zilongwang/ReadingBank huggingface dataset:
CAP Observation Form: Unannounced Observation #1 What: Observation # 1 How: Unannounced Who: Supervising Practitioner Focus Elements: 1.A.4: Well Structured Lessons; 2.B.1: Safe Learning Environment Observation Details Date: Time (start/end): Content Topic/Lesson Objective: Whole Group Small Group One-on-One Other Active Evidence Collection occurred during the observation and is synthesized and categorized below. Element* Evidence** 1.A.4* 1.B.2 2.A.3 2.B.1* 2.D.2 4.A.1 Focused Feedback Reinforcement Area/Action: (strengths)
Guidance for the Following Programs St. Vincent de Paul Thrift Store Vouchers This program offers vouchers to select disaster survivors allowing them to purchase clothing at the St. Vincent de Paul Thrift Store. These vouchers are available through the thrift store. For more information, please contact Paul Kleypas or his designee. House in a Box™ This program is designed for use in widespread disasters (mass flooding, wildfires). Please work with the client to fill out the House in a Box™ voucher, selecting the number of items needed from the inventory provided on the form. Keep a copy of the form and provide a copy of the form to the Diocesan Council Office. In times of disaster, someone at the Diocesan Council Office will be designated to place the order when a minimum number of requests have been made. Ordering and receipt of the requested items can take a couple of weeks up to a few months depending on demand. When the items arrive, you will be notified. Arrangements can be made with the client for them to pick up their items at a designated location. If you are assigned the responsibility of establishing a House in a Box in your community, please reach out to the Conference Support Director for set-up procedures. Temporary Lodging Support If a person has been displaced from their home by a fire, the standard amount to offer them is $300 to cover lodging for a short time until they can sort out housing. The client can also use these funds to pay for food and clothing or to meet other basic needs. Please make a note of this assistance, and any other assistance provided to the client, on the Disaster Relief Assistance Report when you submit it to the Diocesan Council.
14-21 days 3 POTENTIAL BARRIERS AND VULNERABILITIES (May impact ability to quickly secure housing and resolve literal homelessness independently if household is not assisted and becomes literally homeless) Current household income is $0 (i.e., not employed, not receiving cash benefits, no other current income) 5 Annual Household Gross Income Amount (select only one) 0-14% of Area Median Income (AMI) for household size 4 15-30% of AMI for household size 3 Sudden and significant decrease in cash income (employment and/or cash benefits) AND/OR unavoidable increase in non-discretionary expenses (e.g., rent or medical expenses) in the past 6 months 3 Major change in household composition (e.g., death of family member, separation/divorce from adult partner, birth of new child) in the past 12 months 3 Rental evictions within the past 7 years (select only one) [Staff Note: Only include formal eviction actions (i.e., Notice to Quit) taken by a landlord due to lease non-compliance and that ultimately resulted in loss of rental housing.] 4 or more prior rental evictions 5 2-3 prior rental evictions 4 1 prior rental eviction 3 Currently at risk of losing a tenant-based housing subsidy or housing in a subsidized building or unit 3 History of Literal Homelessness (street/shelter/transitional housing) (select only one) 4 or more or total of at least 12 months in past three years 5 2-3 times in past three years 4 1 time in past three years 3 Head of household with disabling condition (physical health, mental health, substance use) that directly affects ability to secure/maintain housing 3 Criminal record for arson, drug dealing or manufacture, or felony offense against persons or property 4 Registered sex offender 5 At least one dependent child under age 6 3 Single parent with minor child(ren) 3 Household size of 5 or more requiring at least 3 bedrooms (due to age/gender mix) 3 POLICY PRIORITIES Any Veteran in household served in Iraq or Afghanistan 3
Suite 306-171 Allen, TX 75002 Personal Information First Name: Middle Name: Last Name: Date of Birth: Gender: Mailing Address: City: State/Province: Postal Code: Country: Cell Phone: E-mail: License(s) Earned: (include dates) Issuing Organization: Requesting Admittance for: “B” course “C” course Coaching Experience Club(s) (Chicago Fire Academy) Specific Years Coached (2010-2012) Gender/Age and Position (U15-16 Boys – Head Coach)
The ideal vaccination area is: on the ground floor away from stairs in an area with mobile reception or within easy reach of a landline phone spacious and free of clutter quiet If you have any concerns about the availability of items in this check-list please discuss them with your local council immunisation coordinator. Appendix 2 – School vaccination day timetable & enrolment figures Date of session Year/class/group Vaccine Arrival time of immunisation team Vaccination commences
Site Name Online Maps of Current Interest Site URL Site Author University of Libraries Suggested By Mike Nolan Description “This is one of the best map collections I’ve come across.” Check out this user-friendly website to find maps from the most current events and from areas all around the world. Site Name Using Popcorn to Simulate Radioactive Decay Site URL Site Author Jennifer Wenner Suggested By Sarah Fink Description “Popping popcorn in your class is an excellent way to illustrate both the spontaneity and irreversible change associated with radioactive decay. It helps students to understand the unpredictability of decay.” Site Name TouchTerrain: Easily Create 3D-Printable Terrain Models Site URL and Site Author Iowa State University News Service Suggested By Don Duggan-Haas Description “Iowa State University researchers have developed a new web application that makes it quick and easy for people to use 3-D printers to make terrain models of any place on Earth. Their idea -- they call it
Suggested By Fred Beyer Description “We use the yard to map out our planet's past (and humanity's tiny moment in it).” Check out this nifty YouTube video and short article for great insight on Earth’s past. Weather Site Name What Happens when you put Marshmallows in Vacuum Chamber? Site URL Site Author MrGrodskiChemistry Suggested By Dave Curry Description “Marshmallows placed in vacuum chamber will expand due to Boyle's Law. As the pressure is decreased in the chamber the gas trapped in the solid (marshmallows) will expand to the point of "bursting". Watch how the marshmallows change as the pressure returns. One even jumps for joy however they are still very depressed.” Name of Lightning Storm Moves Across the USA Site URL Site Author NOAA Suggested By Larry Mascotti Description “Watch a huge lightning storm move across the eastern USA.” Site Name Winds Superimposed on a Globe (Interactive) Site URL Site Author Earth Wind Map Suggested By Patrick Prusinowski
Figure 4 shows the utilization of the WELL’s recreational facilities or programs during the academic year. See Appendix C for complete results of the survey. Figure 4 Source: Campus Labs extracted on 8/23/17 Appendix A Program Goals What will be the standard of performance? Program Outcomes 1. Faculty, staff, and students will evaluate the disability services. Collect baseline data on the results of the 2017 Evaluation of CSU Disability Offices: CSU Sacramento 78% of administrators rated the services SSWD students received as excellent-good. 85% of faculty members rated the overall effectiveness of SSWD services as excellent-good. 79% of SSWD students rated the overall quality of services as excellent-good. 2. Recreation, Parks, and Tourism Administration (RPTA) will develop a needs assessment in recreation programs for Collect baseline data on the results of the (AIR) SSWD Survey 58% of SSWD respondents (N=33) utilized any of the WELL’s recreational facilities or programs.
2.1 Assist in policy review and implementation of programs related to security technology infrastructure 2.2 Review and support development of implementation for the Design Basis Threat policy, and associated Security Risk Management Technical Standard. Provides insight to contractor needs and abilities to policy makers to facilitate the development of practical solutions to enterprise-wide challenges 2.1.1 Meeting/meeting minutes 2.1.2 FY18 Annual Report 2.2.1 Meeting/meeting minutes 40 10 100 3.0 Material Control and Accountability 3.1 Develop MC&A Centers of Excellence (COE) 3.2 Develop Working Groups to assist in policy review and implementation of programs related to budgets and staffing for MC&A programs, in consideration of enhanced safeguards controls. Identifying the MC&A COE will provide practitioners and policy makers points-of-contact for questions, concerns, and benchmarking. Provides insight to contractor needs and abilities to policy makers to facilitate the development of practical solutions to enterprise-wide challenges 3.1.1 MC&A COE list of points-of-contact 3.2.1 Bi-annual reports to the NNSA MC&A IP 3.2.2 FY18 Annual Report 10 40 10 4.0 SSWG Sub-Group Activities 4.1 Develop member database and subject matter expertise contact list. 4.2 Conduct annual SSWG meeting Provides reference expertise in each of the SSWG topical areas for community taskings. Provides lessons learned and benchmarking opportunities to understand impacts in each topical area and how they impact the others. 4.1.1 Member listing 4.2.1 Meeting/meeting minutes 4.2.2 FY18 Annual Report 4.3.1 SSWG Website updates 40 160 10 20
4.3 Update and maintain website as information tool 4.4 Conduct mid-year VTC or meeting to update task status Provides a mechanism to capture EFCOG tasks and accomplishments. Provides current status prior to EFCOG annual Board meeting, keeps emphasis on task completion. 4.4.1 Meeting/meeting minutes 20
AGENDA (DRAFT) Dates: July 17-19, 2018 Dress: Business Casual Meeting Location: Sandia National Laboratory, Building 905 Albuquerque, New Mexico Badge: DOE Security Badge (HSPD-12) required Tuesday – July 17 7:30 am – 8 am Check in, Registration, and Networking 8 am – 9 am SNL Introduction and Welcome – John Clymo, SSWG Sponsoring Director, SNL SSWG Overview – Mike Schwartz, SSWG PNNL SSWG Leadership Introductions - Mike Schwartz, SSWG Chair, PNNL Agenda Overview - Mike Schwartz, SSWG PNNL 9 am – 10 am OPSEC Handbook – Linda Ruhnow 10 am – 11 am DOE Insider Threat Program – Sabeena Khanna 11am – Noon DOE Personnel Security Update – Tracey Berry Noon – 1 pm Lunch Break 1pm – 2 pm Survey, Self-Assessment Tech Standard – Natasha Wright 2 pm – 5 pm Breakout Sessions: Information Security Subgroup – Location TBD Physical Protection Subgroup – Location TBD Wednesday – July 18 8 am – 9 am Classified Information Security Incident Trends – Charles Isreal & Lin Livingston
9 am – 10 am Human Reliability Program – Sabeena Khanna 10 am – 11 am FCL/FOCI Policy Update – Natasha Wright 11 am – Noon Quality Panels – Marc Brooks Noon – 1 pm Lunch Break 1 pm – 2 pm Technical Surveillance Program - Sam Soley 2 pm – 5 pm Breakout Sessions: Information Security Subgroup – Location TBD Physical Protection Subgroup – Location TBD Thursday – July 19 8 am – 9 am MAPRITE - Carl Piechowski 9am – 10 am Export Control Program – Karla Niemi 10 am – 11 am Subgroup Out Briefs (30 minutes each) Subgroup Overview Subgroup Leadership Introductions Tasks Status Subgroup Out Briefs 10 am Information Security Subgroup – Wade Nelson, LANL 11:30 am Physical Protection Subgroup – Steve Porter, Chair, LLNL 11 am – Noon Security Culture – Open Discussion Noon – 1 pm Break 1pm – 2 pm Counter Unmanned Aerial System – Mike Lansing & Julian Atencio
Map of Area Appendix D Generation Unit ID Prefixes This appendix provides an explanation of the Generator ID prefixes that correspond with modeling in the base case. Types of Generation Plants Unit ID Prefix Unit ID Comment Explanation Solar S S1 Two units connected to same bus Any type of solar technology S2 Coal and Lignite L L1 Three units connected to same bus Any type of thermal plant L2 L3 Natural Gas except Combined Cycle N N1 Two units connected to same bus & 1 unit connected to another bus Any type of gas unit N2 N1 Combined Cycle C C1 Any type of combined plant. Self Serve and Self Serve Economic Units will not be represented by this Unit ID prefix C2 C3 C0 It’s always C0 for steam units Wind W W1 Any type of wind generation W2 W3 W4 W5 W6 W7 Nuclear U U1 All nuclear U2 U3 Renewables R R1 All other renewable generation except solar, wind & hydro R2 Distributed Generation D D1
Super Spill Solutions encourage an enhanced learning experience for students attending our workshops. By providing the following information we ensure a safe learning environment for all participants. No. Item appropriate box YES NO 1. Training Room Facilities Data Projector N/A N/A Screen N/A N/A Seating Capacity Well ventilated Power Source N/A N/A 2. Pens/Note Pads Available 3. Outdoor Spill Response Role Play Demonstration Is the area undercover? Are drains exposed or Visible? 4. Are their Spill Kits on site? General Purpose Hazchem Oil & Fuel Marine Cytotoxic 5. Learning special requirements Learning litracy, numeracy difficulties for any staff? 6. PPE Requirements List any PPE requirements for trainers if required: Workshop Training Terms and Conditions see next page…. TERMS AND CONDITIONS Invoicing and Payments
Who was Mohandas Gandhi? How did nationalism rise due to his Totalitarianism vs. authoritarian What is the difference between totalitarian and authoritarian governments? Tell the aggression and conflict leading to World War II in Europe and Asia. Tell about the Italian invasion of Ethiopia. Tell the Spanish Civil War. Tell about the Rape of Nanjing in China. Tell about the German annexation of the Sudetenland Vocabulary: Fascism Totalitarianism Authoritarian Appeasement
March 2018 Social Work We are not in it for the income; We are in it for the Outcome. 1 2 3 The SSWL Closet opens 11am-1pm 4 5 6 7 8 9 10 SSWL and The RCC Tabling in the Polsky Building 11am-1pm SSWL and The RCC Tabling in the Polsky Building 11am-1pm Cuyahoga County Social Work Conference 9am-4pm 11 12 13 14 15 16 17 The SSWL Vision Board Party 12pm-1:30pm SSWL Meeting 3pm-4pm Speaker The Career Center Yoga Foundations at the Rec 12pm-1pm The Stork Nest hosted by Zeta Phi Beta Sorority 10:30am -1pm 18 19 20 21 22 23 24 SSWL Tabling in the Polsky Building 12-1pm Social Work Career fair 11am-2pm Yoga Foundations at the Rec 12pm-1pm Prom Dress Giveaway- Princess Night 10am-2pm 25 26 27 28 29 30 31
Section 5: SWPS (continued) Anchors Support Set-up Work Platform SWP Location Location on Roof Plan Beam Length Overhang (feet) # of (55 lbs each) Tieback Length Securement Method to Anchor Platform Length Distance between beams Rated Platform Capacity Suspension Line (minimum length)
Section 6: Attached Documents Jobsite Details Verify Worker Training Records Yes No Hazard Recognition & Controls Risk Assessment Yes No Roof Plan Yes No Emergency Procedures Fall Arrest Recue Electrical Contact Disabled Suspended Work Platform Loss of Power Cable Jam Mid-Air Motor Transfer Yes Yes Yes No No No Site Set-up Tenant Notifications Yes No Fall Hazards & Controls Fall Protection Installation and Use Procedures Fall Arrest Procedure – Suspended Work Platform Travel Restraint Procedure – Flat Roof Yes Yes No No Safe Work Practices Fall Protection – Elevating Work Platform Fall Protection – Hoarding Yes Yes No No Suspended Work Platform System Design Installation Drawings: Suspended Work Platform System Yes No Design Drawings: Work Platform Yes No Installation Procedures Manufacturer’s Instructions Work Platform Assembly Suspended Work Platform System: Assembly, Installation, Alteration, Dismantling Safe Use Procedures: Suspended Work Platform System Yes Yes Yes Yes No No No No Suspended Work Platform System Load Calculation Yes No Prepared by: Signature Date
STEP FOUR: Director Approval Once an indicator is finalized, the data is marked “Completed” and is available for the director to review in the Directors Dash Board. In this example, Indicator 9 has been finalized and is ready for the director to review. Click on indicator 9 in the Directors Dash Board to review a summary report. Click “Disapprove” if data needs to be added or edited. That will unlock the data entry screen and allow data staff to revise the submission. All required indicators must be “Completed” (Finalized) before it can be submitted to the division Superintendent for final approval and submission to the VDOE. After all five required indicators are finalized, marked complete, and reviewed for accuracy; the data is ready to be submitted to the division Superintendent (or designee). Once the “Submit for Verification” button is clicked, the data is locked and cannot be edited without the division Superintendent (or designee) unlocking the data by logging in to SDCA and “disapproving” the submission. STEP FIVE: Division Approval Division approval is completed through the Superintendent Data Collection Approval (SDCA) application. Clicking the "Approval" button will be considered the same as a signature on the paper form. The data collection is not considered complete until it is approved by the division Superintendent (or designee). The approval must be given within the date established as the due date of the data collection. Once the data is submitted to the VDOE the submission window closes and can only be unlocked by VDOE staff. Reopening the window for resubmission may impact future local determinations for accurate and/or timely submission of data. If the division Superintendent (or designee) disapproves the submission, the director will have access to the application and may also disapprove the specific indicator that needs revision. This will permit data entry staff access to the data entry screen for revision.
Horsley Zone / SSW Championship Dates 2018 v1 Term 1 Term 2 Term 3 Term 4 Wednesday Week 6- Tennis Monday Week 2 Opens Rugby League Monday Week 6- Girls Cricket Tuesday Week 7- Swimming Tuesday Week 2- Boys / Girls Hockey Tuesday Week 8- Boys Cricket Monday Week 8- Boys / Girls Basketball Monday Week 4 Boys Wednesday Week 9- Athletics Tuesday Week 9- Boys Football Monday Week 5- Boys / Girls Softball Wednesday Week 9- AFL Wednesday Week 5- Rugby Union Thursday Week 9- 11’s League Thursday Week 6- Netball Tuesday Week 10- Girls Football Thursday Week 7- Cross Country Monday Week 9- Golf
Highest Level of Schooling Completed Elementary Level (grades 1-5) Associate’s Degree Secondary Level (grades 6-12) Bachelor’s Degree Some College, No degree Graduate Degree Check here if you are from a single-parent household and lived with a parent prior to the age of 18 and that parent did not receive a four-year degree. Check here if prior to the age of 18 you did not live with, or receive support from, a natural or adoptive parent and are considered an orphan or a ward of the court. Part IV: Financial Aid Information Please complete the attached form providing your parent’s 2017 taxable income and family size [If you are an independent student, you may use your information instead of your parent’s]. Your taxable income can be on line 43 of Form 1040, line 27 on Form 1040A, and line 6 on Form 1040EZ. Part V: Please address the following two questions (you may use additional pages as needed): Why would you like to be a participant in the TRIO Student Support Services Program? What will you do in the program to be an active participant and a successful college student?
The legal rights and responsibilities underpinning society, aspects of the criminal justice system and how these relate to young people. Crime & Consequence (KS3c) – PowerPoint Good Citizen (KS3c) - PowerPoint The importance of resolving conflict fairly. PSHE Core Theme 2: Relationships – To further develop communications skills. Personal Safety (KS3c) - Practical sessions facts and laws, including school rules, about alcohol, tobacco and illegal drugs. PSHE Core Theme 1: Health and wellbeing - The positive and negative roles played by drugs in society (including alcohol). Factual information about legal and illegal substances. Drugs & Alcohol (KS3pshe) - PowerPoint & activities ( which includes New Psychoactive Substances) Resources Used “Carrying The Can” – Alcohol DVD & Discussion “Plastered” - Alcohol DVD & Worksheets Drugs Box (Interactive Computer) - Quiz based on ‘Who Wants To Be A Millionaire’ format discussing drugs and associated issues ‘Know The Score’ – PowerPoint discussing illegal drugs and the consequences of using them “Just For A Laugh” – Alcohol DVD & Discussion StreetWise - Interactive materials To recognise and manage risk, and make choices about lifestyles and their environment. PSHE Core Theme 1: Health and wellbeing Ways of recognising and reducing risk Personal Safety (KS3pshe) - PowerPoint Domestic Abuse (KS3pshe)- PowerPoint & activities around relationships Knife/Gun & Gang Safety (KS3phse) – PowerPoint & activities `Crossroads` (KS3phse) – Discussion re prison life including an input from prisoners and ex-prisoners ( Female & Male Prison) Bullying – PowerPoint Internet Safety – PowerPoint & DVDs Examples of Resources Used “Think U Know” – Internet Safety PowerPoint
2016-17 Sunshine State Young Readers Award Book Title Quiz # AR RL PTS Absolutely Almost By: Lisa Graff 168459 4.7 7.0 All Four Stars By: Tara Dairman 169704 6.0 9.0 Circus Mirandus By: Cassie Beasley 174524 4.8 9.0 Dinosaur Boy By: Cory Putman Oakes 172183 5.1 7.0 Eddie Red Undercover: Mystery on Museum Mile By: Marcia Wells 165284 4.9 6.0 Fish Finelli: Seagulls Don’t Eat Pickles By: E.S. Farber 160904 3.8 3.0 Fish in a Tree By: Lynda Mullaly Hunt 172804 3.7 7.0 Gabby Duran and the Unsittables By: Allen & Daryle Conners 174374 5.4 6.0 Half a Chance By: Cynthia Lord 163432 4.5 6.0 The Pet War By: Allan Woodrow 161904 3.8 8.0 Pip Bartlett’s Guide to Magical Creatures By: Jackson Pearce & Maggie Stiefvater 174457 4.7 5.0 Prairie By: Ellen Airgood 151463 4.9 5.0 Serafina’s Promise By: Ann Burg 160994 3.6 3.0 The Terrible Two By: Mac Barnett & Jory John 170994 4.5 4.0 The Worm Whisperer By: Betty Hicks 156493 3.7 4.0
Gender: Male Female (tick a box) Date of Birth: Do you consider your ethnic origin to be: WHITE British Irish Another white background ASIAN Asian British Asian Indian Pakistani Asian Bangladeshi Another Asian background ANOTHER ETHNIC GROUP Chinese/Vietnamese Cypriot Greek Cypriot Turkish Cypriot other MIXED White and black White and black African and Asian Another mixed background BLACK Black British Black Black African Another black background ANY OTHER ETHNIC GROUP Please state Do you consider yourself to have a disability? Yes No (tick a box) If so, please state the nature of your disability* If you have a disability, we will offer you an interview as long as you meet the essential criteria of the post. Also, please let us know of any special requirements you may have which will help us to ensure a fair selection. * The Disability Discrimination Act 1995 describes a disability as “A physical or mental impairment which has a substantial and long term effect on the person’s ability to carry out normal day to day activities”.
9. What are reparations and how much did Germany have to pay? (1) The same causes of WWI lead to WWII. The League of Nations was created to avoid future war by using diplomacy among competing nations rather than war. However, the League had no power and authority over other nations sovereignty and did not have a powerful force to stop threatening nations from pursuing their national interests. America, being the only nation not destroyed by war choose a foreign policy of _______________________________. (1) Read “Is It the Victors Who Write History?” on page 152 and 153. (7) List several reasons why the Treaty of Versailles may have been too harsh on Germany? 1) 2) 3) 4) 5) 6) 7) EXPANSIONISM- ONE ASPECT OF FOREIGN POLICY Define Expansionism: (1) Define Imperialism: (1) What did Germany, Italy and Japan need to accomplish their goals, and for what purpose did they need this? (1)
Despite what others will say is evidence to the contrary, we are convinced “the faithful love of the Lord hasn’t ended.” In the face of widespread suffering, we continue to sing, “God’s compassion isn’t through.” When that which we thought was safe and reliable fails us, we dare to proclaim, “Great is your faithfulness.” God is with the people of God's love hasn’t ended. God's compassion isn’t through. In the aftermath of this tragedy, we give witness to the love of God. In our outpouring of support, we proclaim the value of every human life. As we grieve with those in mourning, we share the love of God. When we send supplies through Global Ministries and the United Methodist Committee on Relief, we witness to God’s provision. When medical professionals bind up wounds, Jesus is shown as a healer. When homes are rebuilt, we proclaim resurrection. As we seek to minister to those in need through our prayers and support, we sing, “Great is your faithfulness!” *Joe Iovino works for UMC.org at United Methodist Communications. He may be reached at jiovino@umcom.org or 615-312-3733. Questions: Read Lamentations 3:19-27. How does this Scripture (and others) help us keep moving forward when tragedy strikes? Does the approach “As we seek to minister to those in need through our prayers and support, we sing, “Great is your faithfulness!”” change how you view tragedy? Faith of a Child of God John Wesley talked the faith of a child of God in contrast to the faith of a servant of God. Although faith may start as the recognition of duty and the desire to obey, it could become much more than that. A person with the faith of a child of God, unlike one with the faith of a servant, knows God’s love directly, intimately,
Key Verse: 3 Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, 4 not looking to your own interests but each of you to the interests of the others. Philippians 2:3-4 Humility Required for Christian unity. This is the mindset of those who are not conceited but who have a right attitude toward themselves and others. Value others above yourselves. Not that everyone else is superior or more talented, but that Christian love sees others as worthy of preferential treatment. Similar verses include: Be devoted to one another in love. Honor one another above yourselves. Romans 12:10 You, my brothers and sisters, were called to be free. But do not use your freedom to indulge the flesh[a]; rather, serve one another humbly in love. Galatians 5:13 Submit to one another out of reverence for Christ. Ephesians 5:21 In the same way, you who are younger, submit yourselves to your elders. All of you, clothe yourselves with humility toward one another, because, “God opposes the proud but shows favor to the humble.” 1Peter 5:5 is a universal human problem. Everyone suffers from it to some degree. When we have exalted ourselves in pride, God does not want to punish us and bring us low but rather to forgive and restore us. He says again and again in Scripture, humble yourselves, and I will exalt you. This gives us hope and encouragement. God takes pleasure in our efforts to humble ourselves, and he loves to bless and exalt the humble. For just as pride is the root of all sin, so “humility is the root, mother, nurse, foundation, and bond of all virtue,” as John Chrysostom once remarked. Admittedly, humility and the humbling of oneself is out of fashion in today’s world and seems unappealing to most of us. However, as Jonathan Edwards said, “We must view humility as one of the most essential things that characterizes true Christianity.” Our perspective on humility can be radically changed if we will ponder and meditate on the greatest example of humility in history: Jesus Christ. By the very act of leaving heaven, coming to earth, and taking the form of man, he demonstrated an unfathomable humbling of himself. Throughout his life on earth, Jesus
Unit Length of Unit Focusing Lens(es) Standards and Grade Level Expectations Addressed in this Unit Inquiry Questions (Engaging- Debatable): Unit Strands Concepts Generalizations My students will Understand that… Guiding Questions Factual Conceptual Critical Content: My students will Know… Key Skills: My students will be able to (Do)…
DOP Text: Chapter 6 – Lesson 1 Timbuktu and Jenne, which would later develop into centers of culture and learning. (C, E, G, H, P). 7.14 Draw evidence from informational to describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law. (C, E, G, H, P) September 28-October 2: Africa, week 2 DOP Text: Chapter 6 – Lessons 2 and 3 7.15 Examine the importance of written and oral traditions in the transmission of African history and culture. (C, H) 7.16 Analyze the importance of family, specialization, and regional commerce in the development of states and cities in West Africa. (C, E, G, H, P) Writing Task 2: October 5-October 9: Africa, week 3 DOP Text: Chapter 6 – Lesson 2 7.17 Explain the importance of Mansa Musa and locate his pilgrimage to Mecca in 1324. (C, G, H, P) 7.18 Compare the indigenous religious practices observed by early Africans before and after contact with Islam and Christianity. (C, H) Resources/Activities: Primary Documents and Supporting
Weeks 7-8 Ch. 6 The American Revolution 8.20 Explain the impact of individuals who created interest in the land west of the Appalachian Mountains. (C, G, H, TN) 8.21 Summarize the major events of the Watauga Settlement. (E, P, TN) 8.22 Analyze the social, political and economic causes of the American Revolution and the major battles, leaders and events. (C, E, H, P) 8.23 Determine the central ideas expressed in the Declaration of Independence and write an expository piece in which the legacy of these ideas in today’s world is described and validated with supporting evidence from the text. (H, P) 8.24 Using Thomas Paine’s Common Sense and The Crisis identify aspects of the texts that reveal the author’s point of view and purpose including loaded language. (H, P) onservationist_1979.pdf Wilderness Road Dr. Thomas Walker William Bean http://www.tn4me.org/minor_cat.cfm/minor_id/82/major_id /26/era_id/3 Thomas Sharpe Spencer Watauga Settlement http://www.tnhistoryforkids.org/firepoured Battle of Alamance http://www.exploresouthernhistory.com/alamance.html James Robertson Little Carpenter, Dragging Canoe Online Resources: “Join or Die” Political Cartoon
Field # Field Name Database Column Name Valid Field Content Select option #6 if the student is enrolled in a dual degree program and has completed all of the requirements for a bachelor’s degree. IMPORTANT: Unless you reported the attainment of equivalent of a bachelor’s degree incorrectly, once you report this status, please do not change this response in subsequent reporting years. Select option #8 if the student is still enrolled at the grantee institution but has not yet completed their undergraduate program of study. Select option #9 for participants who withdrew from the grantee institution prior to obtaining a degree/certificate, did not return to grantee institution, or transferred without receiving a degree including students who transferred from a 2-year to a 4-year institution. Also select this option if the participant attained a second bachelor’s without attaining a first bachelor’s from the grantee institution. Select option #10 if the student received an associate’s degree only. IMPORTANT: Unless you reported the attainment of an associate’s degree incorrectly, once you report this degree, please do not change this response in subsequent reporting Select option #11 if the student received an associate’s degree and transferred from a 2-year to a 4-year institution within the academic year or by the beginning of the next academic year. Also select option 11 if the student received an associate’s degree and transferred to a four year program at the grantee institution within the academic year or by the beginning of the next academic year. Select option #12 if the student received a certificate and transferred from a 2-year to a 4-year institution within the academic year or by the beginning of the next academic year. Also select option 12 if the student received a certificate and transferred to a four year program at the grantee institution within the academic year or by the beginning of the next academic year. IMPORTANT: If option 11 or 12 is selected, unless you report the attainment of a certificate/associate’s degree and transferred to a 4-year institution incorrectly, once you report this status, please do not change this response in subsequent reporting periods. 32 Date of Undergrad- uate Degree/ Certificate DOUD Date the participant attained the degree or certificate: Format is MM/DD/CCYY, e.g., 05/23/2010 MM = 01- 12 DD = 01 - 31 CC = 20 YY = 00 - 99 (e.g., 10 = 2010)
Encourage your child to fall asleep in their own bed alone each night. Visual support. Using visual aids/social stories and books can all help support a good bedtime routine Wake your child at the same time every morning. This helps set the 24 hour body clock. Opening the curtains to let the light in will help get rid of any sleepy melatonin. Clear messages. It is important to give consistent messages to your child at bedtime and night time that it is now time to sleep. When you have tucked your child into bed, you should always leave the bedroom completely. Keep verbal interaction, physical contact and eye contact minimal if you need to return to your child during the night. And a few more tips. A bedroom for sleeping - As far as possible their bedroom should be used just for sleeping. This will help promote good sleeping habits. Troublesome sleep – Many children at some point will go through a time where they have problems with their sleep. Making changes to a child’s sleep can take time and commitment. Stick with it and give consistent messages. Sleep diary. - Keeping a sleep diary is a perfect way of recording your child’s sleep. By looking at it you can often work out what to do next. Get help and support – If you are having problems with your child’s sleep, talk to your health visitor, school nurse or health professional.
all areas, disregarding sex. Higher education, careers, etc Individual figures such as Hilary Clinton, Condoleezza Rice, and many others Stories of how women came from behind the scenes to where they are now. Lesson 4: Living in the Civil Rights Movement Introduction of the Civil Rights movement and what African Americans were fighting for--equality and freedom from segregation People and Events that sparked the Civil Rights Movement See attached: Equality and Civil Rights video Overview of all Civil Rights movement including Black American history, Plessy Vs. Furguson, Rosa Parks, protests, MLK etc. Use the attached text of the video for engagement activities or to find questions for a quiz from. Book A Dream of Freedom by Diane McWhorter History of Civil Rights movements, events from Jim Crow and the for Civil Rights Lesson plan See attached document titled “Jim Crow Lesson Plan” Might need to be modified for level but includes activities and instruction directions Lesson 5: Civil Rights Cases Plessy vs. Furguson created the “separate but equal” way of life, but in 1954, Brown vs. Board of Education paved the way for desegregation across the country Activity suggestions for Brown vs. Board of Education See attached word document “Brown vs. Board of Education related Activities: Timeline of important events dealing with Brown vs. Board of Education Plessy vs. Furguson cartoon activity See attached document titled “Plessy vs Furguson Activities” Cartoon outlining overall feel of this case Use for discussion, why political cartoons were used, etc. Information about the case, final decision, impact of, resources, and multimedia connected to this topic Teacher resources as well Lesson 6: Little Rock Nine After the case Brown vs. Board of Education, Information about the Little Rock Nine, who they were, what they did, feelings about this situation, etc. Activity to use with this: Break the Frame: Students violent
Our 2015-2016 Social Studies instructional maps have some new features we like to share with you, as well as point out some information that will better help you utilize this resource. Each map is divided into three columns: (1) TN State Social Studies Standards, (2) Guiding Questions & Vocabulary, (3) Instructional Activities & Resources Each standard has a “Content Strand Code.” The codes are as follows: C – Culture, E – Economics, G – Geography, H – History, P – Government, Civics, and Politics, and TN – Tennessee Connection. For more information about the definition of each strand go to: In support of the Comprehensive Literacy Improvement Plan (CLIP), each instructional map has English Language Arts (ELA) standards imbedded in the Activities/Instructional Resources column (coded in green), as well as sample integrated ELA lesson plans at the end of each quarter. A “Tool Kit” of resources can be found on the last page. This section identifies resources found within the document, as well as some additional avenues of information. For a comprehensive list of resources for grades K-5 visit our resources website: A comprehensive list of the Tennessee Social Studies standards can be found at: WIDA
Time 1st Quarter Week 1-3 Human Origins in Africa through the Neolithic Age 6900 BCE Week 4-8 Human Origins in Africa through the Neolithic Age Week 9 Mesopotamia 3500 B.C. – 1200 B.C. Time 2nd Quarter Week 1-3 Ancient Egypt 3000 B.C. - 1200 B.C. Week 4-6 Ancient India 300 B.C. - 220 A.D. Week 7-9 Ancient China 1750 B.C. - 220 A.D. Time 3rd Quarter Weeks 1-4 Ancient Israel 2000 B.C. – 70 A.D. Weeks 5-9 Ancient Greeks 800 B.C. – 300 B.C. Time 4th Quarter Weeks 1-3 Ancient Rome 800 B.C – 500 A.D. Weeks 4-9 Rome: Republic to Empire State Standards Guiding Questions/Vocabulary Tier 2 & 3 Instructional Activities & Resources Ancient Egypt 3000 B.C. – 1200 B.C./B.C.E.
Recruitment and Selection –SEHSCT Transition planned to start in January 2016. Continue working towards transition with Trust 31/03/2016 A A Recruitment and Selection – WHSCT Transition date agreed to be 1st April 2016 Continue working towards transition with Trust 01/04/2016 A A Risks & Issues SS Issues: 15 open of which 1 RED, 12 AMBER, 2 GREEN RED Issues as follows: Risk 67: Lack of deployment of ESS/ MSS will result in greater need for payroll to manually enter time and travel claims. The current workforce level does not support this. A Communication and stakeholder engagement activities Planned and delivered Per go live G Budget Status G Dependencies & Assumptions G
PROGRAMME NAME Business Services Transformation Programme (BSTP) – Shared Services Project REPORT DATE: 20 Jan 2015 Reporting Period 11 December 2015 – 20 January 2016 PROGRAMME DIRECTOR Greg McCloskey Overall Project Status Update A Shared Services : Summary Previous Key Timelines/Milestones: Recruitment and Selection: SEHSCT: Go Live meeting in December resulted in proposal to delay commencement of transition by 6 weeks from January to Completion delayed by 4 weeks to end of April 2016. Reasons for are Difficulty recruiting staff for SSC in Armagh area; and Increase in recruitment activity across all current customers. WHSCT: Decision approved at BSTP Programme Board in September that WHSCT will transition to R&S SSC in April 2016. It is not anticipated that the of SEHSCT will impact on WHSCT go live in April. NIAS: Live on eRec for retained activity Transition originally planned for September 2015 however now moved to February 2016. Payroll: Confirmation that Payroll SSC moved to 16 College Street, Belfast on 19th January Telephone numbers and email addresses remain unchanged. A A Activity Progress Next step Due Date Previous Current Recruitment and Selection – NIAS Phased transition planned to start in early 2016 Continue working towards transition to SS 31/03/2016 A A
Recruitment and Selection –SEHSCT Transition planned to start in January 2016. Continue working towards transition with 30/04/2016 A R Recruitment and Selection – WHSCT Transition date agreed to be 1st April 2016 Continue working towards transition with Trust 01/04/2016 A A Risks & Issues SS Issues: 15 open of which 1 RED, 12 AMBER, 2 GREEN RED Issues as follows: Risk 67: Lack of deployment of ESS/ MSS will result in greater need for payroll to manually enter time and travel claims. The current workforce level does not support this. A Communication and stakeholder engagement activities Planned and delivered Per go live G Budget Status G Dependencies & Assumptions G
Contents Page About this resource 4 Introduction 6 Taking Part 7 Frequently Questions (FAQ) 9 Thing 1 – Blogging. 10 Thing 2 – Open badges. 13 Thing 3 – Why Digital? 14 4 – Digital Footprint. 16 Thing 5 – Social Media #1. 18 6 – Digital Security. 20 7 – Finding Resources. 23 Thing 8 – Facebook. 25 9 – The Cloud. 28 Thing 10 – Podcasts. 31 Thing 11 – Twitter. 33 12 – Apps #1. 38 13 – Professional networks. 40 Thing 14 – Email. 42 Thing 15 – Video chat/webinars. 48
To Be Confirmed WHSCT E-Recruitment go-Live on plan for 18 May with deployment across the Trust, except Medical Recruitment, from 1 June. Date for transition to SSC not yet agreed - dependency on recharge model. SEHSCT Live on E-Recruitment for retained activity (10+ medical vacancies in progress) No date agreed for transition to SSC. Dependency on recharging model Complete Regional organisations – Complete SHSCT – November 2014 Pathfinder went live for SHSCT (Legacy) & BSO on 1st October. E-Recruit deployed to BSO – 4th March 2014. Activity Progress Next step Due Date Previous Current Recruitment and Selection – BHSCT Planned to start transition in April 2015, completion by 30 Sept. 2015 Continue working with Trust towards transition to SS 30/09/2015 A A Recruitment and Selection – NHSCT NHSCT planned to start transition in May 2015, completion by 30 Sept. 2015 Continue working with Trust towards transition to SS 31/09/2015 A A Recruitment and Selection –NIMDTA NIMDTA planned to transition in April 2015, completion by 31 May 2015 Continue working towards transition to SS 30/05/2015 R A Recruitment and Selection – NIAS NIAS planned for September 2015 Continue working towards transition to SS 30/09/2015 R A Recruitment and Selection – WHSCT & SEHSCT WHSCT – Jun/Jul /Aug2015 (to be confirmed) Continue working towards deployment with Trusts 31/09/2015 R R
Memory Verse “Above all things have fervent love for one another, for ‘love will cover a multitude of sins’” (1 Peter 4:8, NKJV). Sabbath Afternoon - notes Sunday – Church and State notes Monday – Masters and Slaves notes Tuesday – Wives and Husbands notes Wednesday – Social Relationships notes Thursday – Christianity and the Social Order notes Friday – Further Thought/Discussion Questions notes 5. Living for God (April 22-28) Memory Verse “‘For the eyes of the Lord are on the righteous, and His ears are open to their prayers; but the face of the Lord is against those who do evil’” (1 Peter 3:12, NKJV). Sabbath Afternoon - notes Sunday – Being of “One Mind” notes Monday – To Suffer in the Flesh notes Tuesday – Born Again notes Wednesday – Sins of the Flesh notes Thursday – Love Covers All notes
Sunday – The Line of Authority notes Monday – The Scoffers notes Tuesday – A Thousand Years as a Day notes Wednesday – So What? notes Thursday – A Final Appeal notes Friday – Further Thought/Discussion Questions notes 13. Major Themes in 1 and 2 Peter (June 17-23) Memory Verse “who Himself bore our sins in His own body on the tree, that we, having died to sins, might live for righteousness—by whose stripes you were healed.” (1 Peter 2:24, NKJV). Sabbath Afternoon - notes Sunday – Suffering, Jesus, and Salvation notes Monday – How Should We Live? notes Tuesday – Hope in the Second Coming notes Wednesday – Order in Society and in the Church notes Thursday – The Primacy of Scripture notes Friday – Further Thought/Discussion Questions notes
1. The Person of Peter— (March 25-31) Memory Verse “But when he saw that the wind was boisterous, he was afraid; and beginning to sink he cried out, saying, ‘Lord, save me!’ And immediately Jesus stretched out His hand and caught him, and said to him, ‘O you of little faith, why did you doubt?’” (Matthew 14:30, 31, NKJV). Sabbath Afternoon - notes Sunday – Depart From Me! notes Monday – Confessing the Christ Tuesday – Walking on Water notes Wednesday – Denying His Lord notes Thursday – as Church Leader notes Friday – Further Thought/Discussion Questions 2. An Inheritance Incorruptible (April 1-7) Memory Verse “Now that you have purified yourselves by obeying the truth so that you have sincere love for each other, love one another deeply, from the heart” (1 Peter 1:22, NIV). Sabbath Afternoon - notes Sunday – To the Exiles Monday – Elected notes
Tuesday – Servant Leadership notes Wednesday – Clothed With Humility Thursday – Like a Roaring Lion notes Friday – Further Thought/Discussion Questions notes 8. Jesus in the Writings of Peter (May Memory Verse “Who Himself bore our sins in His own body on the tree, that we, having died to sins, might live for righteousness—by whose stripes you were healed” (1 Peter 2:24, NKJV). Sabbath Afternoon - notes Sunday – Jesus, Our Sacrifice notes Monday – The Passion of Christ Tuesday – The Resurrection of notes Wednesday – Jesus as the Messiah notes Thursday – Jesus, the Divine Messiah notes Friday – Further Thought/Discussion Questions notes 9. Be Who You Are (May 20-26)
Wednesday – The More Sure Word of Prophecy notes Thursday – The Word in Our Lives notes Friday – Further Thought/Discussion Questions notes 11. False Teachers (June 3-9) Memory Verse “They promise them freedom, but they themselves are slaves of corruption; for people are slaves to whatever masters them” (2 Peter 2:19, NRSV). Sabbath Afternoon - notes Sunday – False Prophets and Teachers notes Monday – Freedom in Christ? notes Tuesday – A Dog Returns to Its Vomit notes Wednesday – Peter and Jude notes Thursday – More Old Testament Lessons notes Friday – Further Thought/Discussion Questions notes 12. The Day of the Lord (June 10-16) Memory Verse “Since all these things are to be dissolved in this way, what sort of persons ought you to be in leading lives of holiness and godliness?” (2 Peter 3:11, NRSV).
Sabbath Afternoon - notes Sunday – The Line of Authority notes Monday – The Scoffers notes Tuesday – A Thousand as a Day notes Wednesday – So What? notes Thursday – A Final Appeal notes Friday – Further Thought/Discussion Questions 13. Major Themes in 1 and 2 Peter (June 17-23) Memory “He himself bore our sins in his body on the cross, so that, free from sins, we might live for righteousness; by his wounds you have been healed” (1 Peter 2:24, NRSV). Sabbath Afternoon - notes Sunday – Suffering, Jesus, and Salvation notes Monday – How Should We Live? notes Tuesday – Hope in the Second Coming notes Wednesday – Order in Society and in the Church notes Thursday – The Primacy of Scripture Friday – Further Thought/Discussion Questions notes
SMART-SPACE STUDY VISIT 10th and 11th April 2018 Tuesday 10th April 2018 VENUE: Palazzo Pirelli Regione Lombardia, Via Fabio Filzi, 22 Milano (in front of Central Station) Room 1 – 26th Floor Time DRAFT AGENDA 14.00 – 14.15 Welcome & Registration Lombardy Region 14.15 – 15.15 AFIL best practices & link to Vanguard network 15.15 – 16.15 Consorzio Intellimech & Kilometro Rosso Innovation district Laura Casa – Head of Marketing, Intellimech Consortium 16.15 – 17.00 Innovhub (special company of the Chamber of Commerce of Milan) Ilaria Bonetti – Project Manager, Innovhub 17.00 – 17.45 Lombardy Digital Innovation Hub Giuseppe Linati – Lombardy DIH Director 17.45 – 18.00 Q&A and Conclusion 18.30 Networking Cocktail (location TBV)
Wednesday 11th April 2018 VENUE: Politecnico of Milan – Management Engineering Department (Campus Bovisa), Via Lambruschini 4/b, Milan Room 0.2 Time DRAFT AGENDA 9.00 – 9.15 Welcome & Registration 9.15 – 9.45 Osservatorio Industry 4.0 Sergio Terzi – POLIMI (TBC) 9.45 – 10.45 DREAMY, Digital Readiness Maturity Assessment, Politecnico of Milan Anna De Carolis - POLIMI 10.45 – 12.30 FOFLAB Laboratory Visit TBC (The visit might be splitted into 2 groups)