zilongwang/ReadingBank huggingface dataset:
20 Department of Transportation (DOT) None – Section 4-20.000 None – Wage Rate Requirements Cross-Cutting Section 4-20.001 20.106 – Airport Improvement Program 4-20.106 20.205 – Highway Planning and Construction 4-20.205 20.219 – Recreational Trails Program 4-20.205 20.223 – Transportation Infrastructure Finance and Innovation Act (TIFIA) Program 4-20.223 20.319 – High-Speed Rail Corridors and Intercity Passenger Rail Service – Capital Assistance Grants 4-20.319 20.500 – Federal Transit—Capital Investment Grants 4-20.500 20.507 – Federal Transit—Formula Grants 4-20.500 20.509 – Formula Grants for Rural Areas 4-20.509 20.513 – Enhanced Mobility for Seniors and Individuals with Disabilities 4-20.513 20.516 – Job Access and Reverse Commute Program 4-20.513 20.521 – New Freedom Program 4-20.513 20.525 – State of Good Repair Grants Program 4-20.500 20.526 – Bus and Bus Facilities Formula Program 4-20.500 20.527 – Public Transportation Emergency Relief Program 4-20.527 20.600 – State and Safety 4-20.600 20.601 – Alcohol Impaired Driving Countermeasures Incentive Grants I 4-20.600 20.602 – Occupant Protection Incentive Grants 4-20.600 20.609 – Safety Belt Performance Grants 4-20.600 20.610 – State Traffic Safety Information System Improvement Grants 4-20.600 20.611 – Incentive Grant Program to Prohibit Racial Profiling 4-20.600 20.612 – Incentive Grant Program to Increase Motorcyclist Safety 4-20.600 20.613 – Child Safety and Child Booster Seat Incentive Grants 4-20.600 20.616 – National Priority Safety Programs 4-20.600 21 Department of the Treasury 21.012 – Native Initiatives 4-21.020 21.015 – Resources and Ecosystems Sustainability, Tourist Opportunities, and Revived Economies of the Gulf States 4-21.015 21.020 – Community Development Financial Institutions Program 4-21.020 23 Appalachian Regional Commission (ARC) 23.003 – Appalachian System 4-20.205 45 National Endowment for the Humanities (NEH) 45.129 – Promotion of the Humanities—Federal/State Partnership 4-45.129
The specifications for the work samples are listed below. Your samples must each be between 40 and 60 words; contain at least one complex sentence; include one sentence with a series (nouns, verbs, adjectives, phrases, etc.) of at least three members (e.g., “a government of the people, by the people, and for the people”); have at least one transition (e.g., however, in addition, tomorrow); use vocabulary and context that are accessible to beginning-level language learners; and contain text that would normally be read aloud in a workplace context (e.g., advertisement, introduction to speaker, announcement). Sample: Welcome to the orientation for new employees. This morning, you’ll take a company tour, learn about our history, and receive your identification cards. Later, you will meet with your managers to discuss your responsibilities. Before we begin the tour, though, please take a few moments to fill out your employment paperwork. Word Count: 51 Directions: In the text boxes below, write two passages that meet the specifications. Indicate the word count in the spaces provided. Passage 1 Word Count: Passage 2 Word Count:
13.00 – CLASSIFICATION OF PROJECT COSTS (TABLE A) - continued Indirect and Miscellaneous Costs Direct Cost of Work Preconstruction & Construction Phase Svcs Overhead & Profit Paid by Owner 1 Bond premium for DB’s bonds X 2 Insurance premium for CM enrolled in OCIP, GL and WC. See General Conditions X 3 Insurance premium for CM for coverage not covered by OCIP, i.e. auto, E&O. X 4 Bond premium for trade contractor’s bonds X 5 Insurance premium for contractor enrolled in OCIP – GL and WC. See General Conditions X 6 Insurance premium for trade contractors for coverage not covered by OCIP, i.e. Auto X 7 Insurance premium for trade contractors not enrolled in OCIP – See General Conditions X 8 Premium for Builders Risk Insurance X 9 Insurance deductible by DB or trade contractor X 10 Printing plans and specifications X 11 Initial Soils Investigation X 12 Testing and Inspection X 13 Maintenance after occupancy X 14 Facility operator training by CM or trade contractor X 15 Fees- Plan X 16 Fees- Building Permit X 17 Fees- Sidewalk Permit X 18 Fees- Water Connection Permit X 19 Fees- Water Meter X 20 Fees- Sanitary Sewer X 21 Fees- Storm Drain X 22 Fees- Gas Service X 23 Fees- Power Service X 24 Fees- Curb & Gutter permit X 25 Fees- Sign X 26 Elevator Inspection and Permits X 27 Fees, assessments, licenses, inspections required for Construction X 28 Business Licenses and Fees X
Quality Control Measures (mandatory) ICU MD – please complete for family Events or deviations? Incident Report? □ Yes □ No (Ex.unplanned extubation; medication error; near miss) Y N n/a At the end of rounds – include the main goals to be communicated with the family for the day – even if they are already on rounds. HOB elevated 30 deg, OOB, inc spirom? Y N Examples: Pharmacist on rounds? Y N Up and walking, turning down the ventilator, taking out chest tubes, tolerate feeds. Over 30kg requiring adult doses? Y N RN PLEASE TRANSCRIBE TO WHITE BOARD Antibiotic levels due? Y N Respiratory weaning goals? Y N n/a 1 Ulcer prophylaxis? Y N n/a Glucose control? Y N n/a 2 DVT prophylaxis? Y N n/a Isolation? Reason: ___________________ Y N 3 Sedation/paralytic holiday? Y N n/a Can anything be removed? Y N 4 PT/OT/Speech/Rehab consulted? Y N DNR Y N 5 Staff concerns addressed? Nursing, Respiratory Therapy Y N Pressure ulcers? Y N Medication reconciliation? CPOE vs. MAR Time: _____ Y N
Quorum Requirements The following members must be present for the CIP Programme to be quorate: One Non-Executive Director One Executive Directors Frequency of Meetings The Trust CIP Programme Board will meet monthly with additional meetings as required at the discretion of the Chair. Papers All agenda items to be submitted to the Programme Manager three working days before the meeting. Agenda and papers will be circulated two working days before the meeting. Minutes of Meetings Minutes and actions will be taken by the PMO and will be proof read and approved by the Programme Manager and circulated within three working days of the meeting. Reports from and to The CIP Programme Board is accountable to the Business & Performance Committee, which will receive a monthly summary which will be used to submit an update report to the Trust Board. Confidentiality All papers are confidential and should be marked ‘commercial and in confidence’. Terms of Reference Agreement Date: 1 – produced 18th November 2013 Terms of Reference Agreed by: Review Date: November 2014
Pahl, N. 2008, 'The Role of Emotional Intelligence in Leadership'. Pride, W.M., Hughes, R.J. & Kapoor, J.R. 2009, Foundations of business, 2nd edn, Houghton Mifflin Harcourt Pub., Boston. Quinn, R.E. 2011, Becoming a master manager : a competing values approach, 5 edn, Hoboken, NJ : Wiley. Robbins, S.P., Waters-Marsh, T. & Millett, B. 2004, Organisational behaviour, 4th edn, Pearson Education, Frenchs Forest, N.S.W. Rounds, J.L. & Segner, R.O. 2011, Construction supervision, Wiley, Hoboken, N.J. Vroom, V.H. & Yetton, P.W. 1973, Leadership and decision-making, University of Pittsburgh Press, Pittsburgh.
understanding of how to fight different types of cancer. In criminal investigations TOF-SIMS is used to detect traces of drugs or gun powder in fingerprints otherwise invisible to any other detection instrument or technique. Related, nuclear scientists use TOF-SIMS to detect the presence of enriched uranium isotopes in hot places around the world thus preventing the wrong people to produce the so called “dirty bombs”. Even more, TOF-SIMS has started to become a very important tool for detecting forgeries in old documents or paintings. In geology and paleontology scientists base their research on TOF-SIMS to date fossils and determine their mass composition. And these are only few examples. Some of the TOF-SIMS research performed in our facility is presented below. Figure Legend: The principle of Time of Flight Secondary Ion Mass Spectrometry
Outcomes 2015/16 - Journey to apprenticeships – 1 leaver progressed along this route 2016/2017 - Journey to apprenticeships – 11 leavers progressed along this route Updated on 20.10.17 as some changes have taken place JL progressed to supported internship with People JL now progressed to full apprenticeship BS (see evidence below) – supported internship with Stockport LA BS now in paid employment with Pizza Express – will be returning to speak to current pupils about her experience MG – level 2 apprenticeship in engineering Attending and enjoying TS – was planning to return to his mainstream school Now attending Music Technology at South Cheshire College and in the words of his mum ‘is loving every minute’. He has found his forte!! KGS – Land apprenticeship at Derwen College Attending and thoroughly enjoying it GB – apprenticeship with GA Computing Difficult start as change was a big adjustment for GB but now working well. KT – Choices programme at Cheadle college leading to supported internship Attending and enjoying LI Choices programme at Cheadle college leading to supported internship Attending and enjoying AB – supported internship looking at retail as enjoyed placements at Sainsbury when at Inscape Attending but a ‘bumpy’ start due to struggling with the change from school JC – Bury College – supported internship Converted to Life Skills course ST – apprenticeship at Reaseheath College – aspired to focus on golf course management Follow up information requested AW – Macclesfield College – Hospitality and Catering Still at Macclesfield College but changed course to ‘Trade Skills’.
Accessing college 2017/18 - part of preparation for adulthood and apprenticeship pathway: The Tannery – Building opportunities once weekly – YE, EC, MA, JM (all new to Post 16 Sept 2017) Salford College(Media City) ICT – SG, MA, MD, JM, JN, YE (all new to Post 16 Sept 2017) WG, JA, LM, Salford College (Eccles) Carousel – May cease due to not meeting original offer – KM (new to Post 16 Sept 2017), CH, ZW. Falconry handling (LANTRA qualification) – JS (new to Post 16 Sept 2017) Accessing work experience (May 17 – July 17) 15 x Post 16 pupils attended work experience utilising the following work placements: Oasis Bubble Cafe at hospital x 2 pupils Belmont Care Home x 1 InCafe x10 Bill and Betty’s cafe x 1 National Trust @ Quarry Bank x 2 National @ Lyme park x 2 Golden Days Garden Centre x 1 Legoland x 1 – which has now converted to part time work. 8 x Key 4 pupils accessed work experience for a week once their GCSE exams had finished Accessing work experience (September 17 – October 17) 9 x Post 16 pupils attended work experience utilising the following work placements: Communication and Marketing Team @ Together Trust National @ Quarry Bank Oddfellows in the Park Restaurant Wheels 4 All Cheadle Library Quality Save Cheadle Hotel Marine Time Garden Centre Oasis Bubble Cafe 2 x Key stage 4 have attended work experience utilising the following work placements: Whitegate Equestrian Centre and Reddish Vale Community Gardens
Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018 Together in Safety Patient Safety Awareness Week 2018
Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017 Together in Safety National Patient Safety Awareness Week March 12-18, 2017
Italian Pasta Dinners All Our Dinners include a Garden Salad and choice of Garlic or Italian Bread Baked Lasagna $10.50 Spaghetti $9.50 Baked 10.75 Spaghetti al Pesto $9.99 Beef Ravioli $10.25 Baked $11.75 Portabella Mushroom Ravioli 10.25 Baked $11.75 Alfredo Portabella Mushroom Ravioli $11.25 Spinach &Cheese Ravioli $10.25 Baked $11.75 Alfredo Spinach & Cheese Ravioli $11.25 Tortellini (Meat or Cheese) $9.99 Baked $11.49 Alfredo Tortellini $ 11.25 (Meat or Cheese) Rosa Tortellini $11.99 (Our Alfredo & Meat Sauce) Baked $13.25 Alfredo Tortellini $11.99 Fettuccine Alfredo ½ $8.99 full $10.75 Fettuccine al Pesto Alfredo $11.75 Add Meatballs to any dinner $1.75 Add Chicken $2.50 Add Shrimp $2.75 Kids Menu (For Age 12 & Under Please) 7” One topping $ 4.99 (Extra toppings $.30) 6 Chicken Nuggets with chips $ 5.99 Little Spaghetti (Salad not included) $ 5.99 Little Tortellini with (Salad not included) $ 5.99 With Alfredo Sauce add $1.25 Sandwich Platters (All Sandwiches served w/Chips & Pepperoncini) 8”Italian Roast Beef $ 6.75 with Cheese $ 7.50 8”Open face Roast Beef $ 7.50 8”Meatball Sub $ 6.75 with Cheese $ 7.50 8”Open face Meatball Sub $ 7.50 8”Italian Sausage $ 6.50 with Cheese $ 7.50 8”Italian Sausage Supreme (with veggies) $ 7.75 8”Italian Sausage Deluxe (with meats) $ 7.75 8”Italian Sub $ 7.75 8”Hot Ham & Cheese $ 7.75 8”Philly Steak $ 7.75 8”Pizza Bread (3 pizza topping of your choice) $ 7.75 8”Chicken Parmesan $ 7.50 8”BBQ Chicken $ 7.50 8”Chicken BLT $ 7.50 Bowl Of Pepperoncini $ 1.99
Tohidi, N. (2009). “Policy Implications of the 10th Presidency: Women against Women?” September: Tohidi, N. (2009). “The trajectory of the Iranian women’s movement in the 30th anniversary of the Revolution,” January: Tohidi, N. (2009). A March 8th Message: “Let’s Not Channel the Hardship toward Ourselves,” March: Tohidi, N. (2009). “One Year of Efforts for Equal Rights in Iran, 1387-88,” March 9: Tohidi, N. ((2008). “Playing Four A Conversation with on the Coalition Against the Family Bill,” September: Tohidi, N. (2007). “The Women’s Movement in Iran Facing a Double Blackmail,”[Grogan-giri-ye doganeh harekat-e zanan], August 6: Tohidi, N. (2007). “Die Regierung wird nervos” [The Government gets nervous], In derStandard, Vienna, Austria, (in German), July 3: Tohidi, N. (2007). “Hopelessness can run the women’s movement underground,” Radio Zamaneh, July 7: Tohidi, N. (2006). “Prohibir el vel a les escoles afavoreix el fondamentalisme” [The prohibition of the veil in schools may benefit fundamentalism]. In Islamisme-Societat, El Temps, Catalina, Spain, De Novembre: 57-58. Tohidi, N. (2005). “Feminism: A Term with Different Interpretations” [Feminism: Vazheyi ba ta`abir motefavet], Deutsche Welle, Germany, March 9: Tohidi, N. (2004). "On Some Current Women Issues in Iran: An Interview," in Women Without Borders, April 1, 2004, Vienna, Austria (available in English and German): Tohidi, N. (2004). "The Current Challenges for the Women's Movement in Iran" [Chalesh-haye jonbesh-e zanan der jameh`ye Iran] in "Etehad Jomkhahan Iran," September 25: .
Toilet Paper Geometry Name of Toilet Paper Brand:____________________________________ Use a file folder to set up a “scientific board” to show the area, both volumes, and surface area of the toilet paper roll. You must include drawings and pictures of each step of the project. Your project will be DUE MARCH 5!!! No late projects accepted!!!! Area of the Toilet Paper Roll Unroll the toilet paper and place the pieces together to create a large rectangle. Let any leftover pieces be separate rectangles. Sketch these rectangles in the box below. Label the length and width of each rectangle in inches. Label the area inside each rectangle in square inches. You must also include a picture of yourself with the full rectangles of toilet paper. Area of the roll of toilet paper in square inches: _________________ Area of the roll of toilet paper in square feet: ___________________ Number of rolls of toilet paper required to cover the following: Make sure to show your work! Basketball Court Football Field Baseball Diamond 94 ft. x 50 ft. 100 yds. x 53 yds. 90 ft. x 90 ft. ____________ ____________ ____________
another. Consistency and perseverance are key, as is a positive attitude towards toileting times and lots and lots of praise. If you are concerned, it may be helpful to check for: Number of wees per day Number of poos per day/week Constipation Fluid intake Diet – plenty of fruit and veg The child’s awareness of what wees/poos are. Be patient: the child will get there in the end! With thanks to David Cudworth and June Rogers
Toileting chart Name……………………………………………. Week beginning………………………………. 9.30- 10.00 11.30- 12.00 pm Mon Tues Wed Thurs Fri Name……………………………………………. Week beginning………………………………. 9.30- 10.00 11.30- 12.00 pm Mon Tues Wed Thurs Fri D = dry W=wet S=soiled U=used potty/toilet
Wenger, E. (1999). Communities of practice. Cambridge: Cambridge University Press. Whitehead, J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my Practice?’ Cambridge Journal of Education, 19(1), 137–152. Whitehead, J. (2009). An epistemological transformation in educational knowledge from S-STEP research: Notes for the Introduction to the S-Step Session of the American Educational Research Association annual meeting, San Diego, 13 April. Retrieved 26 June, 2010 from . Whitehead, J., & McNiff, J. (2006). Action research: Living theory. London: Sage. Zinn, H. (1997). The zinn reader: Writings on disobedience and democracy. New York: Seven Stories Press. Cross-Cultural Research and Qualitative Inquiry Pranee Liamputtong La Trobe University, Australia Abstract Cross-cultural research has become important in this postmodern world where many people have been made, and are still, marginalised and vulnerable by others in more powerful positions like colonial researchers. In this paper, I contend that qualitative research is particularly appropriate for cross-cultural research because it allows us to find answers which are more relevant to the research participants. Cross-cultural qualitative research must be situated within some theoretical frameworks. In this paper, I also provide different theoretical frameworks that cross-cultural researchers may adopt in their research. Performing qualitative cross-cultural research is exciting, but it is also full of ethical and methodological challenges. This paper will encourage readers to start thinking about methodological issues in performing cross-cultural research. Keywords: research; qualitative Inquiry; healing methodology; decolonizing methodology.
For all enquiries regarding the TOJQI, please contact Assoc.Prof. Abdullah KUZU, Editor-In-Chief, TOJQI, Anadolu University, Faculty of Education, Department of Computer Education and Instructional Technology, Yunus Emre Campus, 26470, Eskisehir, TURKEY, Phone #:+90-222-3350580/3519, Fax # :+90-222-3350573, E-mail : ; . Table of Contents Hafize Keser Levent Çetinkaya 1 Mandy Asghar 18 Amirul Mukminin Fridi Yanto Hadi Yanto 33 Nil Yıldız Duban Merve Evsen Düzgün 46 56 Hasan Said Tortop
“The Foreign Language Classroom is Like an Airplane” Metaphorical Conceptualizations of Teachers’ Beliefs “Yabancı Dil Sınıfı Bir Yolcu Uçağına Benziyor” Öğretmen İnançlarının Metaforik Kavramsallaştırmaları
transcription. In the analysis of the interview data, emerging themes were investigated based on the research questions posed (Miles & Huberman, 1994). The findings along with exemplary quotes to support the metaphor analysis both from the interview and from the follow-up e-mails were represented in the next section. For trustworthiness concerns, the metaphors stated by the participants were also analyzed in line with the taxonomy proposed by Oxford et al., (1998) by a second researcher and 100% inter-coder reliability was maintained. Results Findings related to the first research question The first research question was on the metaphors generated by the participants. The metaphors obtained from the metaphor completion tasks are represented in Table 2. 2. Pre-service Teachers’ Metaphors for the Foreign Language Classroom Participants Pre-course During Post-course The first participant Ocean Ocean Farm The second participant Airplane Kitchen Marriage Findings related to the second research question The second research question sought to understand how pre-service teacher reflected on the metaphors they used. The first participant’s pre- and during the practicum course metaphor of the foreign language classroom was ocean. That is to say, there was no change in between. She also associated teachers with lighthouses and learners with ships: “I liken the teachers to lighthouses, and students to ships. Simple, yet clear enough.” (The first participant, interview) According to Oxford et al., (1998), in the learner-centered growth category of the typology, individuals have to learn to think for themselves, to discover the world through experience
TOK Chapters 1&2 Key Terms Name:_________________________________ Chapter 1 Argument ad ignorantiam Certainty Coherence Common sense Confirmation bias Gullibility Judgement Mental map Open-mindedness Paradox of Cartography Paranormal Phenomena Relativism Scepticism Ways of Knowing (8) Chapter 2 Authority worship Context Culture Expert opinion Indoctrination Information Justified true belief Knowledge by authority/testimony Primary knowledge Second-hand knowledge Sufficient condition Thick concept
The ToK Essay what the Guide says TOK peer + self assessment instrument Aspect Level 5 Excellent 9-10 marks Level 4 Very Good 7-8 marks 3 Satisfactory 5-6 marks 2 Basic 3-4 marks Level 1 Elementary 1-2 marks Irrelevant 0 marks
Understanding knowledge questions There is a sustained focus on knowledge questions connected to the prescribed title and are well chosen – developed with investigation of different perspectives and linked effectively to areas of knowledge and / or ways of knowing. There is a focus on knowledge questions connected to the prescribed title – developed with acknowledgement of different perspectives and linked to areas of knowledge and /or ways of knowing. There is a focus on some knowledge questions connected to the prescribed title – with some development and linking to areas of knowledge and /or ways of knowing. Some knowledge questions that are connected to the prescribed title are considered, but the essay is largely descriptive, with superficial or limited links to areas of knowledge and /or ways of knowing. The essay has only very limited relevance to the prescribed title- relevant points are descriptive. The essay does not reach a standard described by levels 1-5 or is not a response to one of the prescribed titles on the current list for the current session. Quality of analysis of knowledge questions Arguments are clear, supported by real life examples and are effectively evaluated; counterclaims are extensively explored; implications are drawn. Arguments are clear, supported by real life examples and are evaluated; some counterclaims are identified and explored Some arguments are clear and supported by examples; some counterclaims are identified Arguments are offered but are unclear and /or not supported by effective examples. Assertions are offered but are not supported.
Students will grasp the following concepts: Alternative Geometries Math vs. Applied Math Math in Art and Nature Math as a Language Beauty in Math Formative assessment: Bellringers Group Assignments Journals Further Reading Visible Thinking Strategies Summative assessment: Mini-essay Differentiation: Affirm identity—build self-esteem Value prior knowledge Scaffold learning Extend learning Details: Students access prior knowledge from maths classes. Scaffolded instruction for essay in claims and
Extend understanding of mathematics through ways of knowing and group research. Approaches to learning (ATL) Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide. Learner Profile Thinking Social Communication Self-management Research Details: Critical Thinking Skills: Gather and organize relevant information to formulate an argument. Evaluate evidence and arguments. Develop contrary or opposing arguments. Communication Skills: Read critically and for comprehension. Structure information in summaries, essays and reports. Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-Takers Balanced Reflective Details: Knowledgeable TOK students strive to be knowledgeable about the nature of
Day 2 address Notes Directions 3:30am Tuna Auction TSUKIJI MARKET 5 Tsukiji, Chuo, Tokyo Japan Tuna auction isn’t available every day, check site for schedule 9-min walk from Millennium Mitsui Garden Hotel 6:30am Breakfast YAMAZAKI TSUKIJI 5 Tsukiji, Chūō-ku, Tōkyō-to 104-0045, Japan Only open from 5:30am to 2:00pm daily Located within Tsukiji Market itself 8:30am Rest MILLENNIUM MITSUI GARDEN HOTEL 5 Chome-11-1 Ginza, Chuo, Tokyo 104-0061, Japan 10-min walk from Yamazaki Tsukiji 12:00pm Lunch HONMURA AN 7-14-18 Roppongi, Minato-ku Tokyo, Japan Reservations recommended Option A: 12-min from hotel Option B: 10-min ride from Station to Roppongi Station > 2-min walk to Honmura An 3:00pm Attraction NATIONAL ART CENTRE TOKYO 7 Chome-22-2 Roppongi, Minato, Tokyo 106-8558, Japan 9-min walk from Honmura An 5:00pm ROPPONGI 7:00pm Dinner AOBAYA 6-2-6 Ginza | West Bldg. 3F, Chuo Located on the third floor of a nondescript building Option A: 15-min drive from Roppongi Option B: 9-min ride on Hibaya Line to Ginza Station > walk to Aobaya 10:00pm Drinks SKYLOUNGE STELLAR GARDEN 4-8-1 Shibakoen, Minato 105-8563, Tokyo Prefecture 11-min from Aobaya Day 3 place address Notes Directions 11:00am Brunch AOYAMA FLOWER 5-1-2 Minamiaoyama, Located right across Option A: 15-min drive from hotel
MARKET TEA HOUSE Shibuya, Tokyo Prefecture Station Exit A4 Option B: 3-min walk to Ginza Station > ride on Ginza Line to Omote-sando Station 1:00pm Attraction MEIJI SHRINE 1-1 Yoyogikamizonocho, Shibuya, Japan Option A: 6-min from Aoyama Option B: 2-min ride on Chiyoda Line to Meiji-jingumae Station 3:00pm TAKESHITA STREET Jingumae 1 chome, Shibuya 150-0001, Tokyo Prefecture Right across Meiji Shrine Walk 5:00pm YAKITORI ALLEY 2 100 0006, 2 Chome-1-21 Yūrakuchō, Tōkyō-to Japan Located at Hibiya Station Exit A2 From Meiji-jingumae Station > 11-min ride on Chiyoda Line to Hibiya Station 7:00pm ISOMARU SUISAN Japan, 100-0006 Tokyo, Chiyoda, Yurakucho, 1 Chome−2−10 Order the Kani Miso 1-min walk from Yakitori Alley
Community Assessment Committee Member Description Description The Community Assessment Committee operates as an “ad hoc” Committee of the ABC Coalition. Members of the Community Assessment Committee will work together to collect and analyze data to address the Substance Abuse problem in the ABC Community. The Community Assessment Committee is composed of 5 – 10 individuals from the community interested in addressing collecting qualitative and quantitative information about the substance abuse issue. Specific sectors will be recruited to the Community Assessment Committee including: youth, parents, law enforcement, health care providers, education, treatment providers, government, faith community, recovery community, and others. Time Commitment Members of the Community Assessment Committee are asked to work together for a 1 – 3 month period. The Community Assessment Committee will schedule meetings on an “as needed” basis depending on the specific tasks to be accomplished. It is anticipated that the Community Assessment Committee will meet at least once per month, or three times over the 3 month period. Members may be asked to engage in activities outside of the Committee meetings. Specific Responsibilities Attend Community Assessment Committee meetings. Participate in the data collection process including collecting data, conducting interviews and conducting scans of community conditions. If appropriate, represent their organization and sector in the Community Assessment Committee’s activities. As appropriate, provide specific resources to support the Community Assessment Committee’s efforts. Engage and recruit community members to participate in the Committee’s efforts Serving as a member of the coalition will provide you with the opportunities to: Broaden your knowledge of Community Assessment prevention strategies Gain new experiences and skills Increase communication skills conducting outreach with coalition & community members Network with “like-minded” individuals in the community Participate in creating a “safe and healthy” community in ABC County For more information, please contact …, Community Assessment Committee Chair at…
Learning & Engagement Visit 2016/17 Please complete the following sections if you wish to make a booking request for the subsidised entrance fee rates (and optional workshops) offered by the Learning Team for the academic year 2016/17 Name of School Type of school e.g Academy, Free, Infant, Junior, Independent Address Postcode Contact Name Telephone Number Email Date of visit 1st Choice 2nd Choice 3rd Choice Number of Pupils (aged 5-15) Age of Pupils Number of Students (aged 16+) Age of Students Number of Adults (Free on a of 1:5 for KS1 or 1:10 for KS2/3. Extra adults = £20.25) Any special requirements? (1:1 adults are free of charge, please provide details of 1:1 requirement here) Please select either Admission only, or specify your preferred workshops and timings* *Each of the timeslots a maximum of 35 students, if you have more than 35 students you must select the appropriate number of timeslots to fit your group. Admission only, visit Time of Arrival OR 1st Choice Learning Workshop Preferred timeslot/s (see website for session timeslots) 1st – 2nd – 3rd - 2nd Choice Learning Workshop (if your 1st choice is not available) Preferred timeslot/s (see website for session timeslots) 1st – 2nd – 3rd - If you would like each of your pupils to take part in more than one workshop please provide details here: 1st Choice Learning Workshop Preferred timeslot/s (see website for session timeslots) 1st – 2nd – 3rd - 2nd Choice Learning Workshop (if your 1st choice is not available) Preferred timeslot/s (see website for session timeslots) 1st – 2nd – 3rd - Please complete all fields of this form. Unfortunately we cannot make a booking without an accurate booking form. Incomplete will be returned and your booking will not be approved. Please email your completed form to . For further information the content or prices of our sessions and our entrance charges please refer to our website when filling out this form: .
Britton, T. & Spencer, G. (2016). “Individualized learning plans: Do students who fail to plan, plan to fail.” Paper presented at the Association for the Study of Higher Education Annual Conference (2016). Mabel, Z. & Britton. T. (2016). “Leaving late: Understanding the extent and predictors of college late departure.” Paper presented at the Association for Education Finance and Policy Annual Conference (2016). Britton. T. (2015). “The best laid plans of high school students in Massachusetts: Expressed versus revealed preferences for college enrollment.” Paper presented at the American Educational Research Association Annual Conference (2015). Britton. T. (2015). “Did the PLUS loans policy change decrease college enrollment for Black students?” Paper presented at the Association for Education Finance and Policy Annual Conference (2015). Britton. T. (2014). “College or bust …or both. Has the Great Recession changed the probability of college enrollment for Black and Latino students.” Paper presented at the American Educational Research Association Annual Conference (2014). Britton. T. (2013). “College or bust …or both. Has the Great Recession changed the probability of college enrollment for Black and Latino students.” Paper presented at the Harvard Student Research Annual Conference (2013). RESEARCH EXPERIENCE Lead Consultant, uAspire and the Heckscher Foundation (May 2015 – February 2016) Led a landscape study of college affordability work being done in public and private institutions in New York City. Collected and analyzed data via survey, interview, and focus groups. Completed a report that was presented to uAspire, the Heckscher Foundation, and the Edwin Gould Foundation. Research Assistant, World Bank (May 2015 - December 2015) Consultant on Randomized Control of Teacher Incentives in Guinea. Completed tasks such as data cleaning and analysis. Consultant, Woodrow Wilson Foundation (December 2014 – July 2015) Designed and administered a survey to evaluate teacher perceptions of two fellowship programs as part of a methods study. Analyzed the survey using Rasch model analysis. Policy Fellow for the Office of Planning and Research, Massachusetts Department of Elementary and Secondary Education (May 2014 - July 2014) Analyzed data on whether students’ plans for college attendance in 8th and 10th grade predicted actual college attendance for Carrie Conaway, Associate Commissioner for Planning, Research, and Delivery. Wrote a report that I presented to the Commissioner of Elementary and Secondary Education.
For the way we set up, the final decrease in system design is 0.0236 waves rms, and the compensator has a range of freedom of 6.1854 mm going positive or negative direction. For our homework assignment the assembly tolerance was assigned to be 0.04 waves rms, thus we need to modify out set up to meet this value. Since we know that there are 34 possible perturbation parameters, the desired input for decrease in system performance can be calculated as following: RMS = , where x is the value of decrease in system performance X = = = 0.00685994 Repeat procedure step 1 through 6 with this value set as the decrease in performance. The new plot now indicates that the probability for the system to have 0.04 waves rms is now about 63%. Now, let’s make a quick comparison between the sensitivity analysis found through CodeV’s automatic tolerance function and the sensitivity analysis we found in homework 3 using manual perturbations. As the above table indicates, the sensitivity for decenter on lens 1(DSX S2..3) and lens 2(DSX S4..5), the sensitivity can be calculated by the following equation: DeCenter 1 = 0.0193 / 0.1 = 0.193 λ/mm DeCenter 2 = 0.0193 / 0.1 = 0.193 λ/mm As for tilt from lens 1(BTY S2..S3) and lens 2(BTY S4..S5), it can be calculated as the following:
consequences and reporting strategies for the behaviour management program; Release time to develop materials for lessons 1.1.2 Purchase resources to support lesson implementation Positive Behaviour Learning team $1000 Use OneSchool functionality to action behaviour referrals providing timely feedback 1.1.3 Professional Development for lessons and implementation (including observation of lessons Principal Deputy Principal √ Improved School opinion survey results for parents, staff and students. 1.1.4 Implement a classroom based system of response to behaviour (data collection) Deputy Principal Teachers Professional Development 1.2 Implement Essential Skills of Classroom Management systematically Professional development in revising ESCM Provide professional feedback through ESCM profiling (1 x semester) Principal Deputy Principal Specialist in ESCM School wide approach policy for social and emotional learning 1.3.1 Develop school wide approach to learning (including responding to bullying) with implementation at a staff, parents and student level Principal with Guidance Officer Deputy Principal Resources $2375 Term 2 1.3.2 and review implementation of Learning Principal with Guidance Officer Deputy Principal Priority 3: Inclusive Practices Inclusive practices are an integral part of Tolga SS and need to be reviewed and redeveloped through a cycle of inquiry. School Improvement Unit- Improvement Strategies:
If a TxTag is lost, if a vehicle that is registered to the TxTag account is to be sold as surplus, or if a TxTag and/or vehicle is stolen, notify the TXDOT Customer Service Center immediately so that the TxTag and/or vehicle on the account can be deactivated. If the vehicle is transferred to another office, make a determination whether the will be needed at the new location. If it isn’t, then notify TXDOT Customer Service Center to cancel the tag. Until TXDOT receives notice, TFS is liable for any incurred tolls, fees, and/or charges that may be deducted from the account and for the necessary charges to the procurement card. of Contact: Dorothy Dockery (979) 458-6682
Checking Students’ Understanding 9 Benefits and Drawbacks 10 Typical Characteristics of Questions 14 Recommendations 17 Summary 18 Chapter Three: Research Design and Method 21 Setting 21 Intervention/Innovation 22 Design 23 Description of Methods 23 Expected Results 25 Timeline for the Study 26 Summary 26 Chapter Four: Data Analysis and Interpretation of Results 7 Data Analysis 7 Interpretation of Results 7 Summary 8 Chapter Five: Conclusions, Action Plan, Reflections, and Conclusions 9 Action Plan 9 Reflections and Recommendations for Other Teachers 9
Montana Intertie Agreement (MIA) and Colstrip Transmission System Agreement (CTS) Principle/Recommendation That the 5 CTS owners and BPA enter (or continue) discussions and negotiations for the earliest practicable resolution to future use of the MIA/CTS for the impending retirement of Colstrip Units 1 and 2 (not later than 2022), expiration of the MIA in 2027, and ultimate retirement of Colstrip Units 3 and 4. We further recommend that the ultimate resolution of the MIA/CTS be based upon open access principles that will allow/ensure repurposing and full and efficient access to and utilization of the Colstrip 500kv system from Colstrip to Garrison. It is essential that this regional backbone transmission system (Path 8) continue to provide reliable and cost effective access to Montana resources to the benefit of the Pacific Northwest region for which it was constructed. Long-Term Transmission Planning Studies Principle/Recommendation The magnitude of the upcoming changes to the Colstrip (and coal resource) generation demands that technical long-term planning studies be undertaken at the earliest practicable time to prudently inform future transmission and resource decisions in Montana and the Pacific Northwest. The impending retirement of Colstrip Units 1 and 2 (by no later than 2022); the expiration of the MIA in 2027 (with prior notice provisions); and the ultimate retirement of Colstrip Units 3 and 4 at a future date demand that comprehensive long-term planning studies be performed at the earliest practicable time. We recommend that such studies include robust assumptions and rigorous analyses, including a range of likely resource areas and technical interconnection characteristics to provide substantive guidance for regional stakeholders. We urge that the methodology and analysis address the full range of technical reliability issues ultimately required under scenarios that do not include Colstrip Units 1-4 (and other coal resources): RAS, inertia, frequency, voltage, VAR, stability, etc. (shorthand for rigorous studies addressing Chuck Stiger’s range of issues and others). This request recognizes that as actual projects and specific circumstances unfold, refinements will be required to satisfy path rating and other reliability requirements. NTTG, Columbia Grid, NorthWestern Energy, BPA, and Avista would likely be involved in conducting the necessary studies of the significant changes to the regional backbone transmission system and resources.
Inception planning and processes Mobilisation, staffing and accommodation Links with MDF Overnight Palm Beach Hotel CONFIRMED Tuesday 27th September 2016 Second Secretary – Aid Management re M&E House and integration Timelines for mobilisation Interim planning and preparation Venue: Australian Embassy Attendance: David Swete Kelly, DFAT staff and TOMAK managers. Presentation: Monash University - Measuring in Timor-Leste - Analysis of the TLFNS 2013 Sparrow Force House Attendance: David Swete Kelly, DFAT staff and TOMAK Program Manager. noon Meeting with DFAT first Secretary Gender & Disability Gender integration for WEE and nutrition Gender planning and integration Australian Embassy Program Office Attendance: Swete Kelly, DFAT staff and TOMAK managers. 12:00 – LUNCH Meeting with MDF re links: analysis Planning of integration Resources, budgets and co-location Venue: MDF office Attendance: David Swete Kelly, DFAT staff, TOMAK managers and MDF staff. Meeting with Mercy Corp re partnerships with TOMAK Current activities Aspirations Issues and concerns Mercy Corp office Attendance: Swete Kelly, DFAT staff and TOMAK managers. Meeting with Australia Timor-Leste Partnership for Human Development PHD thinking and progress; Nutrition activities Australian Embassy Program Office meeting room Attendance: David Swete Kelly, DFAT staff and TOMAK managers.
District 1 of the Ontario Processing Vegetable Growers and OMAFRA present……. The 42nd Annual Tomato Day Friday, March 2, 2018 8:30 am - 3:30 pm Roma Club 19 Seacliff E., Leamington, ON Admission: $30 (includes educational program, trade show, hot lunch). No preregistration required. 8:30 am Registration, refreshments and trade show 8:55 am Welcome and Opening Remarks Ron Van Damme, District 1 Chair 9:00 am Weed Management Update Darren Robinson, Ridgetown Campus – University of Guelph 9:30 am Spray Penetration – Getting It Where It Can do the Most Good Jason Deveau, OMAFRA 10:00 am SprayHub Update and More! Kate Tomecek, Tomecek Agronomy 10:25 am BREAK AND TRADE SHOW 10:40 am Achieving Higher Solids – Opportunities and a Reality Dr. Chin Tan, AAFC – Harrow; Steve Loewen, Ridgetown Campus-University of Guelph; Jim Dick, Tomato Solutions; moderated by Ed Tomecek, Tomecek Agronomy 11:40 am Vegetative Buffers Dr. Paul Hoekstra, Syngenta Canada Inc. 12:10 pm LUNCH AND TRADE SHOW 1:30 pm 'Putting the Pieces Together: Puzzling out Tomato Disease Management Programs Cheryl Trueman, Ridgetown Campus – University of Guelph 3:30 pm Tomato Negotiations Update OPVG ******* CCA Continuing Education Credits have been applied for. Special thanks to our sponsor for coffee/donuts: Setteringtons Fertilizer Ltd.
Cherokee Purple Excellent flavor Great for slicing Nebraska Wedding Excellent flavor Good yields San Marzano for sauces and canning Sweet and complex flavor Solar Flare High producer Very durable Black Cherry Dynamic and wonderful flavor Excellent for salads and shish kabobs Brandywine Very large fruits Perfect for pastes German Pink Great for canning and slicing High Hillbilly Potato Leaf Rich and sweet flavor Brilliant and beautiful coloring Dad’s Sunset Great and zesty flavor Beautiful and flawless fruits Indigo Apple Remarkable color varieties Durable and delicious
thickness from six to eight inches. While the front of a slab is polished, the sides and sometimes the back are roughhewn. Other: Other gravestone styles may be noted as well – elaborate figurative sculptures, crude stones, or simple wooden crosses. Often greater numbers of unusual gravestones are found during transition periods from one general style (e.g., tablets) to another style (e.g., obelisks). OUR MISSION We will design questions that will help us take a close look at the cemetery and to notice the importance of elements other than just the gravestones themselves. Some questions will treat each gravestone as an artifact and focus on the same kind of details an archaeologist would find useful in understanding how artifacts reflect change over time. Other questions will focus on particular aspects of the cemetery. TO THE CEMETERY WE GO!!! The Cumberland Cemetery in Lima, PA, is the site of our investigation. Cumberland Cemetery has people of local historical significance buried in this location. GENERAL LAYOUT OF CEMETERY
Overall Appearance (8 pts.) Tomb is neatly constructed according to guide sheet. Extra attention was given to details and make tomb look unique. Tomb is neatly constructed according to guide sheet. Tomb has errors according to guide sheet but shows effort. Tomb is not constructed neatly according to guide sheet. Multiple things missing according to guide sheet. Conventions (4 pts.) Each written part was nicely Detailed sentences used, spelling, grammar and punctuation correct. Facts written in own words. Each written part was nicely Detailed sentences used. Few errors in spelling, grammar and punctuation. Facts written in own words. Multiple (more than 5) simple sentences given. Multiple errors in spelling, grammar, and punctuation. Facts written in own words. Typed or written in pen. Over 10 errors in spelling, grammar, and punctuation AND/OR Facts NOT written in own words. Mechanical errors distract from information OR facts written in pencil. Bibliography (4 pts.) Bibliography is turned in and completed using NoodleTools. Students used MLA format. 2 sources were used. All citations are correctly done. Bibliography is turned in and completed using NoodleTools. Students used MLA format. 2 sources were used but citations are slightly off. Bibliography is turned in but not completed on Noodle Tools OR only 1 source listed. Little effort on bibliography OR only 1 source used with citation slightly off. Total points: /44
your family your parents your father your mother your brothers and sisters (siblings) your older brother your older sister your younger brother your younger sister your husband your wife your child your son your daughter your grandfather your grandmother your grandchild Trace the hiragana words below then write the English translation next to them. Q: How many people are there in your family? There are 5 people. Can you remember how to count to ten people? Complete the box below
Patient on tomorrow’s schedule Pre-visit Planning Complete? Information relayed into chart? Is the visit type right? Should it be a Care Plan? a MAW? a Well Child? Is there any outstanding referrals or testing that needs to be addressed? Do we have the reports? CCM TCM MAW Candidate? Care Plan Needed? Health Coaching Candidate? Preferred Pharmacy? Educated the patient about our pharmacy and why it’s a good idea to use our pharmacy for that extra layer of care. PM Huddle – Follow Up