zilongwang/ReadingBank huggingface dataset:
Sci Diplomacy – Solvency Ext Educating the “next generation” in STEM prepares students to be future science diplomats. Marga Gual Soler Biomedical Sciences PhD. Science Diplomat. Professor. Advancing Women in STEM. Training Scientists and Engineers to Change the World. Dec 30, 2015 (A.M.M) Science diplomacy is not new, but is more important than ever. In our 21st-century globalized world, many of the challenges we face, from global health to climate change, from water, food, cyber, and energy security to nonproliferation, have scientific and technological dimensions and cross-national borders, and no country will be able to solve these problems on its own. We must prepare the next generation to tackle these challenges, and although there are limited formal opportunities for “career” science diplomats — working as a science adviser to the foreign ministry or as science attaché at an embassy are some examples — there is a unique opportunity for universities, NGOs, the private sector, multilateral organizations, and civil society at large to harness the potential of science to bridge citizens, institutions, and countries all around the world. The place dozens of scientists and engineers each year in the federal government to infuse scientific and technical expertise into foreign policy, and Arizona State University’s effort, which I designed, provides a policy and diplomacy immersion experience for early-career scientists and engineers from all countries in the Americas in Washington, D,C. Similar programs include the held in Trieste, Italy, the at Rockefeller University, and the at New York University.
Now go to the following website: on “Stem Cell Quick Reference” and complete the following chart: Stem Cell Type Where they Come from Potential as Therapy Special Considerations Ethical Considerations Somatic (adult) Embryonic Induced Pluripotent Therapeutic Cloning Go back to the main page and click on “Go, Go Stem Cells”. Explore several Stem Cell Niches. To answer the following questions, make sure you click on “show text” What is a stem cell niche? Choose and describe one of the stem cell niches. Go back to the main page. Click on “Stem Cells in Use” D.What are three sources of stem cells that can be used to treat blood-based diseases? Go back to the main page. Click on “The Stem Cell Debate: Is it Over?” E.When were stem first removed from embryos? F.Why is this controversial? G.What are the current US laws regarding embryonic stem cells?
Common Stem-changing verbs o > ue e > ie e > i – to put to bed – to eat lunch contar – to count or to tell – to sleep – to meet jugar (u > ue) – to play llover – to rain morir – to die calentar – to heat comenzar – to begin defender – to defend despertar – to wake divertir – to have fun empezar – to begin encender – to turn on entender – to understand mentir – to lie pensar – to think perder – to lose preferir – to prefer querer – to want sentar – to sit sentir – to feel corregir – to correct elegir – to elect or to chose pedir – to ask for repetir – to repeat servir – to serve medir – to measure
When conjugating -ER and -IR verbs whose stems end in a vowel, note the spelling change in the third person singular (-ió) and plural (–ieron) of the verb. The letter i from the -ió and the –ieron ending changes into the letter y. The letter i on all the other forms of the verb receives an accent. This change occurs because any time there is an unaccented letter i between two vowels, the i changes to a y. Creer – to believe creí creíste creyó creímos creísteis creyeron caer – to fall caí caíste cayó caímos caísteis cayeron The -IR verb, oír, follows this same pattern. Oír – to hear oí oíste oyó oímos oísteis oyeron -IR ending in -iur have a similar spelling change involving the letter y for the same reason. These spelling changes only occur in the 3rd person singular and plural forms of the verb. This does not include ending in –guir (like seguir). incluir – to include incluí incluiste incluyó incluimos incluisteis incluyeron construir – to construct construí construiste construyó construimos construisteis construyeron
16. To promote teamwork and to motivate to ensure effective working relations 17. To participate in the Academy’s ITT programme 18. Maintain a professional portfolio of evidence of Standards of Teaching and Learning and pupil progress 19. To manage the available resources of space, staff, money and equipment efficiently within the limits, guidelines and procedures laid down; including deploying the department budget, acting as a cost centre holder, requisitioning, organising and maintaining equipment and stock, and keeping appropriate records Liaising with Others 1. To report to your SLT link and to contribute actively to a relevant and coherent learning experience for pupils across the whole Academy 2. To ensure that all members of the relevant Faculties are familiar with its Aims and Objectives 3. To ensure effective communication/consultation as appropriate with the Parents/Guardians of pupils 4. To liaise with Partner Schools, Higher Education, Industry, Examination Boards, Awarding Bodies and other relevant external bodies 5. To line manage, coach and monitor the subject staff in your area, taking responsibility for their induction, performance management and ongoing professional development 6. To ensure that clear expectations are established for the ways in which teachers work with the HLTA and TA attached to the curriculum area. These expectations should include details of how the TA’s and classroom teachers plan, monitor and evaluate the effectiveness of support for students with Special Educational Needs 7. To contribute to the School liaison and marketing activities, e.g. the collection of material for Press Releases. 8. To lead the development of effective subject links with Partner Schools and the community. Attendance where necessary at liaison events in Partner Schools and the effective promotion of subjects at Open Days/Evenings and other events 9. To liaise with the Vice Principal to maintain accreditation with the relevant examination and validating bodies. 10. To work with the Vice Principal in order to ensure that Faculty teaching commitments are effectively and efficiently time-tabled and roomed 11. To work with Assistant Principal (Exams) to ensure correct procedures are followed in relation to all aspects of coursework/exam entry, completion, submission etc. SECTION 2 - GENERAL TEACHING DUTIES To maintain and build upon the standards achieved in the award for QTS (Secondary) as set out by the Secretary of State OVERALL RESPONSIBILITY To plan, develop and deliver high quality lessons To ensure that appropriate differentiation is evident so that all students are able to access the Curriculum To continually enhance quality of Teaching and Learning
STEM Narrative Curriculum Design Activities Fall 2012 Table of Contents Can Your Billy Goats Survive the Troll? Building a Structured Castle Can a Hot Air Balloon be like a Tortoise? Dogzilla: Dog Bone Slinger Design Challenge Will Humpty Go Splat or Will He Last? Franklin is Lost
New Vocabulary Instability – The sense of being uncertain. Cylinder – Circular shape Classifications – Grouping items together based upon their similarities Simulation – A product that is created to represent a separate event or circumstance Fujita Scale – A classification system that determines the strength of tornadoes Materials/Resources: Choose one resource from each of the following categories to your shelter: Straws Craft sticks Spaghetti Noodles Construction Paper Cellophane Tape Wood Glue Content Information: Tornadoes are a forceful rotating wind storm that occurs when warm wet air mixes with cold dry air. When these two different types of air meet they create instability. This instability can then cause the air to spin and blow in different directions causing an updraft. When the tornado forms it will continue to spin and looks like a cylinder reaching from the sky to the ground. Tornadoes can come in different sizes and strengths depending upon the air type, temperature, rain, and wind. A tornadoes severity is measured on a Fujita scale. The following table explains the different strengths of tornadoes and their classifications. SCALE WIND POSSIBLE DAMAGE F0 40-72 mph Light damage: Branches broken off trees; minor roof damage F1 73-112 mph Moderate damage: Trees snapped; mobile home pushed off foundations; roofs damaged F2 113-157 mph Considerable damage: Mobile demolished; trees uprooted; strong built homes unroofed F3 158-206 mph Severe damage: Trains overturned; cars lifted off the ground; strong built homes have outside walls blown away F4 207-260 mph Devastating damage: Houses leveled leaving piles of debris; cars thrown 300 yards or more in the air F5 261-318 mph Incredible damage: Strongly built homes completely blown away; automobile-sized missiles generated Shelter and Weather Building a shelter that can withstand a tornado
Rubric for STEM Unit Criteria 1 2 3 4 Unit is linked to grade level SCIENCE core objective and ILO. Unit is loosely related to grade level core objective or ILO. Unit can be linked to a single core objective or ILO but connection is incomplete. Unit is related in a substantial way to a stated core objective and ILO but depth. Unit provides essential content and ILO links supporting a stated core objective. Unit is linked to a grade level MATHEMATICS core standard and practice. Unit does not incorporate a grade level core standard and/or practice standards. Unit can be linked to a single core standard or practice. Unit incorporates a grade level core standard or practice but lacks depth. Unit incorporates essential content and mathematic practices for a grade level core standard and practice. Unit is linked to grade level ENGLISH LANGUAGE ARTS Core Standards and includes narrative text, informational text, instructions, speaking and/or writing Only one ELA standard is addressed. Two ELA standards are included. Three ELA standards are developed. 4-5 ELA standards are connected to the unit. Unit requires students to broaden their knowledge of ENGINEERING fields. Engineering is mentioned but the specific field is not identified. Engineering field is identified but not defined or examples provided. Engineering field is identified and defined but examples are not provided. Engineering field is identified and defined and examples are provided. Unit instruction allows science and mathematics skills to be explained and reinforced. Instruction of mathematics and science content is not adequate to prepare students for the lesson. Instruction of science and mathematics content allows students to understand at a basic level. Instruction of science and mathematics concepts allows students to understand on an adequate level. Instruction of science and mathematics allows students to understand concepts on an advanced level. Unit requires students to engineer a TECHNOLOGY in the search for a solution to a question. Students use a technology to answer a question. Students model an existing engineering design or technology. Students create a technological design to answer a question. Students demonstrate engineering concepts as they create a problem- solving technology.
ABOUT STEM SCHOLARSHIPS A $1 million scholarship fund has been created to support 110 high school students from under-represented groups-low SES, females and Aboriginal learners- to pursue science, technology, and mathematics (STEM) subjects at SACE Stage 1 and 2 level. The scholarships will support students to achieve their best possible ATAR through targeted financial support to pursue STEM subjects and pathways. The fund will cover the cost of tutors, laptops, excursions or any other strategy that directly supports the student to achieve in their chosen STEM subjects and pathways. To receive the scholarship, the student must demonstrate continued enrolment and achievement in STEM subjects for SACE Stage 1 and Stage 2, and attend at least 90% of scheduled lessons. Students are also expected to participate in activities that support career awareness in STEM and dispositions for STEM learning. ELIGIBILITY CRITERIA Check eligibility to apply for a STEM Scholarship. To apply for this scholarship the applicant must be: commencing SACE Stage 1 in 2019 with the intention of completing SACE Stage 2 enrolled in a government school the holder of a school card (not required for Aboriginal learners) demonstrating an interest in STEM subjects (C minimum in year 10 math and science) intending to pursue at least one of the following SACE Stage 2 subjects Mathematics (Methods or Specialist), Chemistry or Physics willing to participate in a mentoring program conducted in a location other than the students school willing to participate in other activities that support career awareness in STEM and dispositions for STEM learning. willing to attend a STEM scholarship induction with the teacher-mentor HOW TO APPLY Complete the application forms The application must be completed electronically. The following three (3) forms must be submitted; Form 1: Student Information and Nomination form. Form 2: Teacher –mentor support statement for students applying for STEM Scholarships Form 3: Principal support statement for applying students. Form 1: Student Information and Nomination Form This form should be completed by the student in conjunction with a teacher from their
Abstract The abstract is the part in your project log in which you summarize the entire investigation. Remember to include things such as the questions you were trying to answer or problem you were trying to solve, hypothesis, procedure, data/results, and conclusions based on evidence collected. Student Name:__________________________________________________________________________ Project Title: ___________________________________________________________________________ School: ________________________________________________________________________________
10, Unit 1 Embedded Assessment : Writing a Synthesis Paper Scoring Guide Scoring Criteria Exemplary Proficient Emerging Incomplete Ideas The essay has a clearly stated and strongly maintained claim that takes a specific position Develops the argument effectively by integrating relevant evidence from a variety of texts and personal insights The makes an effective claim with a specific position Develops an argument sufficiently by integrating evidence from a variety of texts and personal experiences. The essay has an unclear or insufficiently maintained claim, lacks focus, or does not take a position Uses vague, irrelevant, or insufficient evidence to develop the argument. The is not coherent and does not make a clear claim or state a position Provides little or no evidence to develop an argument. Structure The essay uses an effective organization that establishes clear relationships among claims, counterclaims, reasons, and evidence (W.9-10.4; 1a,b) introduces ideas smoothly, develops claims and counterclaims fairly, and provides a satisfying conclusion (W.9-10.4; 1b,e) Uses appropriate and varied transitions The essay uses an adequate organization that establishes relationships among claims, counterclaims, reasons, and evidence introduces ideas, develops claims and counterclaims, and provides a conclusion Uses some varied transitions. The essay uses an inconsistent or confusing organization does not develop claims and counterclaims and/or conclude ideas Uses weak, repetitive, or insufficient transitions. The essay uses a confusing organization and/or does not link ideas does not develop claims and counterclaims or provide a conclusion Uses weak or no transitions. Use of Language The uses diction and syntax that convey a formal, authoritative voice (W.9-10.1d ) correctly embeds and punctuates parenthetical citations (L.9-10.3a) Demonstrates strong command of conventions for grammar, usage, capitalization, punctuation, and spelling The uses diction and syntax that convey a formal voice uses generally correct parenthetical citations, with appropriate punctuation Demonstrates adequate command of conventions for grammar, usage, capitalization, The essay does not use appropriate diction or formal voice omits parenthetical citations Demonstrates partial or insufficient command of conventions; errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning. The uses inappropriate diction and informal omits parenthetical citations Demonstrates little command of conventions; numerous errors in grammar, usage, capitalization, punctuation, and/or spelling interfere with meaning.
How will you keep your current customers How will you grow your customers Launch Plan Strategy When do you plan to launch your minimal viable product or service How will you promote your product/service to the customer? Provide examples. What marketing strategies will you implement in launching strategy (web, media, grass roots, social media, partners) How will you track progress of launch strategy What are your leading indicators and metrics by month/quarter sales Differentiation (Competitive Advantage) This brings your entire marketing strategy together. Why will you succeed? What will you do different than the competitors? These are called your “core competencies”, what you do well that perhaps the competition does not. List your core competencies. Examples would be superior service levels, exceptional quality, speed, better product or service, better location, etc. If is enough differentiation, you can be successful. If there is little or no differentiation, then you will usually need to rely on price to get business; not the best option for a start up business. Commercialization & Operations Plan How product is made and/or service fulfilled, and other core characteristics of your business: Location (Include complete address) Operation When business will operate Hours Seasonal or not Organization Structure Sole proprietor or L.L.C.1 Team structure and responsibilities How much product/service can you provide in a certain time frame. Critical Suppliers Manufactures Resources required from partners Which activities do your partners perform Equipment (Examples)
Reading and writing skills needed for class work – connect disciplines Intentional practice Academic vocabulary Teach structure of scientific writing Reflection/journaling – document thinking Defend arguments – claims and evidence Summarize, describe, compare/contrast Create a model and explain how it works Thank you letters to partners Picture books – read and discuss Communicate findings – oral and written Scientific readings, articles Engineering notebook Words, images and graphs to instruct Talking in class – pair-share, turn and talk Research: text and while being able to paraphrase to student language Formal and informal presentations – class, school, partners, public Multimedia – videos, brochures, posters E-mail – experts Differentiating formal and informal audience – purpose Connections to other schools Goal setting Writing an reference letter Build on other’s arguments Cornell notes Interviews Provides authentic, real-world experiences through contextual learning learning Students sharing of their experiences and connections Student defined problems with design for solutions School gardens with farmer Role play Business/industry tours – observe industry applications Current events School business Citizen science Address school problems – recycle, school yard, energy us Project focuses on a community issue – students may identify Agency and nonprofit programs – ODFW, Biz Town, SOLVE Observe or participate in community projects Real world skills – positive relationships, collaboration, active listening Identify levels of community – school, neighborhood, town, state Home-based questions/problems Integrate economic components – cost effectiveness Forms partnership with business, industry, agencies, and nonprofits community members Experts On-going support - volunteers Parents Field trips Universities Include in content- career opportunities Skype professionals Open house for community partners Mentors and Internships Class project identifying community partners and career choices Judges for competitions Model industry process in the classroom Former students present to class STEM nights – family, school, community Co-teacher or guest teacher Grant writing collaboration Provides career awareness through postsecondary and career relevant connections Guest speakers - wide variety Career-related videos Field trips – universities, industry Literature Part of research project Connect class activities with real world applications Use career connections (salary) in projects Promote next steps in education needed for connected careers Website/technology exploration of careers and postsecondary education – local and global Use professionals in the classroom
Content/skills practice (building in the need to fail and persist) Standards-based rubrics (students practice use beforehand) Revisions allowed Finished product (assistance by community partner) Student/peer reflection and assessment connected to standards and rubrics Authentic audience for student work (presentations, competitions) Targeted, timely feedback Proficiency-based – can retake until mastery
Annual 6 Week Grading Period Rubric Category Exemplary (20) Advanced (15) Intermediate (10) Incomplete (5) Selection of Artifacts All artifacts and work samples are clearly and directly related to the purpose of the Most artifacts and work samples are related to the purpose of the Few artifacts and work samples are related to the purpose of the Most artifacts and work samples are unrelated to the purpose of the or not present. Use of Multimedia The use of audio/video/graphics/ photographs is integrated seamlessly into several different artifacts. The use of audio/video/graphics/ photographs is included and appropriate. The use of audio/video/graphics/ photographs is included but is used randomly and without purpose. No use of audio/video, or graphics. The photos and audio or video are distracting from the content of the portfolio. Reflections All reflections clearly describe why artifacts in the e-portfolio demonstrate achievement. Most of the reflections describe why artifacts in the e-portfolio demonstrate achievement. A few reflections describe why artifacts in the e-portfolio demonstrate achievement. Reflections are missing, and those that are there do not describe why artifacts in the demonstrate achievement. Creativity & Purpose of Index The serves its purpose and shows creativity. The layout and design is attractive and well thought out. The index serves its purpose and shows some creativity. The index serves its purpose but lacks style. The index does not serve its purpose and lacks style. Ease of Navigation The document is fully hyperlinked between the index (or Table of Contents), artifacts and reflections. The index is well organized and easy to navigate. Scribd is used for uploaded files as opposed to links. Hyperlinks are organized into logical groups. Not all possible features have been employed. Hyperlinks from the index (or Table of Contents) are linked to the artifacts but lack organization The Index is plain with few if any links. Some links are “broken”. STEM e-portfolio Checklist → Freshman Year
STEM e-portfolio Checklist → Sophomore Year Name_____________________________ STEM Advisor__________________________ SOPHOMORE DISTINGUISHED OPTIONS CHECKLIST (3 required) Completion Date Documentation, photos, videos, etc. uploaded to e-portfolio?? Reflection written? STEM sign off as student meets with you (w/ initials & date) 2 Additional Community Connections 1 Additional Enrichment Trip 1 STEM related competition other than Science fair 1 Grant written & received 1 Job Shadowing 1 Job Shadowing 5 Volunteer Hours 5 Volunteer Hours 10th Grade ABOVE & BEYOND (Any additional noteworthy & approved activities) Completion Date Documentation, photos, videos, etc. uploaded to Reflection written? STEM Advisor-- sign off as student meets with you (w/ initials & date)
How did you attempt to solve the problem or explore the question? You may include measuring, calculating, brainstorming, or changing a variable as part of your answer. Use words and pictures to show your invention/describe your idea. IF you created something, be as specific as possible in describing its design (size, materials, etc.) If possible, include a prototype of your invention (use paper, wood, Lego, pieces, fabric, or other common materials) Could or did you improve your design on what you learned? If you were to continue your investigation, what would you do next? What “I wonder…” questions do you still have? Sample Display – Science Experiment Here’s an example of the types of headings and information you may include on a display board for a Science Experiment. Your display should be and tell the story of how your project progressed. Where appropriate, the following items might be included on your display board: Project Title Purpose: The question you are asking is… ? Why does this interest you? Materials: What materials did you need for your experiment? Results: Your observations of what happened. (If practical, perform your experiment 3 times for reliable results.) Measure your findings/results. Show data in charts or tables, if possible. Hypothesis: What you thought happen (your “guess”). Background: Summarize the research you did to help plan your experiment and/or what you learned your topic. (You may use words Procedure: How did you conduct your experiment? This may include measuring or comparing something to a control. Qualitative (rather than quantitative) measurement is okay, too, Conclusions: What did you learn? I found that… Vocabulary I discovered include… If you were to continue your investigation, what would you do next?
and/or pictures; list your sources.) particularly when exact measurement is not possible. What “I wonder…” questions do you still have? North Street School STEM Fair SAFETY GUIDELINES Parents must oversee students’ projects to ensure that they are conducted safely. Projects should not require electricity. No dangerous chemicals, open flames, flammable liquids, or explosives. All liquids must be in closed containers. No live animals. Live organisms (e.g. mold, bacteria or plants) must be properly contained. No sharp objects, exploding volcanoes or launching of projectiles. No commercially available kits or models. NO FOOD OF ANY KIND WILL BE ALLOWED IN THE GYMNASIUM EXPECT IN A SEALED CONTAINER. NO COOKIES, CANDY OR ANYTHING EDIBLE MAY BE DISTRIBUTED AS PART OF A PROJECT’S PRESENTATION. If presenting from a digital device (when present only at STEM Fair Open House or class visit), students are responsible for keeping it secure at all times. Digital devices must run off the battery. FREQUENTLY ASKED QUESTIONS (FAQs) Are group projects allowed? Yes, group projects are allowed. Students may participate as individuals or in teams of two or more. A partner may be any other NSS student in grades 2-5. If a student is entering as a member of a team, EACH partner in the group must submit an Entry Form AND a separate check for $9. For example, a two person team submits two checks for $9 each ($18 total).
a Carry out the investigation according to your plan. b Make a clear record of the data you collected. c Present the data graphically to communicate the main trends and patterns. d Use the data to answer the questions below. What do you think? 1 Does practice improve performance in a particular 2 Write a short paragraph explaining your answer in terms of the data you collected. 3 Once you have discussed your data and investigations as a class, write down three or four key rules for presenting data clearly.
21 Takuma Sato (JPN) Ret 16 17 13 0 22 Anthony Davidson (GBR) Ret 15 16 Ret 0 † Drivers did not finish the Prix, but were classified as they completed over 90% of the race distance. 2009 and 2010 season Position 1 2 3 4 5 6 7 8 9 10 Points 25 18 15 12 10 8 6 4 2 1 2009/10 Grand Prix Driver AUS MAL CHN BHR ESP MON TUR GBR GER HUN EUR BEL ITA SIN JPN BRA ABU Points 1 Jenson Button (GBR) 1 1 3 1 1 1 1 6 5 7 7 Ret 2 5 8 5 3 95 2 Sebastian Vettel (GER) 13† 15† 1 2 4 Ret 3 1 2 Ret Ret 3 8 4 1 4 1 84
21 Nelson Piquet, Jr. (BRA) Ret 13 16 10 12 Ret 16 12 13 12 0 22 Vitantonio Liuzzi (ITA) Ret 14 14 11 15 0 23 Romain Grosjean (FRA) 15 Ret 15 Ret 16 13 18 0 24 Jaime Alguersuari (ESP) 15 16 Ret Ret Ret Ret 14 Ret 0 25 Luca Badoer (ITA) 17 14 0
Unit name: sTeM – Robot basics BAND: Foundation to Level 2 This learning sequence focuses on Level 1. Approximate Time: 3 x 1 hour sessions approximately Unit OVERVIEW: The problem is the bee needs to get to the flower. Create an algorithm to program a simple robot (such as a Bee-Bot or Blue-Bot) to follow your instructions using simple commands to solve the problem. What makes this unit have a STEM focus? Digital Technologies - Creating Digital Solutions Mathematics - Number and Algebra: Patterns and algebra - Measurement and Geometry: Location and transformation Note: Teacher may also consider including discussion of bees pollinating flowers (Science: Science Understanding/Biological Science) in this learning sequence. Curriculum being taught Technologies Mathematics Digital Technologies Creating Digital Solutions Number and Algebra Patterns and algebra Levels Foundation-2 Foundation Level 1 F-2: Follow, describe and represent a sequence of and decisions (algorithms) needed to solve simple problems Follow a short sequence of instructions Recognise the importance of repetition of a process in solving problems Measurement and Geometry Location and transformation Describe position and movement Give and follow directions to familiar locations trial
Demonstrates skill in investigating a problem/challenge to move the bee to the flower Uses an algorithm to program a robot to move the bee to the flower Insufficient evidence identifies directional language of left and right demonstrates the directional language of left, right, forward and backward to create an algorithm to program a robot experiments with the use the language of left, right, forward and backward to create an algorithm to move the bee to the flower applies the use the language of left, forward and backward to create an algorithm to move the bee to the flower Insufficient evidence identifies directional language of, forward and backward Tests to debug an algorithm for a robot to travel from the bee to the flower Insufficient evidence tests to identify a way to debug an algorithm tests to illustrate a way to debug an algorithm experiments with testing to an algorithm for a robot to travel from the bee to the flower demonstrates how to test to debug an algorithm for a robot to travel from the bee to the flower Uses a pattern when creating an algorithm to follow directions Insufficient evidence identifies a pattern when creating an algorithm to follow directions illustrates a pattern when creating an algorithm to follow directions experiments with using a pattern when creating an algorithm to follow directions applies a pattern when creating an algorithm to follow directions
Although it is not a requirement, it is recommended that you earn at least two of the four Nova awards for Cub Scouts before earning the Dr. Luis W. Alvarez Supernova Award. Dr. Luis W. Alvarez Supernova Award For Cub Scouts This Supernova award can be earned by Cub Scouts like you who want to soar in science. Requirements Earn the Science AND Cub Scout academic pins. Earn THREE of the following Cub Scout academic pins: Astronomy, Computers, Geography, Geology, Map and Compass, Nutrition, Pet Care, Reading and Writing,
An instrument that is used to measure air pressure and predict changes in weather. An instrument used for measuring temperature in degrees Fahrenheit or Celsius. An instrument that is used for measuring the amount of precipitation in a given time. An instrument that is used to measure the of the wind, usually by determining the revolutions per minute. An instrument used to show the direction of the wind usually displayed on an elevated structure.
Date Temperature: ◦F/◦C Wind Speed: Wind Direction: Air Pressure: Precipitation: type/amount Name: _______________________________________________ Date: ______________
FACULTY OF ENGINEERING & THE BUILT ENVIRONMENT 2018 Postgraduate Curriculum Form: Honours Programmes CONSTRUCTION ECONOMICS AND MANAGEMENT SECTION A: TO BE COMPLETED BY STUDENT IN FULL IMPORTANT INFORMATION: The official UCT email address is used for emailing students. Please ensure that you set an auto-forward if you are not making regular use of the UCT email address (https://uctgwacc.uct.ac.za/gw/webacc); Logon regularly to the Student Administration Self-Service http://www.uct.ac.za/students/postgraduates/administration/ to check that all your records are up to date i.e. contact details, course registration record, fee account etc. Report any anomalies to the Postgraduate Officer in the Faculty Office immediately. Registrations of Research Masters will not be approved if they have not completed either the full MoU in respect of new students or the Annual Supplement of the MoU in respect of returning students. Student No PSoft ID (find this on your student card) Surname First Name/s Date of Birth DD / MM / YYYY In which year do you expect to graduate Term Address Telephone Nos. Home Mobile Email Registration Date 2 0 1 8 DD / MM / 2018 BY SIGNING BELOW I ACCEPT THAT: It is my responsibility to ensure the accuracy of the information and that I fulfil the curriculum requirements for the degree. It is my responsibility to that I am correctly registered on PeopleSoft within 24 hours and to report discrepancies to the Faculty Office. The default mode for the release of results is via the student self-service. I undertake to check my academic record and fee account regularly and to report any anomalies to the Faculty Office. Student’s signature Curriculum Advisor Signature Dean’s / Authorised Signature SECTION B: TO BE COMPLETED BY FACULTY OFFICE STAFF Year Programme Code Plan Code 2 0 1 8 E 0 R2000 Late Registration Penalty 1st Semester Registration 2nd Semester Registration Applicant Returner Identity Checked? Y N Captured by Date: SECTION C: TO BE COMPLETED BY STUDENT
Colorado Department of Public Health and Environment Regulation 22 – Domestic Wastewater Water Quality Control Division Completeness Checklist 4300 Cherry Creek Drive South, B2 Section 22.7: Interceptor Sewers Not Eligible Denver, Colorado 80246-1530 for Certification and Lift Stations 303-692-3500 Regulation 22 Completeness Checklist Section 22.7 of Regulation 22: Interceptor Sewers Not Eligible for Certification and Lift Stations Project and System Information Project Title System Name County Regulation 22 Citation Submittal Requirements Included/Addressed in Site Location Submittal? Yes/No/NA Location in Submittal (page) 22.7(1) Site Application Forms including: Signature of local authorities and 208 planning agency (see 22.7(2) and 22.7(3)) Signature of responsible of the proposed facility 22.7 (1) Engineering Report including 22.7 (1)(a) Name and Address of Applicant 22.7 (1)(b) A map identifying the proposed facilities site including area topography, and neighboring land uses 22.7 (1)(c) Service Area including: Existing and project population 20 year flow/loading projections 22.7 (1)(d) Identification of the treatment entity responsible for receiving and treating the wastewater 22.7 (1)(e) Control of site or right of way legal arrangements for project life 22.7 (1)(f) Written confirmation that the receiving wastewater treatment entity (use form page 22.7 (1)(g) Evidence that the facility will be properly operated and maintained 22.7 (1)(h) Management capabilities for controlling the wastewater loading within the capacity limitation of the proposed facility (e.g., user contracts, operating agreements) 22.7 (1)(i) Financial system which has been developed to provide for necessary capital, O&M, and replacement cost through the life of the project. This would include: Anticipated annual budget Fee and rate structure 22.7 (1)(j) Demonstration of the owner’s capacity to operate and maintain the facility including Emergency operations plan 22.7 (1)(k) Implementation plan and schedule, including: Estimated construction time Estimated start up date 22.7 (1)(l) Site Location Posting Documentation (e.g., photo of the public notification sign) – For New Lift Stations Only 22.7 (2-3) Site Application Review and Comments from: County City or Town Local Health 208 Planning Agency Other state or federal agencies
NOTE: This template is to be used by bidders (as part of the RFP) and the Evaluation Committee members during proposal evaluations. Table 2- Rated Criteria Evaluation # Rated Criteria Bidder to submit how they meet the rated criteria. Bidder to provide page reference from submission document Max. Score Evaluation Methodology Scored Points To be completed by Evaluation Committee R 1 Insert Rated Criteria from RFP 25 points Insert method to evaluate R1 R 2 Insert Rated Criteria from RFP 25 points Insert method to evaluate R2 R 3 Insert Rated Criteria from RFP 25 points Insert method to evaluate R3 R 4 Insert Rated Criteria from RFP 25 points Insert method to evaluate R4 Total Points 100 points Minimum Pass Mark for Rated Criteria is 70% or 70 points.
Now rename the iPad to what you labeled it by clicking on the name on the sidebar. Now click sync and your ipad will sync the apps that are in your app library. Repeat this process for the remaining What you will end up with is identical iPads besides the name.
Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address:
Address: Please list all delegates attending the event Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address: Attendee Name: STEP MEMBER Y/N Attendee email address:
The Operational Managers will ensure the child/young person and family are added to ECINs. The LP to thoroughly read the SW Assessment to arranging a visit to meet the child/young person and family and arranging the first EHPM. Process: First visit LP to meet the child/young person and family. Second visit LP will be responsible for arranging Early Help Partnership Meeting (EHPM). Third visit LP to complete and record Whole Family Webstar on ECINS The LP will invite agencies who will be involved with the family by contacting the parent/carer and child/young person(s) to inform them of the EHPM date and agencies to be involved as per the SW Assessment recommendations. At this EHPM the LP will be responsible for developing the EH Whole Family Action Plan which will be, monitored and reviewed on ECINs. LP to set date for next EHPM at this meeting. The LP will be responsible for coordinating future EHPM, recording the EH Whole Family Action Plan on ECINs and monitoring and reviewing the progress of the plan, including updating the plan on a regular basis. If breaks at Havenbrook are in place, the registered manager for Havenbrook should be invited to the EHPM and a review date for the short breaks should be in place. A contingency plan should be agreed in the first EHPM, discussing risk of and alternative options if risk is not managed The line manager of the lead professional must monitor, support, and review cases that have been stepped down from social care to ensure a co-ordinated support package is maintained until closure. This will ensure the Early Help Whole Family Action Plan outcomes have been achieved. If new concerns arise or family dis-engage, a consultation with an Early Help Social Worker via COMPASS can be accessed if there are concerns regarding the welfare of a child. Any safeguarding concerns must be reported following the appropriate procedure and always followed up with a Multi-Agency Referral Form (MARF). engagement
Defects of thought Selfishness Self-centred thinking Self-seeking Fear Dishonesty In other words: (1) Putting yourself ahead of other people (2) Not caring about other people (3) Unkind thoughts about those that threaten or hurt us What you think about yourself Thinking about what you (1) want to get (2) have lost (3) are afraid of not getting (4) are afraid of losing what the specific fear is, e.g. "fear of failure" NB fear also manifests as or to: This also includes the of distorted thinking For example: For example: For example: For example: Contempt Criticising Hatred Indifference Intolerance Judging Mercilessness Scorn Selfishness 'Special & different' Arrogance Beating yourself up Defensiveness Guilt Hypersensitivity Lack of Self-doubt Self-importance Self-justification Self-obsession Self-satisfaction Sense of fraudulence Shame Blame Envy Expectation Impatience Jealousy Obsessing Over-ambition Over-analysing Perfectionism Zero–sum thinking Anxiety Indecision Inflexibility Mistrust Pessimism Projection Resistance to change Rigidity Suspicion Worry Lying Distorting Withholding the truth Believing feelings Black-and-white thinking Denial Despair Embellishment Exaggeration Fantasy Generalisation Gullibility Hypocrisy Irrationality Lack of perspective Lack of proportion Negativity Nostalgia Tunnel-vision
Defects of behaviour Resentment leads to: Selfishness leads to: to: leads to: Dishonesty leads to: Fear leads to: Bitching Bullying Coldness Complaining Criticising Malice Physical violence Provocation Punishing Retaliation Sarcasm Scaring people Shaming people Verbal Arguing Dismissing people Dominating conversations Gossiping Ignoring people Impatience Inconsistency in dealings with others Inflexibility Indiscretion Lack of discipline Neglect Not listening Saying 'no' too Stealing other people's crises and making them your own Taking people for granted Withdrawing Withholding yourself With other people: Charm Choosing chaos Complying just to gain approval Controlling Fixing Flattery Focusing on people who don't like you Giving people attention only when they ignore you Giving to get Ingratiation Interfering Making (excessive) demands Managing situations Martyrdom Mothering Pulling rank Stealing General Imbalance between different areas of life Being different to gain an identity Boasting Fishing for compliments Fitting in to gain an identity Showing off Concealing the Distortion Lying Repeating mistakes and expecting different results Sticking your head in the sand Avoiding intimacy Avoiding amends Choosing short-term gain over long-term pain Compulsive busyness Duvet-diving Fire-fighting (only dealing with the urgent) Inaction Isolating (mental Not asking for help Not playing enough Not resting Not setting boundaries Not spending enough Not working enough Rearranging the deckchairs on the Titanic Saying 'yes' too often
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Step 7 “Humbly asked Him to remove your shortcomings.” Principle Theme Action Defect Result Humility Begin work with God Prayer/Change False pride Better behavior; reduced self-will Purpose Process Experience Result Promise Remove or reduce defects of character Pray the 7th step prayer specifically for the removal of individual defects of character, or prayer for the willingness. Willingness to pray for the removal of CD, identify, acknowledge; accept; willingness to be responsible and accountable for how it manifests in behavior Change in behavior Removal or mitigation of Character Defects READINGS FOR STEP Big Book: Chapter 6, Into Action. Page 76, paragraph 2 AA 12&12: Step 7 Prayer: My Creator, I am now willing that you should have all of me, good and bad. I pray that you now remove from me single defect of character which stands in the way of my usefulness to you and my fellows. Grant me strength, as I go out from here, to do your bidding. Amen. Principle: humility Promises: self-seeking will slip away down your definition of each word in the step. Then look up each word individually in the dictionary and write down what you learn about the difference between what you thought it meant and the dictionary says it means. What does “humbly asked Him to remove our shortcomings” mean to you? In the Seventh Step, we will on the spiritual principles of humility, trust, faith, willingness and surrender. Humility What is humility? How can I practice humble? What actions have I taken to practice or demonstrate humility? What is the opposite of humility? (arrogance, false pride, egotism) Can I think of examples of how I have demonstrated arrogance, false pride and/or egotism?
PRESENT OR MOST RECENT POST Post Held Department or Section Main duties Date appointed Date left Employer’s Name Employer’s Address & Postcode Employer’s Telephone No. Reason for Leaving Current Salary and Additions (if in Government) Notice required to present Employer Can we contact you at work? (Delete as appropriate) DETAILS OF ALL PREVIOUS EMPLOYMENT – Most recent first. Enter details of all your work experience Including periods of non-employment, unpaid voluntary work and study. Name and Full Address of Employer Date of Employment (From - To) Position held and main duties – giving Grade and salary if known Reason for leaving Name and Full Address of Employer Date of Employment (From - To) Position held and main duties – giving Grade and salary if known Reason for leaving
Name, Type, Location of School & LEA Dates of Employment Boys, Girls or Mixed & No. on Roll Ages Taught Subjects Taught - Giving Grade and Salary if applicable From To OTHER EMPLOYMENT - Most recent first. Enter details of all your work experience including periods of non employment, unpaid voluntary work and study. Name of Employer Details and Nature of Work/Activity Giving Grade and Salary if applicable Dates From To Age range you are qualified to teach (Please circle) 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Preferred Date of Award of Qualified Teacher Status: Date of completion of NQT Induction Period or stage reached if not complete. With which LA? Subjects qualified to teach: : Subsidiary: Additional subjects (if any) which you are willing to teach: Have you ever been subject to any sort of investigation by an Yes / No (circle) employer that focussed on child protection issues? If yes, was any action as a result of the investigation? Yes / No (circle) Please give details on a separate sheet. Details of educational history – most recent first. Please list all schools, colleges, universities, etc, which you have attended. Course Studies Qualifications level (if obtained) Dates From To
Employer/ Manager Statement I am signing to confirm I support the application for …………………………………………… to undertake the Step Up to Management Programme. I understand that there will be a requirement to provide time for the applicant to complete the programme (including time to attend university days and meet with tutors) Signed (Manager) …………………………………………………….……… Date: ………………….. Print Name ………………………………………………………………………………………………..
Name of manager signing this agreement:…………………………………………………………………………………...... Signature:……………………………………………………………………………………… Name of employee:……………………………………………………………………………………… Email address:………………………………………………………………………………… Signature of employee:……………………………………………………………………………………… Date:……………………………………………………………………………………………. Module PE1S056: Leadership and management of person centred practice January-March 2019 University of South Wales week number Step up to Management week number WEEK COMMENCING (date) Type of learning Outline content 29 1 21.01.19 University day 1 and 2 Two day induction - Study skills and setting the scene for person centred practice. 30 2 28.01.19 Online 1: Respect for and diversity. 31 3 04.02.19 Online Theme 2: Assessing need and risk using a rights based approach. 32 4 11.02.19 Online Theme 3: Inclusive assessments of individual need. 33 5 18.02.19 University day 3 Citizen focused services. 34 6 25.02.19 Online 4:The biopsychosocial model as an approach to influence person centred practice. 35 7 04.03.19 Online Theme 5: Introduction to person centred communication. equality