session 4--Global Culture and Society T605 18:00 Dinner Hotel Regalees 1/25 (Thur.) 09:00-10:30 Forum Session 5--Global Economy International Conference Hall (3rd Fl.) 10:30-10:50 Tea Break 10:50-12:20 Forum Session 6--Global Politics 12:20-12:40 CLOSING 12:40-13:30 Lunch 13:30-14:00 Departure to National Palace Museum Meet in front of Shao-mo Memorial Natatorium Complex 1/25 (Thur.) 14:00-16:00 Visit National Palace Museum 16:40-18:00 Visit Chiang Kai-Shek Memorial Hall 18:30-20:00 Dinner 18:40-20:00 Visit Shilin Night Market 20:00 Back to Campus
2:40-3:00 Dr. Stella Bogino Dendrochronology in the Argentinean pampas: past and present research and future challenges 3:00-3:20 Dr. Qiufang Cai A Dendroclimatic Reconstruction of May-June Mean Temperature Variation In The Heng Mounatins, North China SINCE 1767AD Tea Break 3:30-3:50 Plenary Session 3 Session Chair: Dr. Kambiz Pourtahmasi Co-Chair: Ryszard J. Kaczka 3:50:4:10 Dr. Narayan Gaire Structure and dynamics of tree line with climatic change in Central and Eastern Nepal Himalaya. 4:10:4:30 Dr. Shahid Shaukat Effect of cultural filtrate of trichoderma species antagonist on growth of Alternaria solani 4:30-4:45 Dr. Prabina Rana Population structure of Rhododendron campanulatum D. Don and associated tree species along the altitudinal gradient at Sagarmatha National Park, Nepal 4:45-5:00 Dr. Kamran Ahsan Role of ICT in Climate Change Monitoring A review Study of ICT based Climate Change Monitoring Services Concluding Remark by session chair. END OF SESSION Wednesday 6th November
Bi-directional Transformation of OASIS (Tracking of Emergency Patients) v1.1 and HL7 v2.7.1 Specification Version 1.0 Committee Note 01 31 May 2016 Specification URIs This version: (Authoritative) Previous version: N/A Latest version: (Authoritative) Technical Committee: Chair: Elysa Jones (), Individual Editors: Patti Aymond (), Lizzie DeYoung (), Timothy Grapes (), Individual Werner Joerg (), Individual John Roberts (), Brian Wilkins (), Additional artifacts: This document is one component of a Work Product that also includes: Related work: This document is related to: HL7 V2.7.1: HL7 Patient Administration (ADT) message (Chapter 3) HL7 Pharmacy/Treatment Administration (RAS) message (Chapter 4a) related documents TEP
Revision History Revision Date Editor Changes Made HL7 Informative Ballot 4/2014 Patti Aymond, Lizzie DeYoung, Timothy Grapes, Werner Joerg, John Roberts, and Brian Wilkens Initial Draft. HL7 Informative Ballot 8/2015 W. Joerg & Patti Aymond Addressed comments from 5/2014 Informative Ballot. OASIS Committee Note 5/2016 Aymond Addressed comments from 8/2015 Informative Ballot.
EXHIBIT II COMPOSITE EVALUATION SHEET Solicitation Number: (Insert solicitation number and Description of Services) Name of Offeror Panel Member # 1 Total Score Panel Member # 2 Score Panel Member # 3 Total Score Panel Member # 4 Total Score Average Score A
Exposure/Dose Rate (e.g., uR/hr, mR/hr, mrem/hr) Survey Meters Contamination Rate (e.g., cps, cpm) Survey Meters Personnel Dosimeters (e.g., uR, mR, mrem) 14. Has the Hazardous Materials Team been trained on the use of each type of radiological survey instrument, and is a program in place to maintain/demonstrate proficiency? Yes No 15. Has the Hazardous Materials Team identified the number and locations of radioactive material licensees within their jurisdiction? Yes No 16. Has the Hazardous Materials Team identified the of radioactive material used at these locations and evaluated their instrumentation to ensure it can detect and quantify the potential hazards that may be present at these locations? Yes No 17. Does the Hazardous Materials Team have a process or access to real time weather information? Yes No 18. Does the Hazardous Materials Team have computer plume-modeling capabilities for radioactive material? Yes No 19. Has the Hazardous Materials Team developed response procedures that include a Site Safety Plan and Radiation Exposure Guidelines? Yes No 20. Does the organization want an example of a Hazardous Material Incident Response Procedure that includes a Site Safety Plan and Radiation Exposure Guidelines (TEPP Planning Tool)? Yes No 21. Do the Hazardous Materials Team response procedures identify radiation and contamination limits for establishing the hot, warm, and cold Yes No 22. Do the Hazardous Materials Team response procedures identify specific reporting levels for radiation readings (e.g., background, twice background 0.5 mR/hr, 2 mR/hr, 50 mR/hr, etc.), turn back dose rate limits, and allowable personnel exposure limits? Yes No 23. Do the Hazardous Materials Team response procedures include the need to report radiation and contamination readings to the local or state Radiation Authority?
Appendix 1: Recommended 10-Year Study Case Priorities for 2015 The production cost studies shown below will be run on version 1.5 of the 2024 Common Case: Case ID Description Comment 2024PC01-V1.5 “Common Case”, V1.5 High impact and use 2024PC02 10-Yr: High Load Already started and/or run 2024PC03 10-Yr: Low Load Already started and/or run 2024PC04 10-Yr: High Hydro Already started and/or run 2024PC05 10-Yr: Low Hydro Already started and/or run 2024PC06 10-Yr: High Gas Already started and/or run 2024PC07 10-Yr: Low Gas Already started and/or run 2024PC10 10-Yr: High CO2 Price Already started and/or run 2024PC11 10-Yr: Low/no CO2 Price Already started and/or run 2024PC17 10-Yr: Wind Forecasting Already started and/or run 2024PC18 10-Yr: High distributed photovoltaic (PV) beyond current RPS in CA High West-wide Impact 2024EC18-1 10-Yr: Storage (central vs. distributed) tested to mitigate stress in PC18 Expansion Case of High Impact Study 2024EC18-2 10-Yr: BA coordination to mitigate stresses in PC18 Expansion Case of High Impact 2024PC19 10-Yr: High distributed PV beyond current RPS west wide High West-wide Impact 2024EC19-1 10-Yr: Storage (central vs. distributed) tested to mitigate stress in PC19 Expansion Case of High Impact Study wide
B: National Preparedness Goal The National Preparedness Goal outlines the core capabilities needed to achieve the five mission areas: Prevention, Protection, Mitigation, Response, and Recovery. The core capabilities are designed to be interdependent and require organizations to use existing preparedness networks and activities, improve training and exercise programs, promote innovation, and ensure that the administrative, finance, and logistics systems are in place to support these capabilities. The Goal also identifies capability targets for each core capability; they serve as the basis for the development of performance measures to track the progress of capability execution and guide the allocation of resources in support of national preparedness. The core capabilities described in the Goal are as follows: Prevention Protection Mitigation Response Recovery Planning Public Information and Warning Operational Coordination Forensics and Attribution Intelligence and Information Sharing Interdiction and Disruption Screening, Search, and Detection Access Control and Identity Verification Cybersecurity Intelligence and Information Sharing Interdiction and Disruption Physical Protective Measures Risk Management for Protection Programs and Activities Screening, Search, and Detection Supply Chain Integrity and Security Community Resilience Long-term Vulnerability Reduction Risk and Disaster Resilience Assessment Threats and Hazard Identification Critical Transportation Environmental Response/Health and Safety Fatality Management Services Infrastructure Systems Mass Care Services Mass Search and Rescue Operations On-scene Security and Protection Operational Communications Public and Private Services and Resources Public Health and Medical Services Situational Assessment Economic Recovery Health and Social Services Housing Infrastructure Systems Natural and Cultural Resources
Day Two – Wednesday, October 10, 2018 6:30 a.m. – 8:00 a.m. Breakfast Buffet 7:30 a.m. – 5:00 p.m. Conference Check-in 8:00 a.m. – 9:15 a.m. General Session Keynote Speaker: Clint Smith, Writer, Teacher, and Ph.D. Candidate at Harvard University Keynote Title: The Danger of Silence 9:15 a.m. – 9:30 a.m. Break 9:30 a.m. – 10:45 a.m. Concurrent Workshops: Session 5 10:45 a.m. – 11:00 a.m. Break Service 11:00 a.m. – 12:15 p.m. Concurrent Workshops: Session 6 12:15 p.m. – 2:15 p.m. Lunch and General Session Keynote Speaker: Adolph Brown, Founder, President, and CEO, The Leadership and Learning Institute Keynote Title: Equitable, Inclusive, and Culturally Responsive Leadership 2:15 p.m – 2:45 p.m. Break and Book Signing 2:45 p.m. – 3:45 p.m. Concurrent Workshops: Session 7 3:45 p.m. – 4:00 p.m. Break Service 4:00 p.m. – 5:00 p.m. Concurrent Workshops: Session 8 Day Three – Thursday, October 11, 2018 6:30 a.m. – 8:00 a.m. Breakfast Buffet 7:45 a.m. – 11:30 a.m. Conference Check-in 8:00 a.m. – 9:15 a.m. General Session Keynote Speaker: Sarah McBride, National Press Secretary, Human Rights Campaign Keynote Title: Building Welcoming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Students
9:15 a.m. – 9:30 a.m. 9:30 a.m. – 10:30 a.m. Concurrent Workshops: Session 9 10:30 a.m. – 10:45 a.m. Break 10:45 a.m. – 11:45 a.m. Concurrent Workshops: Session 10 11:45 a.m. – 2:15 p.m. Lunch and General Session Keynote Speaker: José Hernández, Engineer, former Astronaut, and CEO of Tierra Luna Engineering, LLC Keynote Title: Every Achievement Begins with a Dream
Microsoft Customer Solution Manufacturing Industry Case Study Equipment Maker Cuts Engineering Cycle by 84 Percent, Saves $2 Million Yearly Overview Country or Region: Industry: Manufacturing—High tech Customer Profile Teradyne, based in , is a worldwide supplier of automatic test equipment for complex electronics used in consumer, automotive, computing, telecommunications, aerospace, and defense products. Business Situation To cut manufacturing while increasing customer satisfaction, Teradyne needed to revamp its lengthy, largely manual process for engineering change management. Solution The company adopted a centralized, automated process for engineering change management and collaboration, based on Siemens PLM Software’s Teamcenter and Microsoft Office SharePoint Server 2007. Benefits Provides faster access to more accurate data Cuts cycles by 84 percent Boosts productivity, saving U.S.$2 million “Now, we actually have a negative project slip rate. We’re not just meeting our promised delivery beating them, thanks in part to an improved engineering change management process.” Bill Duggan, Engineering Manager, Teradyne For Teradyne—the U.S.$1.2 billion a year maker of automatic test equipment—the recession posed the same challenge that many other manufacturers faced: cut costs while boosting customer service, the better to weather the bad times and position itself for growth during the inevitable recovery. The company’s multipronged approach to the challenge included the adoption of new processes for managing the requirements of product development projects, collaboration on project team documents, and change orders, implemented through Siemens PLM Software’s Teamcenter® software and Microsoft Office SharePoint Server 2007. Now, personnel have faster and easier access to more accurate data, which has led to less manufacturing rework, lower scrap costs, faster change-order cycles, lower project scheduling slip rates, lower change-order processing costs, and higher customer satisfaction. we’re
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY Welcome to Sue’s 10:00-11:00 am Ballet 3-4 yrs 11-12 noon Ballet Technique Class Homeschool 11-18 yrs 11:00-11:45 am Mini-Pop Jazz/Ballet 3-4 yrs 2-3 pm Homeschool Prepointe/Pointe Class 11-18 yrs Private Lesson Studio Rental and birthday parties available for your event after 1 pm on Saturdays Open for Birthday Parties after 12 noon 3:30-4 pm Tiny Tots 2-3 yrs 3:30-4:30 pm Ballet/Tap 4-5 yrs 3:30-4:30 pm Ballet/Tap 4-5 yrs 3:00-3:45 pm Mini-Pop Jazz/Ballet 3-4 yrs Private Lesson Offering quality training in a safe, family environment. We use age suitable, tasteful music in our classes. For Prices and Fees, please see the back of this schedule. 4:00-5:00 pm Ballet/tap 6-7 yrs 4:30-5:30 pm Prepointe I Intermediate Ballet 11-12 yrs 4:30-6:00 pm Ballet/Pointe (Int/Adv) 12-18 yrs 4:00-5:00 pm Ballet Beginner/Int 6-7 yrs Private Lesson Ask about our birthday parties for girls AND boys! Visit us at 2544 B Shell Road Georgetown TX 78628 5:00-6:00 pm Ballet 8-10 yrs 5:30-6:30 pm Ballet 8-10 yrs 6:00-6:45 pm Tap Beginner/Int 8-12 yrs 5:00-6:00 pm Ballet/tap 8-10 yrs Private Lesson Dancewear available for purchase Contact Us! or suesdancetx@gmail.com 6:00-7:30 pm Prepointe II (Intermediate/Adv) Ballet 13-18 yrs 6:30-7:30 pm Lyrical Jazz/Contemporary 11-17 yrs 6:45-7:30 pm Leaps and Turns 7:30-9:00 pm Dance 6:00-7:00 pm Kidzhop (Jazz/Hiphop) 8-12 yrs Open for Birthday Parties after 6 pm About Us! www.suesdance.net
Courage | Compassion | Competence | Engage. Assess. Intervene. Evaluate. I. Cover Sheet Program Status Semester Academic Year Start Program Location: Student Name Teresa Palmer Home Phone none Work unknown Cell Phone 222-234-2222 Email tpalmer@zips.uakron.edu Field Instructor Larry Levelheaded Work Phone 222-213-3456 Cell 722-123-6543 Email Llevelhead@stowawaychildrenservices.org Agency Stow Away Children and Family Services Site Address: 739 Rocky Road Avenue Faculty Liaison Professor Marcia Auspicious Number 222-555-2323; mauspicious@university.edu Mauspicious@university.edu The Evaluation is designed to measure outcomes in achieving program competencies. While there are many variables that contribute to outcomes, it is the quality and nature of the student’s performance activity, and professional development in demonstrating practice behaviors to achieve each foundation competency that are being measured. The student must be involved in this process. The field instructor and the student should be familiar with the Program Competencies and Field Education Practice behaviors for each learning area. The Evaluation measures where the student is relative to the student’s growth and development in the relevant program competency.
Rate the performance of this student’s demonstration of practice behaviors that achieved the Program’s core competencies. Each competency will be on a five point Likert Scale. Each level is defined with examples of the student’s performance of the practice behaviors by checking the appropriate number. A competent student integrates theory with agency mission, goals, policies and procedures that direct the service delivery system. The student is culturally competent and demonstrates a professional demeanor relevant to the agency expectations. The student works with supervision effectively and interacts with agency staff and clients appropriately. The five rating levels are defined as follows: RATING LEVEL GENERAL DEFINITION 5 Substantially Exceeds Expectations Outstanding performance; work is consistently expert and consistently exceeds results expected to a substantial degree of a competent student. 4 Exceeds Expectations Superior performance; most work is characterized by significant accomplishments, consistently performs at a above that expected of a competent student. 3 Meets Expectations Solid performance; consistently achieves the results expected of a competent student. 2 Below Expectations Marginal performance; most work is getting done but not at a level expected of a competent student. Improvement is required. 1 Substantially Below Expectations Unacceptable performance; work is consistently below standards expected of a competent student. Substantial improvement is required. NO No Opportunity No Opportunity presented to evaluate student on competency. PRACTICE BEHAVIORS & OUTCOME MEASURES DIRECT PRACTICE Rate the student’s level of performance in Direct Practice learning experiences utilizing the five-point Likert Scale on the previous page. The student’s demonstrated performance of the practice behaviors should be the basis for your assessment.
PROCEDURE Teresa Way Award PURPOSE The purpose of this procedure is to explain the process in which Teresa Way Awards recipients are nominated, selected and presented with their awards. SCOPE This procedure applies to the management of the Teresa Way Awards. DEFINITIONS The Teresa Way Award is a Framed Certificate stating “Teresa Way Award. Presented in recognition of a significant contribution to people who are deafblind.” The year presented is also placed on the certificate and the President of Senses Australia or the Chief Executive Officer signs the certificate. The Award has no other plaque, monetary gift or other gift attached to it. PROCEDURAL DETAILS The Chief Executive Officer is responsible for calling for nominations for the Teresa Way Award each year, by a circular to all clients of Senses Australia, all Senses Australia Board members, executive directors, directors and managers. Nominations may be made by any person and there is no limit to the number of nominations made by any one person. Nominations must include the name of the person being nominated and their contact details the nature of the nominated person’s contribution to people who are deafblind the name of the person making the nomination and their contact details In the call for nominations, advice must be given that the Board’s decision is final and no correspondence regarding the selection panel’s recommendations or the Board’s decision will be entered into. Nominations must be open for one calendar month.
Tuesday 6 February- 27 April 4pm- 6pm $160 8 weeks Contact: Tarneit Community Learning Centre 9748 9822 tarneitclc@wyndham.vic.gov.au Bookings essential Teaches children cooking skill, including food safety. BYO take home container. Participants receive a recipe book at end of each term. Acoustic Guitar Lessons Tuesdays 6 February—27 April 5pm-7pm Fridays 2 February—23 5pm-7pm $90 for 8 weeks Contact: Tarneit Community Learning Centre 9748 9822 tarneitclc@wyndham.vic.gov.au Bookings essential Acoustic Guitar Lessons for kids and adults.30 minutes sessions.*Payment required at the of the term Bounczn Thursdays 4pm-6pm Fridays 5pm-7pm Saturdays 4pm—6pm Contact: Carla Callanan 0499 385 975 dance@bounczn.com $10 per class Age: 2 - 16 years African contemporary Ballet, Hip Hop and Jazz dance classes. Indian Bollywood Dance Class Sundays (School only) 12.30pm-4pm Contact: Archana Koorthy 0432 161 933 koorthy@gmail.com Fees apply Age: 5 years and above Rachana Natyalaya has become one of the foremost centres for Indian classical and folk forms in Australia. ABCD Bollywood Dance School
build subject leaders confidence in their subject. The presentations seen so far by SMT (PE and Modern Foreign Languages) have been very good so far. Another focus for leadership discussed in the monitoring visit was systematic challenge by governors. The action discussed from this meeting for the next monitoring is that governors would like to speak with teachers, perhaps without senior managers present, in an informal discussion with a relaxed agenda. It was agreed that this could be arranged for a staff meeting in term 3. The school Improvement Plan was sent to governors prior to the meeting, Action: Teaching and Learning will be the next area to be monitoring in term 2. The School Improvement Plan has been agreed by governors. Action: Any challenges/questions related to the SIP will be raised by governors in the ‘White Envelope’ questions, for HT to address in the Headteachers Report for the next meeting. Governor Training Feedback MB attended a safeguarding governor training session with DHT, MB fed back that the training was very informative and re-enforced existing knowledge. MB is confident that PFS are carrying out the correct practice and there were no issues highlighted. AM attended a Health and Safety governor training session with DHT last term. AM fed back that some other ways to monitor health and safety could be implemented, such as checking paperwork and audit trails as well as doing H&S walks around the school. Action: Consider different ways to monitor health and safety. Prevent Duty DHT has given governors an overview of the Prevent Duty in school, all members of staff have completed an online awareness training session and DHT has given governors the link so that they can also complete the online programme. Action: Governors complete the online awareness module. RAISE It be useful for governors to receive some training in order to discuss the RAISE online document confidently. Governors agreed that they would prefer to come in earlier at the next governors meeting, rather than come in on a separate day. Action: The next meeting on Tuesday 1st December will commence 30 minutes earlier (4:30pm) and an hour will be dedicated to RAISE. Academy Conversion See Confidentiality of proceedings Governor monitoring for term 2 Teaching and Learning will be monitored next term, as well as Personal Development, Behaviour and Welfare. Dates for monitoring will be decided next term, action: Clerk will arrange date for monitoring visit with AM and CR. White Envelope Questions White envelopes distributed, topics for questions are SIP, Safeguarding and Health and Safety. Any Other Business None
9 SCIENCE – Term 3 Unit 5: BODY SYSTEMS & HOMEOSTASIS (5 WEEKS) 1 LEARNING GOALS: In this unit students identify human body systems and the ways in which they work together in balance to support life. They outline how essential requirements for life are provided internally through a coordinated approach. Students analyse and predict the effects of the environment on body systems and the role of homeostasis in maintaining life. They will also discuss the body's responses to diseases. They research the positive and negative aspects of vaccination and use evidence to justify decisions related to vaccination. Students consider current and future developments in vaccine technology and reflect on how the needs of society influence the focus of scientific research. ………………………………………………………………………………………. S SUCCESS CRITERIA: THE STUDENT WILL BE ABLE TO DO THE FOLLOWING: Explain in general terms how the digestive system functions in terms of the requirements of life Explain how the nervous and endocrine systems work together to coordinate the body and maintain homeostasis Describe the response of the body to changes as a result of the presence of Identify examples of various types of infectious and diseases Discuss and make justified recommendations regarding compulsory vaccinations for children ………………………………………………………………………………. Assessment EXAM Key Verbs EXPLAIN DESCRIBE JUSTIFY CONCLUDE Glossary: Nervous and Endocrine Systems Axon Central nervous system Effectors Endocrine glands Excretion Glycogen Homeostasis Hormones Metabolism Motor neuron Pituitary gland Receptors Sensory neuron Synapse Ureter Urethra Urine Immune System Antibiotic Antiseptic Autoimmune disease Disinfectant Hepatitis Immune system Immunisation Immunity Infectious disease Interferon Lymphocyte Macrophages Malaria Micro-organisms Pathogens Phagocytes Vaccination Resources SCIENCE ESSENTIALS 9
9 GENERAL SCIENCE – Term 3 Unit 6: TECHNOLOGY & MACHINES (5 WEEKS) 1 LEARNING GOALS: Understand how technology has advanced and how it works e.g. x-rays, microwaves, telephones, TV, electrical components. Research effects of technology and present findings verbally to the class. Define simple machines and their applications in the real world e.g. lever and pulley. Understand what mechanical advantage is and how it relates to simple machines. Design, construct and test machines e.g. windmill and trap racer. ………………………………………………………………………………………. S SUCCESS CRITERIA: THE STUDENT WILL BE ABLE TO DO THE FOLLOWING: Present informative information on technology to the using appropriate visual displays. Construct and test simple machines that work. Explain how their machines increased mechanical advantage. Evaluate how well their machines work and explain the problems they had. ………………………………………………………………………………. Assessment Research assignment Mouse trap racer Key Verbs EXPLAIN DESCRIBE EVALUATE INVESTIGATE PREDICT Glossary: technology electrical devices electrical components simple machine pulley lever incline plane fulcrum screw mechanical advantage Resources Text book reference: Science Essentials 9, Chapter 9
as at School. We all tend to get run down from time to time, and are therefore susceptible to the various bugs and illnesses that do the rounds. By promoting healthy living and healthy practices, we may be able to at least minimize the damage. Supporting Your Child The following website is from the UK Paper The Telegraph. It contains some useful information for parents to help their children, as well as checklists for monitoring their progress: Supporting Your at Home: Writing Whatever writing activities you do with children at home, remember these main ideas: 1. Keep it short 2. Make it fun 3. Make it relevant 4. The ideas are more important than the spelling and grammar 5. Using technology can make writing more fun. Ideas: 1. Email relatives and friends 2. Personal diary 3. Interactive Websites e.g. www.piclits.com, Quotes of the Week “”- “- Prize Giving Cups and Trophies Please can all students who received cups and trophies at last year’s giving return these to school before the end of this term. Thank you 2014 School Prize Giving Friday 5 December YUMMY…...YUMMY…… It’s that time of year again Collect your Yummy fruit stickers and bag labels to help TAS get some new sports gear. http://www.yummyfruit.co.nz/ TAS Practice Exams
hugely encouraging, in particular the older students of the younger boys and girls. Things like this happen every day, and more than dispel the misconceptions some people feel about 5year olds and 18year olds sharing the same space. Have a great week!! Richard McMillan Principal The TAS School Wide Behaviour Expectations are: - Rangatiratanga: We are Learners We show Rangatiratanga Whanaungatanga: We are Caring We show Whanaungatanga Wairuatanga: We are Reflective We show Wairuatanga Manaakitanga: We are Respectful We show Manaakitanga Tall Poppies The following Taihape Area School students rose the crowd last week as outstanding achievers, and members of our learning community: - Asya Grant (Room 1) - for showing manaakitanga (caring) in Room 1. Shontae Bennett & Kierah Hay-Martin (Room 9) – for showing manaakitanga by always keeping our environment spick and span; Morgan Nathan (Room 4 – for above and beyond when completing classroom tasks; Te Huinga Chambers (Room 6) - for actively leading her own learning; Caryse Clark (Room 6) - for being focused on her learning all the time; Grace Baxter, Tyra-Lee McClay and Justina Vaoga (Year 10) - for top the 3 scores for their reports on NZ renewable Energy Resources. John Geraghty, Samuel Meryne Hirst, Kale McClay (Year 9) - for being the highest achievers in the Astronomy Unit; Gina Swanson - for showing Whanaungatanga for her Year 11 classmates, and stepping up to lead Senior Hui-a-ata. Tall Poppies from Learning Street for Week 3 Visitors Last week we hosted Labour Education Spokesman Chris Hipkins, and the Labour Candidate for Rangitikei, Dr Deborah Russell. They were here to have a look at our new School, and to speak to staff and students about the forthcoming elections.
Although the TAS players still attacked strongly, the quality of their play fell away with poor passing and marking providing Cornerstone with far too much possession, and time and space. The defence struggled under this pressure. Gina Swanson, Dylan Sincock, Josh Fellingham, Kerran Clark, Max Sage, and Jonny Sage played their hearts out, and had some good moments. This was a hugely disappointing end to an otherwise very successful and enjoyable Monday night competition. This week the Taihape Area School Mixed Hockey team is participating in the North Island Mixed Hockey Tournament, in Levin. Draw – Tournament Week Monday 9.00 TAS v Aotea College 5.30 TAS v Rotorua Tuesday 1.10 TAS v Pomapllier College (the top team last year) Wednesday –> Friday Crossover games depending upon results Netball The Senior A Netball Team has had a successful season which culminates this week with their participation in the Lower North Island Netball Championships, in Napier. Today they are playing at 10.30am and 1.30pm. Tomorrow (Tuesday) they play at 7.45am, followed by a cross over game at either 11.45am or 1.45pm. We wish them a very successful tournament. Cricket Season The good news however is that Cricket Practice begins next Thursday at the Area School, at 5.00pm. This summer Taihape will once again field a combined College/Community Team in the Premier 2 Grade of the Wanganui Cricket Competition. The Cricket Competition begins on Saturday 11th October, and this season we will again be playing home and away games. The Recreation Ground is such a lovely setting for cricket, in fact for sport generally, so it will be great to hear the sound of ball on willow as a regular feature of Saturdays in the village. New and intending players are very welcome. Contact Richard McMillan for more details (06 3880130 or 021774121 or email ). Supporting Your Child at Home: Numeracy A lot of emphasis in Numeracy teaching is placed on mental calculations where possible, using jottings to help support thinking. As children progress through the school and are taught more formal written methods, they are still encouraged to think about mental strategies they could use first, and only use written methods for those
addressed in the case is included Work Section 3-Opposing Viewpoints List groups affected by the outcome of case Included both side of the argument Include Experts/Quotes from both parties explaining why they supported their issues. Include images of groups who supported the case and those who didn’t Work cited 3 points Teacher Comment: 5 points Teacher Comment: 10 points Teacher Comment: Section 4- Enduring Legacy Explanation of Opinion Explanation of effect on Society. Evidence included images, videos, timelines and any facts that prove that the case did have a significant effect within American Society. Persuade other Commissioners that your court case is the most significant Work cited 3 points Teacher Comment: 5 points Teacher Comment: 10 points Teacher Comment: Presentation Skills Everyone in the group spoke clearly and loud enough for everyone to hear 3 points points 10 points Each of the members of the group take turns in presenting 3 points 5 points 10 points Every one made eye contact with the audience and didn’t read from the bundle 3 points 5 points 10 points Everyone in the group was convincing and had a good argument to why the case was significant 3 points 5 points 10 points Extra 5 pts for winning the most votes
North-America CTO MEETING 9 May 2018 California, United States 10:00 – 16:00 1 Apple David Singer, Manager, Software Standards 2 Ericsson Stephen Hayes, Director of North American Standards 3 Knowles Corporation Alexis Bernard, CTO 4 Lauri Oksanen, Networks' VP Research and Technology 5 Symantec Hugh Thompson, CTO Darren Shou, Senior Director of Global Research Labs Arnaud Taddei, Director, Security Solutions Architecture (remote) 7 TTC Yoichi Maeda, CEO 8 Dolby Laboratories Mike Hollier, Vice President, Technical Incubation 9 Huawei Richard Li, Scientist, VP Future Networks 10 Huawei Makhijani, Principal Research Engineer 11 Aeris Communications, Inc Syed Zaeem Hosain, CTO 12 Twilio Jonas Borjesson, Chief Architect for Wireless Product ITU-T Study Group Chairmen 13 ITU-T Study Group 15 Steve Trowbridge, SG15 Chairman 14 ITU-T Study Group 17 Heung Youl Youm, SG17 Chairman ITU Staff 16 ITU Chaesub Lee, Director, TSB 17 Jamoussi, Chief, SGD, TSB 18 Matthew Dalais, TSB (remote) 19 AnaMaria Meshkurti, TSB (remote)
panda Express or P.F. Changes. After eating Take pictures of the entrees you eat and then write another 100-word response to the following questions. How did the food compare to your expectations? Did you like it? Why or why not? (See list of Possible Foreign Restaurants in Utah). or Research a specific foreign cuisine and prepare at least 2 courses to share with family or friends. Take viewing this film, respond to the following questions. What was this film about? What did you learn from the film? Did the film cause you to look at the world in a different manner? Why or why not? Was the film effectively made? Would you recommend this film to another individual? Why or why not? or Create a cool collage of a vacation you would like to take in a foreign How did the food compare to your expectations? Did you like it? Why or why not? (See list of Possible Foreign Restaurants in Utah). What you expect your experience to be like. How do you think it will taste? Do you think you will like it or not? Why? After eating Take pictures of the entrees you eat and then write another 100-word response to the following questions. How did the food compare to your expectations? Did you like it? Why or why not? AND Choose a Foreign Film and with parents' approval, watch the film. Before viewing the film, research the film and the director and write a 100-word journal write about the following questions: Why did the director make this movie? What was his or her
living this way of life. Write a response about what the experience would be like. would be difficult about living this way of life. Write a 200-word response about what the experience would be like. experience living this way as well as how this experience changed your way of viewing the world.
Personnel Committee followed a very rigorous process, and in the end made an appointment that best suits the needs of the school. To accommodate this the management structure has been reorganized to include two Deputy Principals’ – Barb Wallis, and Andrew Lincoln. Andrew, currently at Alfriston College, brings many strengths including ICT and Science. We look forward to Andrew and his family joining us next year – his wife is also a teacher, and they have 4 children. On Friday Awa hosted a wonderful Celebration Assembly that showcased a wide range of school events and activities. Billy Graham was a guest speaker at this, and again, later at the Sports Awards Evening. The Sports Awards Evening was an opportunity for our sportspeople to thank their coaches and managers, and was a very enjoyable occasion. Have a great week!! Richard McMillan Principal The TAS School Wide Behaviour Expectations are: - Rangatiratanga: We are Learners We show Rangatiratanga Whanaungatanga: We are Caring We show Whanaungatanga Wairuatanga: We are Reflective We show Wairuatanga Manaakitanga: We are Respectful We show Manaakitanga Tall Poppies The following Taihape Area School students rose the crowd last week as outstanding achievers, and members of our learning community: Tall Poppies from Learning Street for Week 4 Heidi Tweedale (Room 1) - for great progress in reading. Sarah Squires (Room 6) - for fantastic academic progress; Emma Fellingham (Room 6) - for showing Whanaungatanga towards her class mates; Jaymi Gorman (Room 9) - for a suburb piece of descriptive writing. The Student Leadership Team – Josh, Ella, Alanah, Micah, Max, Tayla, and Isiah, as well as Aaran and Warren for facilitating the Sports Awards Evening on Friday; Georgia Adams and Brooklyn Walker – picked for Maori Touch Nationals. The Line of Life Ownership Acknowledgement Responsibility -------------- The Line of Life ---------- Blame Excuse Deny You choose:
Application Submission art:gwangju:18‘Application Form’ is now available for downloading on the official website –Entry Application Submission Download and complete art:gwangju:18 ‘Application Form’ on the website. - File Name: “artgwangju18_Application_Gallery Name” submission should be submitted by e-mail: Art:Gwangju:18 Information Venue Date Opening Hours Press VIP Preview Opening Work Genre KIM DAE JUNG Convention Center Nov 15(Thu) ~ Nov 18(Sun) (4days) 10:00 ~ 20:00 Nov 15(Thu) 15:00 ~ 16:00 Nov 15(Thu) 16:00 ~ 17:00 Nov 15(Thu) 17:00 ~ 18:00 Paintings, Sculpture, Prints, Photography, Installation, Media Art, Crafts, Calligraphy, etc Important Dates Application Deadline Admission Announcement Catalog Data Deadline Work Installation Work Dismantling Aug 31(Fri), 18:00 Sep 7(Fri) (E-mail, telephone, the website) Sep 20(Thu), 18:00 Nov 14(Wed), 14:00 – 20:00 / Nov 15(Thu), 09:00 – 12:00 Nov 18(Sun), 18:00 – 20:00
December 2018 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 B 4 A1 5 B1 Grades Due by 11 AM PD Principal Periods 2,4,5, 9 6 A2 STARS Classroom will remain open until 8:00 am. 7 B2 8 9 10 A 11 B1 12 A1 PD Periods 2,4,5, 9 Choral Concert pm AAdministration 13 B2 14 A2 15 StuySplash (Robotics) 16 17 B Instrumental Holiday Concert 6:00 pm 18 A1 19 B1 PD Dept. Conferences Teachers 8:00 am – 3:30 pm 20 A2 21 B2 22 23 24 Department Conference 25 26 27 28 29 30 31 January 2019 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 A School Resumes PD Self-Directed Blood Drive 3 B1 Wellness Night 4 A1 5 6 7 B 8 A1 9 B1 PD Principal Periods 2,4,5, 9 — Winter Theater 10 A2 11 B2 Winter Drama Theater 12 Winter Drama Theater 13 14 A 15 B1 16 A1 PD Administration Periods 2,4,5, 9 17 B2 18 A2 End of 3rd Marking Period 19 20 21 School Closed Martin Luther King Jr. Day (Observed) 22 23 24 Senior Grades Due 25 26 27 28 Chancellor’s Day (No students in attendance) 8:00 am – 2:50 pm 29 B Grades Due by 11:00 am Spring Term Begins 30 A PD Dept. Conferences Teachers 8:00 am – 3:30 pm 31 B1
2: Classification of Districts (Based on PAF Human Resource and Financial Preparation Guidelines for PAF POs) Remote Districts (Category A districts) Manang Humla Mugu Dolpa Kalikot Bajura Moderately Remote Districts (Category B districts) – Mustang Jumla Bajhang Darchula Rukum Jajarkot Dailekh Accham Taplejung Sankhuwashava Bhojpur Terathum Khotang Okhaldhunga Solukhumbu Myagdi Rolpa Salyan Pyuthan Dadeldhura Baitadi Doti Panchther Dhankuta Ramechhap Dolkha Rasuwa Sindhupalchwok Dhading Lamjung Gorkha Gulmi Arghakhachi Baglung Parbat Non Remote District (Category C district)- Kanchanpur Kailali Surkhet Bardiya Banke Dang Kapilbastu Rupandehi Palpa Syanja Tanahu Kaski Nawalparasi Chitwan Makwanpur Kathmandu Bhaktapur Lalitpur Nuwakot Kavre Sindhuli Udayapur Bara Mahottari Dhanusha Rautahat Saptari Siraha Sarlahi
Resources The following resources are a few of those which are used most frequently. Allcock, Joy Switch on to Spelling Cameron, Sheena Teaching Reading Comprehension Strategies: A Practical Classroom Guide. User Friendly Resources What Every Teacher Should Know About Spelling. Example long and short “i” vowel sound sorting activity. Example Task Get Ready to Roll By Bronwen Wall School Journal 21-N2-11 Separate each word using the vc/cv pattern. e.g. digging dig / ging When two consonants stand between 2 vowels the word is usually divided between the consonants. (Remember there are some exceptions) elbows / slapping / rugby / borrows / person / fingers / scrummage / injury / standard / bumper / Break the following compound words into their two separate words. e.g. into in / to
wheelchair / volleyball / indoor / basketball / into / Find a word in the article has a similar meaning to the following words. e.g. seat = chair You will also find the words in the word find below. stop = (p 27) thrilling = (p 28) frequently = (p 29) normal = (p 30) not strong = (p 31) coaching = (p 32) s t a n d a r d o f t e n e w r s d f g h x j k z x c v b c n m t r a i n i n g g h j k l t m n t y f i n i s h p l k j y n f d w e a k q g w d Break the following words into their individual sounds (phonemes) AND write the long vowel sound in each word. we = w e e e.g. vowel sound they = aim = game = play = case = shape = Use the article to help you complete the crossword. 2 1 3 4 7 - 5 6 - Clues Across Down What does a rugby wheelchair have on the front? What type of ball do they use in wheelchair rugby? What is different about the wheels of a wheelchair used for wheelchair rugby? Who wants to be the best wheelchair rugby players in the world? 2. Where do they play wheelchair rugby? 3. What has been changed to help protect people playing rugby? 7. What medal did the Wheel Blacks win in 2004 Paralympics? Example suffix
[1] Fung Po Tso, David R. White, Simon Jouet, Jeremy Singer, Dimitrios P. Pezaros, "The Glasgow Raspberry Pi Cloud: A Scale Model for Cloud Computing Infrastructures," icdcsw, pp.108-112, 2013 IEEE 33rd International Conference on Distributed Computing Systems Workshops (ICDCSW), 2013 [2] A. Greenberg, J. Hamilton, D. A. Maltz, and P. Patel, “The cost of a cloud: Research problems in data center networks,” ACM SIGCOMM Computer Communication Review, vol. 39, no. 1, January 2009. [3] “Raspbian.” [Online]. Available: [4] “Raspberry pi.” [Online]. Available: http://www.raspberrypi.org