zilongwang/ReadingBank huggingface dataset:
4 5 6 Dragon Keeper Text-reading Read text on how Carol Wilkinson created her character. List the initial character traits of Ping. CHARACTER TRAITS Characters-selection of pictures depicting different character traits. Groups discuss and categorise the pics according to traits. (ref:Google images) Partners select a pic and write about that character-giving them qualities, interests and background. (refer to their character traits lists) Reflection Journal-have you described more than physical appearance? Continued reading of Dragon Keeper Dragon Keeper Text-reading Discuss how Ping’s character is changing-in what ways and what is happening to make her change? Highlight further character traits she has developed from ‘Character Traits’ List (see link above) Poem-‘Character V Personality the video and discuss the difference between ‘personality’ & ‘character’ Spelling & Grammar Detail Reading Detailed Reading Pages
Text Overview The film ‘The Chronicles of Narnia, The Lion the and the Wardrobe’ is the 2005 adaptation of C.S. Lewis’ novel, The Lion the Witch and the Wardrobe. The film explores the journey of four siblings who find themselves in a magical land called Narnia, which is ruled by the evil White Witch. Throughout their adventure they face many challenges and must work together alongside the great and powerful Aslan to overthrow the White Witch and restore Narnia to the peaceful place it once was. Throughout this film the theme of ‘power’ is continually apparent in numerous settings. From the moment the film begins the struggle for power is presented when the viewer is thrown into London during World War II, the viewer is then taken to the peace and quiet of the country before yet again finding themselves thrown into a world where the fight for power is carried out in a good verse evil situation. There is also a great power struggle amongst key characters in this film, namely; Aslan and the White Witch, and Peter and Edmund. Using the literary device of visual literacy, students are given ample opportunities throughout this film to make predictions about the text and also gain a valuable background understanding of the concept of ‘power’ in relation to the story before reading the novel. By viewing the text in the form of a film the students will engage with the story at an accelerated pace as a whole and will find themselves unconsciously taking in information that will be required in future lessons. The importance of teaching visual literacy is to provide students with visual literacy skills within our ever increasing visual world. Visual literacy aids us in determining and understanding the messages that are sent to us visually every day. The text explores the theme of Power through Visual Literacy as follows: The power of good vs. evil The of friends and family How the cinematography evokes power through various techniques Cross-Curriculum Priorities General Capabilities Grammar / Punctuation Phonological / Graphological Processing Teaching/Learning Activities Resources
Staging Area Manager will be responsible to help brief or co-brief resources as they arrive at the mobilization center. The STAM will work with the center manager as well as expanded dispatch to make sure all resources that pass through the mobilization center receive a current in briefing. Key points of the in briefing include: Safety: Including emergency plan for the mobilization center, zone/local fire weather forecast, National and SWCC situation report (highlights), 6 minutes for safety and other topics at the discretion of the center manager and expanded dispatch. Facilities: Cover the areas of the facility that will be available for crew use, identify smoking areas and remind the crews that they are responsible to help maintain the facilities. Local Area: Cover the local area including hotels, restaurants, fuel, common roads and general shopping. Logistics: Discuss with the staged resources how meals will be working and let them know what to expect about logistical support.
IPA CONCERT STAGING REHEARSALS WHEN: Friday 1st December 2017 WHERE: The Concourse Theatre – Chatswood, 409 Victoria Ave, Chatswood. You must enter via Stage Door SCHEDULE OF REHEARSALS 8.00AM TO 1.30PM Mumma Tap Opening Number Hawaii – Babies – be picked up at 10.30am at Stage Door Newsies Raquel and Ryan Don’t Sweat The Technique Rock and Roll – Pre-Junior tap Spice Girls London Bridge Africa Junior and Intermediate Contemporary King Of Dance Hall I go to Rio Ninja The Zorba – Grade 4 and 5 Poland – Grade 2 and 3 Goats – Primary and Grade1 Nancy Mulligan – Alessia and Ryan
My dog has a heart murmur…now what. A heart murmur is caused by turbulent blood flow in the heart. In the exam room your doctor will grade a heart murmur, from one to six, based on how loud it is. The grades of a murmur often, but does not always, correspond to the severity of heart disease. Staging is a far more accurate way of assessing the degree of heart disease and guides our therapeutic interventions. Only 30% of dogs with an audible murmur ever go into heart failure. Staging heart disease There are four stages of heart disease: Stage A- there is no audible murmur but the animal is genetically predisposed Stage B- there is an audible heart murmur but there are no clinical signs Stage B1- no heart enlargement measured on chest radiograph (x-ray) yet Stage B2- radiographs indicate heart enlargement Stage C- Congestive heart failure: heart enlargement and pulmonary edema are present on x-ray Stage D- Refractory congestive heart failure: Patient is not responding to treatment and intensive support is required for life. This is end stage heart failure. Diagnostically moving through the stages If your dog is a breed predisposed to a heart murmur (Stage A) we continue to monitor for a heart murmur at annual exam appointments. Once we hear a heart murmur, we know to stage your pet accordingly. Stage B. When a heart murmur is first detected we recommend baseline radiographs, blood pressure measurement, bloodwork, and urinalysis. This is the point in time when your pet is the healthiest it will ever be with heart disease so it is important to establish what is normal for your pet. The chest radiographs allow us to measure the size of the heart to determine if there is heart enlargement. If the radiographs show normal heart size (stage B1) then cardiologists recommend repeat radiograph every 6 months to monitor for enlargement. We measure blood pressure to ensure your pet is not hypertensive as high blood pressure can worsen or speed up the progression of heart disease. Blood work and urinalysis help us assess your pet’s organ function and overall health as some of the medications we may be prescribing in the future can affect these. Depending on your pets breed and age a heart ultrasound or echocardiogram may also be recommended at this time.
Stained Glass Window Project Grading Rubric Category 0 points 1 point 3 points 5 points Total Earned Equation 1-16 Incorrect/Not plotted correctly at all y-intercept plotted correctly & plotted correctly All parts correct and extends Equations 1-16 None of the lines or equations are labeled L few are labeled S most are labeled All 16 lines and equations are labeled All types of slopes represented Only one type of slope represented Only two of slopes represented Only three types of slope represented All four types of slopes represented Color Window has little to no color Window has some color but is messy Window has color throughout but is messy or monotone Window has full color Neatness Window is sloppy/lines are not straight Window has straight lines for the most part but does not look neat Window has straight lines and is mostly neat Window has all straight lines and is very neat throughout BONUS POINTS -Extra Lines have been Graphed -Extra supplies have been used -ABOVE AND BEYOND TOTAL
Sample Assessment Schedule (D) English Standard – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Task number Task 1 Task 2 Task 3 Task 4 Nature of task Texts and Human Experiences Analytical response using prescribed text and related material Language, Identity and Culture Reading and writing task using prescribed text and unseen material of Writing Imaginative text with viva voce (multimodal presentation) Trial HSC Examination Timing Term 4, Week 8 Term 1, Week 8 Term 2, Week 6 Term 3, Weeks 3–4 Outcomes assessed EN12-1, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7 EN12-1, EN12-3, EN12-4, EN12-6, EN12-7, EN12-8 EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-9 EN12-1,EN12-3, EN12-5, EN12-6, EN12-7 Components Weighting % Knowledge and understanding of course content 15 10 10 15 50 Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 10 15 15 10 50 Total % 25 25 25 25 100
Welding shall comply with AWS D1.1, Structural Welding Code. CLEANING: Clean exposed surfaces of stair treads and risers. Use cleaners appropriate for precast concrete finishes and colors. Acid based cleaners may alter finish and color. SEALING: If precast concrete paving units are factory sealed, test for compatibility before applying additional sealer. Follow sealer manufacturer’s instructions for application and maintenance of the sealer. 3.7 COMPLETION: Protect precast concrete paving units from damage due to subsequent building operations. After installation and before completion, inspect precast concrete paving units for construction damage and obtain new precast concrete paving units if required. Immediately prior to final acceptance of project, clean precast concrete paving units. END OF SECTION
Review how assessment is planned and implemented in countries that have had successes such as Bangladesh and Indonesia. In these countries, INGOs have developed joint rapid needs assessment methodologies which can be launched quickly with information being shared quickly with government and other actors. RCO L Increased use of cash to assist affected people; cash as a preferred mechanism of assistance Carry out a light review of CTP in Nepal to date, including the earthquake response, to confirm specific areas for strengthening. Agree the mechanism to develop and coordinate CTP for future preparedness and response and give a consistency to coordination. Consider if Flagship 2 would be an appropriate body to do this. Cash programming awareness for key interlocutors (e.g. CaLP training) is critical to be able to advance work with government on CTP. Inclusion and targeting should be a key part of this. In coordination with existing relevant market and private sector bodies, carry out preparatory market systems analysis to better understand their ability to respond to disruptions by disasters. Under the coordination mechanism agreed for future CTP work, review options with relevant bodies (including UNCDF) and develop pre-agreements with financial service providers (FSPs) to accelerate the response time for CTP. RC/HC, HCT RCO RCO, HCT RCO L L L L Increasing AAP awareness and application Carry out a light review of: the impact of AAP activities on improving response strategies and activities; the RC/HC and HCT’s role, and the most effective mechanisms in ensuring appropriate action takes place; focal points for AAP to carry forward agreed activities. RCO, HCT L Effective use of surge Better management of surge to protect government-international community relationships Whilst recognizing the of rapid and experienced surge deployment, it is important to find ways to integrate surge in a more nuanced way, particularly where there is (ongoing) critical interaction with government and other national bodies. RC/HC, HCT RC/HC, NRRC L S
Sample Assessment Schedule (B) English Standard – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Task number Task 1 Task 2 Task 3 Task 4 Nature of task Texts and Human Experiences Multimodal presentation with related material Close Study of Literature Analytical response Craft of Writing Imaginative text Trial HSC Examination Timing Term 4, Week 8 Term 1, Week 8 Term 2, Week 10 Term 3, Weeks 3–4 Outcomes assessed EN12-1, EN12-2, EN12-3, EN12-4, EN12-6, EN12-7 EN12-1, EN12-3, EN12-5, EN12-7, EN12-8 EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-9 EN12-1,EN12-3, EN12-4, EN12-5, EN12-6, EN12-7 Components Weighting % Knowledge and understanding of course content 10 15 10 15 50 Skills in responding to and communication of ideas appropriate to audience, purpose and context across all modes 10 10 15 15 50 Total % 20 25 25 30 100
PETROLEUM AND NATURAL GAS ENGINEERING DEPARTMENT SUMMER 2013 - SUMMER PRACTICE FORM Name and Surname: ___________________________ Student ID: _____________________ e-mail address: No: ______________________ Please underline the appropriate one PETE 300/PNGE 300 or PETE 400/PNGE 400 Summer School: Yes or No Please enter your summer practice location choices from 1 (most suitable) to 3 (least suitable) in the appropriate term cells (gray cells). Company Field/ Office Total capacity PETE 300/400 Foreigner Students Term 1 Term 2 Term 3 TPAO Batman Field 3 PETE 300 and PETE 400 TPAO Adıyaman 3 PETE 300 only TPAO Adıyaman Field 1 PETE 400 only TPAO Thrace 1 PETE 400 only Perenco Field 1 (max 1 per term) PETE 400 only Perenco Office 2 (max 2 per term) PETE 400 only Bordrill Field 1 PETE 300 and PETE 400 TPIC Field 1 PETE 400 only BM Field 1 Pete 400 only Only students eligible to take PETE 321 can apply for PETE 300. Only students eligible to take PETE 417 can apply for PETE 400. Your summer practice location will be selected according to your cumulative GPA and the order given in this form. Given capacity will be used for both Ankara and NCC students. Important 29 May: Last day for submission of to Tuğçe Bayram Ertürk (Ankara)
Sample Assessment Schedule (B) English Studies – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Task number Task 1 Task 2 Task 3 Task 4 Nature of task Multimodal presentation with related material Mandatory module: Texts and Human Experiences Research task Elective module: We are Australians Collection of classwork All modules Trial HSC Examination Mandatory module and Elective – The Big Screen Timing Term 4, Week 9 Term 1, Week 7 Term 2, Week 8 Term 3, Week 3 Outcomes assessed ES12-1, ES12-4, ES12-5 ES12-6, ES12-8 ES12-3, ES12-5, ES12-7, ES12-8, ES12-9 ES12-1, ES12-4, ES12-5, ES12-7, ES12-10 ES12-2, ES12-3, ES12-4, ES12-5, ES12-9 Components Weighting % Knowledge and understanding of course content 15 10 15 10 50 Skills in: • comprehending texts • communicating ideas • using language accurately, appropriately and effectively 10 15 15 10 50 Total % 25 25 30 20 100
Stakeholder Engagement and Communication <Template> Document Information Document Title: Stakeholder Engagement and Communication Prepared By: <Program Manager> Document Create Date: <date> Document Version No: Version 0.1 Document Version Date: <date> Last Reviewed Date: Next Review Date: Document URL: <Link to eNtrust> The latest version of this document is stored electronically. Any printed copy is an uncontrolled copy for reference or training purpose only. Distribution List SN Distribute to Issue Date Issued by Remarks 1 <date> First Release Version History Date Status (draft, approved, sign off) Author Change Description 0.1 <date> Draft Initial Draft Approval Approved for submission to NTL Program Sponsor, given by Date Approval by NTL Program Sponsor Date
Sample Assessment Schedule (B) English Studies – Year 11 Sample for implementation for Year 11 from 2018 Task number Task 1 Task 2 Task 3 Nature of task Written report on community engagement Mandatory Module: Achieving through English Multimodal presentation Elective Module: On the Road Collection of classwork All modules Timing Term 1, Week 8 Term 2, Week 6 Term 3, Week 9 Outcomes assessed ES11-1, ES11-4, ES11-5 ES11-6 ES11-2, ES11-3, ES11-6, ES11-7, ES11-8 ES11-1, ES11-4, ES11-5, ES11-7, ES11-9 Components Weighting % Knowledge and understanding of course content 15 15 20 50 Skills in: • comprehending texts • communicating ideas • using language accurately, appropriately and effectively 15 15 20 50 Total % 30 30 40 100
The stakeholder analysis matrix will be used to capture stakeholder concerns, level of involvement, and management strategy based on the stakeholder analysis and power/interest matrix above. The stakeholder analysis matrix will be reviewed and updated throughout the project’s duration in order to capture any new concerns or stakeholder management strategy efforts. Stakeholder Concerns Quadrant Strategy A Ensuring proper handover of project to operations team Minimal Effort Communicate project specifications as required B Resource and scheduling constraints for production once project is transitioned to operations Key Player Solicit stakeholder as member of steering committee and obtain feedback on project planning. Frequent communication and addressing concerns are imperative C Ensuring on time delivery of materials Minimal Effort Communicate project schedule and material requirements ahead of time to ensure delivery D Possible union strike may impact material delivery Minimal Effort Solicit frequent updates and develop plan for alternative supply source E Product performance must meet Key Player Communicate test results and
R Responsible The Doer - responsible for carrying out the entrusted task; provide summaries and share options on path forward A Accountable The Buck Stops Here – ultimately responsible for task success or failure; decision maker who decides on best path forward. Note: For most projects, there should be only one Accountable person per task or decision. S Support Team support - provides support during the implementation of the activity / process / service C Consulted Subject Matter Expert - provides valuable advice or consultation for the task, process, or decision; shares opinions and provides input on recommendations presented to decision maker. I Informed In the know - should be informed about the task progress or the decisions; receives progress updates as one-way communication. Sample RACI Matrix: Project Phase Task Role Role A: Person 1 Role B: Person 2 Role C: Person 3 Role D: Person 4 Role E: Person 5 Role F: Person 6 Initiation Task/Decision 1 I R C A Task/Decision 2 A R I Task/Decision 3 R A I
to ensure delivery D Possible union strike may impact material delivery Minimal Effort Solicit frequent updates and develop plan for alternative supply source E Product performance must meet or exceed current product Key Player Communicate test results and performance specifications and obtain feedback on customer requirements or any changes. Provide frequent status reports and updates. F Concerns regarding resources to assist project team with product design Keep Satisfied Communicate resource requirements and ensure resources are released back to engineering when they’re no longer required G Questions regarding design of XYZ product Keep Informed Allow technical staff to work with stakeholder to answer questions and address concerns and provide test results for validation
Some examples (italicised text) are provided. Note however that information may not be correct or appropriate in a specific context; it is for illustrative purposes only. Table . Stakeholder Engagement Plan Template Stakeholder organisation/group or individual Engagement level Purpose of engagement Considerations for engagement Proposed engagement methods/activities State/Territory government Local health Cancer networks Health professionals and groups GPs and primary care Primary Health Networks Involve Promote Optimal Cancer Care Pathways to GPs; Provide advice re comms channels to GPs and barriers to uptake Competing demands for attention (for both PHNs and GPs) Workshop or meetings Non-government organisations Cancer Council Queensland Collaborate Secure support in promoting Optimal Cancer Care Pathways to people affected by cancer Credible organisation with strong influence; multiple communications channels to consumers groups and clinicians Advisory committee Consumer organisations Patients/carers
Food and Environment food systems encourage job creation, economic development and stronger, healthier communities. ISU Extension and Outreach Tama County acted as facilitators, conveners, and partners to support the community in their food systems goals and objectives. Tama County works with Beginning Farmers, Farmer’s Markets, Consumers and Producers to provide nutrition education and supporting a safe, sustainable and affordable food supply. Agriculture Tama County holds Tri-County, Leasing, Pesticide, Manure and Cover Crops meetings to help get information to our local farmers. Livestock, Bee Workshops and Master Conservation classes were also held in our office. K-12 Youth Outreach Youth involvement in 4-H continues to grow in Tama County. More than 215 youth are involved in the Tama County 4-H program, which includes 7 clubs and 2 Clover Kid Groups for children from kindergarten to 3rd grade. K-12 outreach includes 4-H as well as programs for all ages through schools, libraries and other community partners. Some of the activities enjoyed by youth this year included: Youth County Council, FSQA, Horse project meetings, On My Own and OK, Clover Kid Gift Making, Jr Lock-In, Clothing Event, Summer Day Camps, Fishing Seminar, Rabbit Workshop, Swine Workshop, Tama County Fair, Safety Day at STC, STEM Festival, Region 9 Jr. Camp, Award’s Program, Communications Event, Home Garden Judging, State Fair County Extension Staff County Program Coordinator Jenny Hulme County Youth Coordinator Ellen Graff Office Assistant/Bookkeeper Iowa State University Extension and Outreach does not discriminate on the basis of age, disability, ethnicity, gender identity, genetic information, marital status, national origin, pregnancy, race, religion, sex, sexual orientation, socioeconomic status, or status as a U.S. veteran. (Not all prohibited bases apply to all programs.) Inquiries regarding non-discrimination policies may be directed to Ross Wilburn, Diversity Officer, 2150 Beardshear Hall, 515 Morrill Road, Ames, Iowa 50011, 515-294-1482, . November 2016
Sample Assessment Schedule (C) English Studies – Year 11 Sample for implementation for Year 11 from 2018 Task Number Task 1 Task 2 Task 3 Nature of task Multimodal presentation Mandatory Module: Achieving though English In class test Elective Module: Part of a Family Collection of classwork All modules Timing Term 1, Week 8 Term 2, Week 9 Term 3, Week 9 Outcomes assessed ES11-2, ES11-3, ES11-5, ES11-6, ES11-7 ES11-1, ES11-2, ES11-4, ES11-8 ES11-1, ES11-4, ES11-5, ES11-7, ES11-9 Components Weighting % Knowledge and understanding of course content 15 15 20 50 Skills in: comprehending texts communicating ideas using language accurately, appropriately and effectively 15 15 20 50 Total % 30 30 40 100
Sheet B – Detailed assessment for _____________________________ Expectations ذینفعان Risk/Opportunity ریسک /فرصت X Existing Process فرآیند موجود X Improvements/Indicator بهبود /شاخص
construct meaning and communicate EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts articulate and justify personal responses to representations of a of complex human experiences in sophisticated texts EE12-5 reflects on and evaluates the development of conceptual understanding and the independent and collaborative writing and creative processes reflect on and evaluate the growth of their own conceptual understanding of complex ideas and how they are represented in texts travelling to a distant land, we do it by reading or viewing or even playing an electronic game. Fiction can even make a familiar seem different or strange. Personal reflection on literature Students reflect on the following questions: In books or films have you become immersed and felt as though you had entered a different world? What elements of the text created that experience? Do you the composer deliberately tried to create an alternative world? Why? Was that experience enjoyable? Why? How did you position this text, and your experience of it, into your broader lifelong experience of exploring imaginative texts? Students use a collaborative tool, such as Google Docs, to create a class list of the texts that have most powerfully affected them. If a text is already listed by another student, then add a tick next to it. This will determine those texts that the class determines have been powerful imaginative creations of worlds. This list can be used in future discussions and could be developed throughout the course. Using Literary Wonderlands: A Journey through the greatest fictional worlds ever created, edited by Laura Miller, the teacher distributes a list of texts that critics consider to be powerful literary worlds. The teacher facilitates a class discussion about how many of the books on the list students have read or heard about, what the texts have in common and whether the students would add any of texts to their own personal list of powerful texts. Imaginative task Students create a proposal and map for a literary world that they would like to create. They explain its composition and draw part or all of its geographical area, and explain how the map helps them envisage their world. The teacher highlights the following points to students: How the experience of reading, listening to or viewing quality literature is like travelling to a new world and being caught up in it How texts communicate ideas and values and depict how others think and feel
Key strategic stakeholders (high interest, high power) have been identified and have planned engagement outcomes framework (Figure 2 below) Figure 2 – Key Stakeholder Engagement Plan Organisation Area of focus Suffolk Strategic priority National Outcome Engagement Period Defined Outcome Key Relationship Holders Suffolk County Council (including Suffolk Public Health) Most Active County Reducing Health inequalities Health & Wellbeing Strengthening Communities Physical Wellbeing Mental Wellbeing Individual Development Economic Development 2017-25 Define approach to place based development Understanding of key priorities and roles during restructuring process and alignment with public health / CYP outcomes. John Clough Tracy Brownlow Local Authorities (BDC / MSDC) (FHDC / SEBC) (SCDC / WDC) (IBC) Consortium Agreement Local strategic priorities Strengthening Communities Health & Wellbeing Social & Community Development Physical Wellbeing Mental Wellbeing Economic Development 2017-25 Consortium agreement in place July 2017 Engagement and support with Local Authority strategic plans Clearer formalised reporting to be established John Clough Tony Bush
Offer annual or semi-annual briefing sessions with department leaders to present findings, share proposed planning process, and gather valuable feedback on the plan’s scope and stakeholder engagement activities. The following table outlines options for scoping the plan and the respective engagement required at each level. Presenting this table to internal leaders and stakeholders can help to explain the possible scope of planning. The scope of your plan should be determined before launching your planning process. You will want to get your leadership’s buy-in at the level that’s most appropriate for your current capacity. Scope of planning Approval Required Minimum Stakeholder Engagement Example Strategies Integrate into existing plans Integrate into partner-led planning efforts Manager Participate in internal and/or external planning committees or plan updates Conduct more community assessments to inform plans Increase culturally appropriate communications about climate change or climate-driven hazards Ensure that health equity considerations are integrated into planning efforts led by other agencies in your jurisdiction Develop a new Plan (Resilience Plan, Adaptation Plan, Climate Change Preparedness Plan, etc.) Director Internal workgroup + public involvement Establish cooling centers and heat response strategies Increase workforce training on climate-related health risks Incorporate climate change goals into existing program plans Develop a new plan that includes actions implemented with partners (not just internal actions) Director Internal workgroup + public involvement + advisory group Collaborate with health care systems to increase awareness of risks among practitioners Create a tiered response tool for emerging vector borne diseases Jurisdiction-wide Resilience Plan Board of Commissioners Internal workgroup + public involvement + advisory group + other local agency leaders Create a Climate Change working group that meets regularly to coordinate and align strategies Prioritize climate change investments that have public health co-benefits Update building code to discourage development in disaster-prone areas Update regulations to increase access to healthy, local foods Climate Change Workgroup
Falls prevention People discharged without adequate support/care package/accommodation solutions Urgent care 111 Service: likely result referral to hospital A&E slow triage for people in mental distress Frailty Engagement How to genuinely and meaningfully engage patients/clients in service design Shared understanding of risks Transport Non-urgent transport Difficulty in booking transport to and from hospital appointments Carers Integrated teams Support for front line professionals Variation in services across county Occupational therapy Assessments to support housing applications Environmental health role with properties in disrepair Social isolation Winter pressures Continuing Care, Continuing Health Care, Personal Health Budgets Population behaviour change Respiratory diseases including asthma Alcohol and substance misuse
Advocacy groups – key groups or individuals with a passion, interest in relation to the project Public – People who live in the area Stakeholders grouped by how they participate – version three, adapted from Lorenz Aggens’ Orbits of Participation Group Stakeholders Project – those involved in the project Deciders – those directly affected by the decision, or are passionate about the issue Creators – people for whom the project is very important, and they are directly involved in terms of interest, knowledge, ideas and proposals Advisors – active in the project development Reviewers – more likely to provide input when they have a quick poll or survey or have clear options to respond to Watchers – informed observers, influential in shaping community opinion, may maintain a “watching brief”, probably unknown to the project team Aware – aware but not active, need enablers to participate Stakeholder analysis for complex projects – version four, adapted from IAP2 International Association for Public Participation Australasia Stakeholder Group Stakeholders Role / Connection Benefits of involvement Level of interest Level of influence Level of impact Individuals, sectors or known groups What expectation does the stakeholder have of the organisation in relation to participation, information & What the stakeholder group can bring to the project that is of benefit How interested is the group? Groups level of influence on the final outcome Level of impact the issue will have on the stakeholder group
Stakeholder Analysis Stakeholder Name Internal or External Stakeholder Unaware, Resistant, Neutral, Supportive or Leading? of influence (1-5 with 5 being the lowest) Ability to impact resources (1-5 with 5 the lowest) Total Score What does this stakeholder need? What expectations does this stakeholder have? What is this stakeholder’s greatest concern? What is needed from this stakeholder? What is the risk if this stakeholder is not engaged? Should we monitor, keep informed, keep satisfied or manage closely? Describe the communication strategy. Include the methods and frequency. (Include in the communications management plan.) What information should be distributed to this stakeholder and what concerns should be addressed? How and when? Describe the engagement strategy. (Include in the change management plan and/or scope management plan.) What are the most important times/phases for engaging this stakeholder and how should this stakeholder be engaged? Who is the person responsible for performing the activities described
Sample Assessment Schedule (B) English Standard – Year 11 Sample for implementation for Year 11 from 2018 Task number Task 1 Task 2 Task 3 Nature of task Imaginative text Reading to Write TED-Ed mini lesson (multimodal presentation) Contemporary Possibilities Analytical response Close Study of Literature Timing Term 1, Week 9 Term 2, Week 9 Term 3, 7–8 Outcomes assessed EN11-3, EN11-5, EN11-9 EN11-1, EN11-2, EN11-3, EN11-5, EN11-6, EN11-7 EN11-1, EN11-3, EN11-5, EN11-8 Components Weighting % Knowledge and understanding of course content 15 20 15 50 Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 15 20 15 50 Total % 30 40 30 100
Stakeholder Register Fill in the chart with appropriate stakeholder information, where a stakeholder could be a person or a group. This is a tool for the Project/Program Manager and may contain some sensitive information about stakeholders. Use caution in circulating this document. A sample row has been included in the chart that can be deleted. If this register is for a program, separate stakeholder registers for the component’s projects should also be filled out since stakeholder perspectives, impact and influence may be different at a project vs program level. Name Department Title Role on Project Expectations Influence (E.g. ability to effect changes to planning or execution) – low or high? Impact (E.g. of impact /involvement) – low or high? Stakeholder Category & Action (See Appendix A grid to assign category) John IST Manager, Operations Sponsor Project to fulfill Business Case objectives: process efficiencies, improved compliance, security, reporting, integration and collaboration High High Key Player (manage closely)
Stakeholders Interests Preferred Situation/Goal Resources/Instruments Issues Local Government (Municipality of Nijmegen) Prosperous Municipality (welvarende gemeente) Guarantee optimal(car) accessibility City Center/good livability Stimulate local economy by making Nijmegen accessible for customers and employees Stimulate Mobility Optimal/Reliable accessibility Nijmegen city center (no road congestion) increase livability Nijmegen stimulate economy Policy Subsidy Capital(Financial influence) to develop road infrastructure Accessibility Livability Costs City City Region (Stadsregio) Attractive, good accessible and international competitive region Growth economy city region Create Employment Optimal accessibility City Region plans Growth Economy Province (Province Gelderland) Sustainable development accessibility and mobility on province level (Province Gelderland) Maximize employment Minimize environmental damage Reliable accessibility Province Policy Province level Provincial plans Financial power Livability Accessibility National Government Sustainable development accessibility and mobility on national level Stimulate growth of economy Optimal accessibility to and from Nijmegen Reliable and safe (road)transport Minimal environmental damage Strong economy Financial power National policy Livability Accessibility Economy growth
Entrepreneurs City Center Realizing or continuing a profitable organization/business Maximum profits (Attracting maximum number of clients) Low costs (Good accessible) Interference power (Hindrance power)/ actions/protests/ no investments) Profitability Accessibility Kamer van Koophandel(KvK) Justify(civil) and safe trade/business of associated business parties Low costs High profits Sustainable business Hindrance Power No investments Profitability Accessibility ‘Offensief Bereikbaarheid’ Optimal accessibility of Nijmegen city center by better cooperation between public and private parties Minimal congestion road network Nijmegen City Center Policy Hindrance power Accessibility Costs Commuters Optimal accessibility (route Waalbrug to the City center) Minimal congestion route Minimal Costs High Safety Hindrance power Accessibility Costs Environmental organizations Healthy and Clean environment No land use High values city characteristics Minimal environmental damage Sustainable mobility - Hindrance power - Use of juridical procedures - Access to media Livability Land use City Inhabitants Good living environment Nijmegen City Center must be good accessible by car and public transport Optimal livability Optimal Accessibility Hindrance power Actions/Protests Use of juridical procedures Livability Accessibility PvdA High quality public transport High quality bike network combined with transferia Increase of parking facilities Parking Optimal accessibility city center by PT and bike alternatives, parking High Safety (bike network) Livability Decision power (political power) Livability
Action list Number ISSUES ITEM PER THE MINUTES DECISIONS/ ACTIONS PERSON DUE DATE PROGRESS UPDATE 1. PNR list Representing Gauteng region in the next national stakeholder meeting for escalation and update in the next regional meeting. Marius Volschenk Next meeting 2. 70707070 Code non SA citizens and export household more than R50 000.00 Communication with Thomas Phupheli from licensing and registration and feedback Harold Hartley Next meeting
Other Comments: _____________________________________________________________
Developing new policy guidelines The Australian Government to hear from Aboriginal and Torres Strait communities and landholders so your views and experiences inform the new policy on the retention and removal of caveats over grant-funded properties. This is a complex and challenging area, and there are different points of view to consider. Principles In developing the new policy, the Australian Government is committed to three clear principles: Supporting self-determination by maximising choice, flexibility, autonomy and economic independence for Indigenous organisations. Supporting the sustainability of assets for community benefit, to ensure the activation of cultural, legal, health, environmental, social and economic outcomes. Ensuring no organisation is disadvantaged through a new policy to deal with grant-funded properties. Possible discussion questions Where should the balance lie between supporting self-determination for property owners and ensuring service continuity for Indigenous people? What about properties that hold significant economic, environmental, cultural and/or social value? How should these be defined? How should these be treated? What are the risks and the opportunities? Have your say To have your say, contact to register your interest in attending a consultation meeting, or give your feedback by 30 June 2018.
Part A – 20 marks Understanding, Fluency and Communication Marks 1. Using the Parking for Fun design given, complete the questions below: In the plan what is the maximum number of cars that can be accommodated? ½ If each car is allowed 2 squares on the plan, how many square metres does this allow for each car? 1 What is the area in square metres of:
(a) Displays a correct and suitable graphical representation 1 Question 3 Problem Solving, Reasoning and Justification Marks (b) Justifies the choice of display that demonstrates an understanding of the statistical analysis involved in the display 1 (c) Makes a correct statement regarding the unemployment trends for males Makes a correct statement regarding the unemployment trends for females 1 1 Question 4 Problem Solving, Reasoning and Justification A student: Mark range demonstrates a thorough understanding of the mathematics involved in solving the problem uses appropriate mathematical processes in solving the problem without error communicates in a concise and systematic manner and justifies conclusions using appropriate mathematical language, notation and symbols 8–10 demonstrates understanding of the mathematics involved with appropriate calculations with either a minor arithmetic or calculation error OR all mathematical calculations have been carried out without error but the final conclusion is incorrect communicates in a concise and systematic manner and justifies conclusions using some mathematical language, notation and symbols 5–7 demonstrates progress towards a solution with some error demonstrates a developing understanding of what it means to work mathematically with some use of mathematical language, notation and/or symbols 3–4 demonstrates a limited understanding of the mathematics involved in solving the problem demonstrates a limited use of mathematical language 1–2 Student Name: Investigating National Data Booklet Personalised adjustments ()
The Later Purges 1941-53 1941-45: Purges removed those accused of undermining the war effort 1945: Purging of Soviet people believed to have supported Germany 1947: Stalin removed Central Committee and Politburo 1949: Leningrad Affair Eliminated party and city officials, including those who had been honored for their defense of Leningrad during the war Were arrested, on charges of attempting to use Leningrad as an opposition base, and shot 1953: Doctors Plot Soviet Jews were the next population section selected for persecution Stalin’s daughter had an affair with a Jewish man, and Stalin wasn’t happy He planned a major assault on the Soviet medical profession Said that Jewish-dominated medical center planned to murder Stalin and other Soviet leaders Stalin dies before it can be put into operation (March 1953) All purges in this time period didn’t use any new tactics Stalin blamed military failures in WWII on internal sabotage and persecuted the ones “responsible” Shifted blame away from him Stalin shifted blame of military failures away from himself and Russian planning Blamed failures instead on internal sabotage Killing people in the name of undermining the war effort or supporting Germany would set a precedent when another war broke out Either support the USSR completely or get killed By removing CC and Politburo, Stalin removed even the semblance of a restriction on his authority Leningrad Affair was a continuation of the war on factionalism 1. Why does Stalin continue these destructive policies from 1933 until he dies and how does he “get away” with this policy? ● Continues the policies because he becomes increasingly paranoid as time goes on that he is getting more and more
Presentation to be held at 12.30pm Holders Information Thank you for your commitment to supporting the Port Volunteer Expo. This year we aim to bring ‘new life’ to the Expo by creating a festival feeling to the event as a way of celebrating all things volunteering. Information Details Time Frame Site allocation If any stall holders have any special request please let us know prior to 30th April We ask you do not swap stalls on the day as we will have information flyers stating your stall number Provided to you by 30th April What you need to bring All stallholders will be required to bring your own tent (gazebo) tables and chairs 10th May 2014 Set Up time Stall holders are welcome to set up in the appropriate time frame to be ready by 9am 10th May 2014 Expo opening times Open to the public from 9.30 – 2pm 10th May 2014 Community Volunteer awards Presentation starts at 12.30pm 10th May 2014 Pack down time Dependent on attendance, groups can consider pack down from 2pm 10th May 2014 Enquires Volunteer Centre Coordinator Beck Miles – 0424763325 Maritime Museum Coordinator Ted Kasehagen - 0488555120 Jan Howison - (Secretary) 65831866 10th May 2014 Prior to the event for access and setup queries Food & Drink for visitors Maritime Museum will be offering a BBQ, refreshments, morning and afternoon tea 10th May 2014 Morning and afternoon tea for Stall holders Supplied by Port Macquarie Volunteer Centre. 10th May 2014
ALL SECTIONS OF THIS FORM MUST BE FILLED IN – PLEASE ENSURE YOU PROVIDE A POSTAL ADDRESS TO RECEIVE STALLHOLDER PACK STALLHOLDER NAME: CONTACT PERSON: POSTAL ADDRESS: PHONE - LANDLINE: - MOBILE: EMAIL: STALL CATEGORY: Please circle what you will be selling/displaying Please detail kind of food/beverage being sold If ‘other’ please explain what Food (details) Council Certification Number if held: Beverage (details) Art Clothing Other (details) STALL SITE SIZE REQUIRED (please circle) 3mx3m 6mx3m METHOD OF PAYMENT (please circle) Cheque Sent Internet Paid Cash/Cheque Paid (at DB Info Centre) DO YOU WISH TO RUN A GENERATOR? IF YES, WHAT SIZE (KW) & TYPE Yes No Size (KW): Petrol or Diesel PURPOSE OF GENERATOR The necessary use of a generator will be taken into consideration but may not be approved unless suitably located DO YOU REQUIRE A VEHICLE TO BE LEFT ON SITE? (Note point 7 in ‘Information for Stallholders’ above & Extra charge) Yes No PLEASE EXPLAIN THE REASON FOR VEHICLE REQUIRED I/We understand and agree to be bound by the terms and conditions stated in ‘Stallholder Information’ above. (signature required) Stallholder(s) Name: Date: Signed: Receipt required (please circle): Yes No Please return this form to: Doubtless Bay Promotions Inc, Attention: Event Manager PO Box 338, Mangonui 0442 jodi@somersault.co.nz or text/phone 021 949 690
Name of Organisation: ……………………………………………………………………………………. Sponsorship/ Advertisement Entitlement Tick selection 1/8 Page Advert Black & White: £25.00 Colour: £30.00 1/8 of A5 page advert in event programme Name and weblink on fair website. £25.00 £30.00 1/4 Page Advert Black & White: £50.00 Colour: £60.00 1/4 of A5 page advert in event programme Name and weblink on fair website Advertising banner displayed around the main arena* £50.00 £60.00 1/2 Page Advert Black & White: £75.00 Colour: £90.00 1/2 of A5 page advert in event programme Name and weblink on fair website Advertising banner displayed around the main arena* Additional advertising banner option available to purchase** £75.00 £90.00 Full Page Advert Black & White: £100.00 Colour: £125.00 Full page advert (A5 size) in event programme Name and weblink on fair website. Advertising banner displayed around the main arena* Sponsorship of main event with announcement on public address system Additional advertising banner option available to purchase** £100.00 £125.00 **Additional Banner option £25 per banner Only available to purchase when you purchase either a 1/2 or Full page advert £25 Voluntary Donation (please specify amount) Acknowledgement and Thanks in event programme. Gift Donation for Charity Auction e.g. Restaurant vouchers/ Hamper (please specify gift) Acknowledgement and Thanks in event programme. *Please note that you will be required to provide your own banner. Please confirm here the cost of everything you are booking: Cost of Stall £ Cost of Advert/ Sponsorship/ Banner £ Voluntary Donation amount £ Deduct £10 if booking stall and sponsorship £ TOTAL £ Please make cheques payable to EGVRA and send with this booking form to: Charlotte Howe, 32 Vegal Crescent, Englefield Green, Egham, Surrey, TW20 0QF (No personal callers please) E-Mail: Once your cheque has cleared, details of your stall, sponsorship and other information for stallholders will be emailed to you with your receipt.
Experience in: constructing simple spreadsheets translating relationships expressed in words into mathematical symbols using graphing software to graph linear functions. What is the same and different about …? Is … an example of …? Are there any more examples of …? Explain why … How can we be sure that …? Of what is this a special case …? Sort or organise the following according to … What else can be concluded? What if …? Graphing software should be used to create graphs and investigate the similarities and differences between a variety of linear relationships. Use a spreadsheet to generate tables of values and then draw the associated graphs. Use graphing software to find the point of intersection of lines. Explore graphs of physical phenomena using data and graphs available on the internet. Reflection on learning and evaluation – to be completed by teacher during or after teaching the unit.