zilongwang/ReadingBank huggingface dataset:
Challenges in spatial planning for RES in BSR: planning instruments for a sustainable growth of renewable energy and stakeholders involvement Szczecin, 28-30th of May 2018 Project Partner meeting Baltic energy areas – a planning perspective (internal) 28.05.2018 (10:00 – 18:00) Project Partner meeting, Szczecin 19:00 Dinner Optimizing spatial planning instruments for a sustainable growth of renewable energy Transnational Dialogue Meeting Day 1 Szczecin, 29.05. (8:30-18:00) 8:30-13:30 Study visits with short presentation (; ) 13:30-14:30 Lunch 14:30-14:45 Welcome and introduction to the meeting 14:45-16:00 Presentations on Work Packages – differences between countries and regions, country specifics and BSR recommendations: WP 2.1. State of play in spatial planning for renewable energy WP 2.2. A joint BSR planning perspective for renewable energy WP 2.3. Fostering regional development through renewable energy (Schedule: each incl. questions) 16:00-16:30 Coffee & networking 16:30-18:00 Panel discussion with external experts – Optimizing spatial planning instruments for a sustainable growth of renewable energy – challenges in spatial planning for RES in BSR Moderator: Olov Schultz, chairman VASAB Panelists: 5 Experts in the (spatial planning, policy & data, ….. from BSR countries, VASAB and research institutions) (Schedule: 5’ x 5 experts (short introduction) + 60 ’ discussion incl. questions) Ms. Gustedt, the German Academy for Spatial Research and Planning (tbc) 19:00 Come together at dinner Stakeholders involvement
List of consultees We are very grateful to the following organisations consulted in the course of our study. Table : Stakeholders Organisation Tech City UK TCUK Management TCUK Board members Tech North Advisory Board member TCUK – Future Fifty Programme Lead TCUK – Upscale Programme Leads Tech North – Northern Star Programme Lead Sub-UK/local stakeholders Scottish Enterprise Codebase (Scotland) Sunderland Software City Tech Britain (Manchester) EngineShed/SETsquared (Bristol) Futurelabs (Leeds) Business Writers (Norwich) Centre for Digital Innovation (c4di) Digital City (Middlesbrough) Baltic Creative (Liverpool) Campus North (Newcastle) Invest Bristol & Bath International associate/partner/other private organisations Chinwag Founder Centric White Star Capital Google Campus MassChallange UK Public/Government DCMS DIT HM Treasury Source: SQW
The and medium enterprise business environment appears to be in a ‘look and see’ mode – so this is not a great time to be selling new business systems to them– so his intended growth and expansion plans have been delayed. Daniel is now part of the wider TCUK Tech Nation visa alumni community who are seeking to help future applicants with their applications based on personal experiences. He is also advising two start-ups in the ecosystem and keen to take on more mentoring as and when capacity allows. Although his experience has been mixed, Daniel is still keen to ‘pay forward’ this opportunity afforded to him and his family by the UK. He feels that both TCUK and the Home Office could be more transparent and helpful to future applicants. His experience here contrasts unfavourably with France, which was much more pro-active in pursuing his business and offering a more enhanced business support service.
From Tech City UK/ Tech North staff (e.g. at an event) 3 Tech City UK/ Tech North newsletter 2 Social media 2 Tech City UK/ Tech website 2 From peers/ colleagues/ friends 2 Other 0 Source: SQW online survey; n=11 Tech North Founders chose to apply to become members to: meet like-minded digital tech founders in their region and feel part of a community, help with setting up and growing their business generally, and build their professional network with a view to future collaborations. : What was/were the main reason(s) you chose to apply to become a Network member? Number of respondents To meet digital tech founders in my region and feel part of a community 10 To build my professional network with a view to future collaborations 8 To get help with setting up and growing my business generally 9 To learn about specific aspects of starting up and scaling a digital tech business 6 To engage with Tech North and/or Tech City UK 5 Other 0 Source: SQW online survey; n=11
Survey Open Mar. 27 – Mar. 31 Survey Open May 15– May 19 Report Week 5 Steps: Survey Open Apr. 3 – Apr. 7 Report Week 12 Survey Open May 22– May 26 Report Week 6 Steps: Survey Open Apr. 10 – Apr. 14 Report Week 13 Steps: Survey Open May 29– June 2 Report Week 7 Steps: Survey Open Apr. 17 – Apr. 21 Report Week 14 Steps: Survey Open June 3 – June 9 The step reporting links for Teams are: Report Week 1 Steps: Survey Open Mar. 6 – Mar. 10 Report Week 8 Steps: Survey Open Apr. 24 – Apr. 28 Report Week 2 Steps: Survey Open Mar. 13 – Mar. 17 Report Week 9 Survey Open May 1– May 5 Report Week 3 Steps: Survey Open Mar. 20 – Mar. 24 Report Week 10 Survey Open May 8– May 12 Report Week 4 Steps: Survey Open Mar. 27 – Mar. 31 Report Week 11 Steps: Survey Open May 15– May 19 Report Week 5 Survey Open Apr. 3 – Apr. 7 Report Week 12 Steps: Survey Open May 22– May 26 Report Week 6 Steps: Survey Open Apr. 10 – Apr. 14 Report Week 13 Steps: Survey Open May 29– June 2 Report Week 7 Steps: Survey Open Apr. 17 – Apr. 21 Report Week 14 Steps: Survey Open June 3 – June 9 I forgot to report my steps on time, what do I do? If you forget to report your steps on weeks 1, 2, etc, simply add those steps to your step total the following week. You must report week 14 steps within the given time frame (June 3 – 9, 2013) to receive credit in the final TCSIG Walk Across America results.
Contact: Ashley Cothron Phone: 800.212.6730 Spectrum’s FieldScout® TDR 350 Soil Moisture Meter is the Must-have Tool for Potato Farmers Aurora, IL, January 31, 2018: Spectrum Technologies, Inc., brings soil measurement technology to potato farmers with the FieldScout® TDR350. Spectrum uses real-time measurement technology to replace the traditional guesswork and intuition-based decision making for smarter results and healthier field output. Growing potatoes without precise knowledge of soil moisture can be challenging and brings on unnecessary risk. Additionally, soil compaction caused by machinery traffic is exacerbated in wet soil conditions. Root development is hampered by too much moisture and maximized only when regular tillage operations or field work take place in drier conditions. The TDR350 is a relevant tool every potato farmer can find useful and affordable, in working toward optimal soil management. “Historically, the potato farmer would grab a handful of soil or look at his boots to judge moisture level in the soil,” says Mike Thurow, President & CEO. “The TDR 350 provides farmers with an objective and consistent way to measure soil moisture, and to determine the best strategy for irrigation tillage, fertilizer application and planting operations.” TDR350’s ergonomic design allows potato farmers to easily and rapidly take measurements in various soil environments with increased accuracy to capture soil Volumetric Water Content (VWC), Electrical Conductivity (EC), and surface temperature. With integrated Bluetooth and internal GPS, no additional components are necessary for wireless connectivity. The large capacity data logger can record approximately 50,000 measurements with GPS coordinates. Data records can be saved to a USB stick, or sent via Bluetooth connection to a smartphone or tablet using the FieldScout® Pro Mobile App. Field readings are available in real-time by using the TDR350 in conjunction with the FieldScout® Pro Mobile App and SpecConnect. ### Spectrum Technologies was founded in 1987 and is headquartered in Aurora, Illinois, USA. Spectrum is a leader in providing advanced Agriculture, Horticulture, and Turf technologies to customers worldwide. Spectrum Technologies brands include: WatchDog®, FieldScout®, WaterScout®, DataScout®, LightScout®, TruFirm® and SpecConnect™. Spectrum has 24 AE50
Monday Tuesday Wednesday Thursday Friday Alabama 4th Grade Math Standards **See standards listed below for detailed descriptions. 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1, 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NBT1 4-NBT2 4-NBT3 4-NBT4 4-NBT5 4-MD1 4-MD2 4-AO2 4-NF3A Daily Lessons for the classroom Mtn. Math Perimeter and Perimeter of a square Page 277/278 And 279 Read Across America Summer Reading Kick off today all day! Review Perimeter and Review for test tomorrow. Test 15 *Metric Prefixes *Division *Metric Units of Measure *Solving Equations for n *Add, subtract, multiply fractions, *Decimals: *Mixed Decimals to Mixed Numbers *Basic Geometric lines and shape Mtn. Math More practice counting change and Field Day Homework/ Projects No Homework- Unless students are not finished with classwork No Homework No homework tonight. Wednesday is church and family night. No Homework- Unless students are not finished with classwork No Homework- Unless students are not finished with classwork 4th Grade Math Weekly Lesson Plans Semester 2, Quarter 4 Week 07 30-May 04, 2018 Grades: Tests 60% Quizzes 20% Speed Drills 10% Homework/Daily grades 10%
particular activity, and/or to the operations manager as soon as is practicable to ensure the safety of staff, volunteers and guests; obtain a Working With Children Certificate prior to commencing volunteering, and provide this information to the PFC operations manager on request. (Help is provided with getting a WWCC.); adhere to PFC’s Policies on Working with Children and Young People, Equal Opportunity, and Occupational Health and Safety where such Policies include Volunteers. (Policies will be provided to all volunteers upon registration.) Partake in training if required by PFC. I understand, and agree to comply with the terms outlined above. Signed: ___________________________________ Date: ____________ Name: ____________________________________Phone:_________________ Volunteer Registration If you would like to apply to be a volunteer with PFC, please provide the following information. Name: Address: Phone: Email: My expertise or work experience (optional): ___________________________________________________________________________ The area you are interested in assisting PFC (please indicate):
in the Driver Seat Nebraska Program Application Through generous funding from the Nebraska Office of Highway Safety and Drive Smart Nebraska partners, Teens in the Driver Seat program is available at no cost to Nebraska high schools. To be considered as one of the Teens in the Driver Seat sites for the 2016-2017 school year, we would like to know more about you and your interest in teen driver safety. Fill out the information needed below and answer the questions. Submit completed form to Jeanne Bietz at . Applications will be accepted until September 2, 2016. Selected schools will be notified by September 8, 2016. Applicant Information: Sponsor Name and Title: School Name and Student Organization: Street Address of School (including zip code): Email: Phone Number: Answer the following questions: Why are you interested in participating in Teens in the Driver Seat? What community partners (e.g. local police department, car dealer, insurance company) could you work with? What in-school support would you have? How do you see the program benefitting your school and community? Fill out the following statement: ____________________________________ (participating school) commits to working with Teens in the Driver Seat throughout the 2016-2017 school year. The following students and sponsor(s) commit to carrying out this project.
Discerns fact from opinion Compliant with legislation Thorough and relevant Contains up to date details Professionals should be confident that if the service user/provider were to view the record, it would be (a) evidence based (b) written in a professional and respectful manner (c) compliant with relevant legislation. This does not mean that alleged victims or suspects should be questioned in any detail. This record is an account of what was observed, disclosed or witnessed at the time and not an investigation. Investigation is the responsibility of the safeguarding professionals. The notes must be kept safe as it may be necessary to make records available as evidence and to disclose them in court. 10.7 Allegations Responding to disclosures You should follow the following guidelines when responding to a child or young person who is making a disclosure: • Assure them that you are taking them seriously • Listen carefully to what they are telling you, stay calm, get as clear a picture as you can, but avoid asking too many questions at this stage • Do not give promises of complete confidentiality • Explain that you have a duty to tell your manager or other designated person, and that their concerns may be shared with others who could have a part to play in protecting them • Reassure them that they will be involved in decisions about what will happen • Explain that you will try to take steps to protect them from further abuse or neglect • If they have specific communication provide support and information in a way that is most appropriate to them • Do not be judgemental or jump to conclusions
Presentation Titles Session Dates Increase Student Motivation with Universal Design in Mind Presenter: Rosadene Wednesday, January 9, 2019 8:00-9:00 am EST 1:00-2:00 pm EST Assess and Motivate: Student Portfolios and Self-Assessments in the EFL Classroom Presenter: Nina Kang Wednesday, January 23, 2019 8:00-9:00 am EST 1:00-2:00 pm EST Implementing Content-Based Language Instruction in your Classroom Presenter: Joe McVeigh Wednesday, February 6, 2019 8:00-9:00 am EST 1:00-2:00 pm EST Graphic Organizers to Promote Academic Language Production Presenter: Eric Wenniger Wednesday, February 20, 2019 8:00-9:00 am EST 1:00-2:00 pm EST Effective Grammar Teaching: Balancing Input and Output Presenter: Stephen Lemaich Wednesday, March 6, 2019 8:00-9:00 am EST 1:00-2:00 pm EST Communicative Grammar with Games for the Young Learner Presenter: Wendy Coulson Wednesday, March 20, 2019 8:00-9:00 am EDT* 1:00-2:00 pm EDT *U.S. time change occurs March 10.
Purpose: To share the vision, mission and strategic goals and accomplishments of TDSN. Food and drinks will be served. Send a special invitation (email/regular mail) to with previous sponsors, stakeholders and volunteers and potential funders. Staff August/September 2016 September 2016 Sent invitation Create a plan for recognizing volunteers and the top 10 funders; provide volunteers t-shirts. Board and Staff August/September 2016 September 2016 Recognition strategy Objective 3: Participate in up to 5 events annually to increase awareness and organizational support. Strategies Responsible Person(s) Beginning Date Completion Date Deliverables/Status Assess current annual events and determine return on investment (friend and fundraiser) and enhancements to increase profit if applicable; identify strategies for increased involvement in awareness events. Christmas Party and Picnic (use banners and media presentations to tell the TDSN story St. Patrick’s Day Parade (March – NDSD) March 21 (Down Syndrome World Day) Board and Staff Names TBD Kevin Griffin May 2016 September 2016 Established Work Group Identify strategies to increase board participation events and accountability among board members. Provide a sign up sheet during board members and make participation of events a standard board discussion. Board Names TBD May 2016 September 2016 Action plan for engagement Determine what larger events that connect with the national Down Syndrome organization could help to draw/attract the health care/broader community. Board Fall 2016 Fall 2016 1-2 potential larger event with which to participate/hold Goal Three, Contd. Objective 4: To identify a minimum of 5 number of advocacy opportunities annually to ensure representation and foster collaboration. Strategies Responsible Person(s) Beginning Date Completion Date Deliverable/Status Build relationships with NDSS National Down Syndrome Society and ECAC (provides professional advocates). Staff April 2016 Ongoing # of partnerships Refer individuals to advocate for IEP/pre-IEP and advocate for best practices. Staff July 2016 January 2017 # of Referrals Continue partnership with Special Ed. Advisory Council. Staff April 2016 Ongoing Partnership
SUNDAY, June 5, 2016 6:00 – 8:00 PM TSRC Catered Reception at Bear Creek Lodge by the outdoor pool (Family members and other TSRC guests welcomed free of charge) 7:00 – 8:00 PM Ice Breaker Exercise Monday, June 6, 2016 8:00 – 8:30 AM TSRC catered breakfast at school (participants only) 8:30 – 9:15 AM Welcome, Safety Moment, Goals, Objectives David Mayer, Anne Gunderson 9:15 – 9:45 AM Blogging and Reflection Anne Gunderson 9:45 – 10:45 AM “The Faces of Medical Errors…From Tears to Transparency: The Story of Lewis Blackman”
Checklist or Responsibilities for Graduate Students Appendix B: List of Courses Specifically Designed for childhood and Elementary Majors 50 THE CATHOLIC UNIVERSITY OF AMERICA TEACHER EDUCATION PROGRAMS Welcome to the teacher education program at The Catholic University of America (CUA). This Teacher Education Handbook is designed to provide information to all applicants interested in and candidates majoring in undergraduate early childhood education (Grades PreK-3rd), elementary education (Grades 1st-6th), secondary English, mathematics, and social studies education (Grades 7th-12th) as well as graduate secondary English, mathematics, and social studies education (Grades 7th-12th), early childhood special education (birth through 8), and special education (Grades K-12th) programs. This Teacher Education Handbook is intended to be a source of information regarding all aspects of CUA’s teacher education programs offered at the Department of Education including program philosophy, goals and objectives, conceptual framework, program requirements, field experience information, comprehensive exam and licensing requirements, and program resources. Additional information includes registration, advisement, and other essential information to ensure candidates’ success at The Catholic University of America. Each program is coordinated by the following professor: Program Coordinator E-mail Childhood Education Undergraduate Dr. Kathryn Bojczyk bojczyk@cua.edu Elementary Education Undergraduate Dr. Cave cave@cua.edu Secondary Education (English, Mathematics, Social Studies) Undergraduate & Graduate Dr. John Convey convey@cua.edu Early Childhood Special Education Graduate Dr. Carole Brown brownc@cua.edu This Teacher Education Handbook was written to supplement information in other official CUA publications, such as the Undergraduate Announcements, the Graduate Announcements, the CUA Student Handbook, and the Arts and Sciences Advising Handbook. All candidates are strongly encouraged to read
options. RECOMMENDED PROGRAM OF STUDIES –Undergraduate Early Childhood Program FALL SPRING SUMMER FIRST YEAR LANG 103 PHIL 201 Math ENG 101/105 U.S. History EDUC 101 (1cr.) - optional LANG 104 PHIL 202 Math Math/Science elective (PHYS 240 – spring only) Literature SECOND YEAR TRS PHIL (Area I or II)* EDUC 251/261/271 (1 or 2 of 3 courses) ENG 326 MUS 460 (fall only) TRS PHIL (Area I or II) EDUC 251/261/271 (1 or 2 of 3 courses) ANTH 101 or SOC 101 THIRD YEAR TRS 357A Courses below are offered in the Fall only EDUC 311 EDUC 312 EDUC 313 EDUC 341 (odd fall) EDUC 301 (1-credit practicum) Courses below are offered in the Spring only EDUC 320 EDUC 321 EDUC 323 EDUC 324 EDUC 381 EDUC 302 (1-credit practicum) FOURTH YEAR EDUC 401-403 (12-cr student teaching) EDUC 400 (1-cr Reflective Teaching Tutorial) BIO CHEM TRS Literature
Mental Imagery Exercises Help participants increase understanding, gain insight To address affective learning To stimulate thinking, imagination To replace role playing Observations Certain participants act out or demonstrate behaviors, tasks, or situations while others observe and give feedback To show the group how to perform a procedure or apply a skill or behavior To increase participants’ observation, critiquing, and feedback skills To demonstrate behavior modeling Role Plays Help participants practice skills used in interactions To practice newly acquired skill To experience what a particular situation feels like To provide feedback to participants about their behavior Simulations Recreate a process, event, or set of circumstances, usually complex, so that participants can experience and manipulate the situation without risk and then analyze what happened To integrate and apply a complex set of skills To elicit participants’ natural tendencies and provide feedback on those tendencies To provide a realistic, job-related experience Small Group Discussions opportunities for participants to express opinions, share ideas, solve problems, interact with others To generate ideas To find out what participants about a particular subject To increase level of participation To encourage group interaction and build group cohesiveness Task Exercises or Activities Allow participants to work with the content in small groups To practice and test participants’ understanding of a concept or process To promote collaboration To increase participants’ confidence in their ability to apply learning on the job Writing Help participants reflect on their understanding of concepts, information, ideas To provide for individual input Adapted from: Lawson, Karen. The Trainer’s Handbook. 2nd Ed. San Francisco: Pfeiffer,
Q6 - Satisfaction with the TD SRC Program Q6 – Overall Satisfaction 0 - Not Satisfied at All 1 2 3 4 5 6 7 8 9 10 - Completely Satisfied No Information Provided Overall, how satisfied were you with the TD SRC in 2018? Q7 - Staff Website Evaluation Q7 - Web Content for Library 0 - Not Satisfied at All 1 2 3 4 5 6 7 8 9 10 - Completely Satisfied Overall satisfaction with the website and web content for library staff Ease of navigation Q8 – LIBRARY STAFF WEBSITE: Identify the resources on the library staff website you used and give your level of satisfaction with them. Q8 - Resources for Library Staff Yes I Used This No I Did Not Use This If Used, Rate Level of Satisfaction (0 - Not Satisfied at All to 10 - Completely Satisfied) Recommended reads Images Activities Programs Staff news feed How to run a successful program Brand guidelines Promotional templates
Name(s): Cheryl Schaeffer and Elizabeth Dooley 7th Grade Life Science Standards: MS- LS3-2 Develop and use a models to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Criteria Level Below Expectations Approaching Expectations Meets Expectations Exceeds Expectations Components of a model- Students develop a model for a given phenomenon (involving the differences in genetic variation that arise from sexual and asexual reproduction). Does not make a model of the given phenomenon (Punnett square model). Produces an inaccurate model of given phenomenon (Punnett square models). Students produce an accurate model that correctly represents the given phenomenon (Punnett square model). Relationships – Students describe relationships between components (including the transfer of genetic information [Punnett Square], identify differences in offspring of a single parent (asexual reproduction) versus two Does not provide evidence to demonstrate the phenomenon. Provides appropriate, but insufficient evidence to support model. May include some inappropriate evidence. Model demonstrates but does not explain the transfer of genetic information of genes to offspring. Provides appropriate and sufficient evidence to support the model. Including ALL of the following: Model demonstrates and explains the transfer of genetic information of genes to offspring including probability. In addition to meeting the previous requirements, the student provides an example, refers to textual or verbal evidence, or makes an additional connection used to explain him/herself further.
parents (sexual reproduction). Connections – Student explains a causal account for why sexual and asexual reproduction result in different amounts of genetic variation in offspring relative to their parents. Does not provide explanation. Demonstrates knowledge of asexual and sexual reproduction by indicating that the parents provide the genetic material. Demonstrates knowledge of asexual and sexual reproduction by indicating that the parents provide the genetic material. Identify that new combinations of genes make the offspring chromosomes distinct from either parent. Identify that asexually reproduced offspring are complete copies of each single parent. In addition to meeting the previous requirements, the student provides an example, refers to textual or verbal evidence, or makes an additional connection used to explain him/herself further.
STUDENT LEARNING OBJECTIVE PROCESS GUIDE Teacher: Jay Berglund, Carol Kroetch, April Kelly School: Gettysburg High School, Kadoka High School, Onida High School Evaluator: STEP ONE: SLO DEVELOPMENT Prioritize Learning Content: Identify standards and content. What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and identify the specific source or trend data used. (1a) HSF.IF.4, HSF.IF.5, HSF.IF.7e, HSF.TF.5 Identify Student Population: Describe the context of the How many students are addressed by the SLO? Detail any characteristics or special learning circumstances of the class(es). (1b, 1c) Interval of Instruction: Specify the time frame in which growth with be measured. What is the time period in which student growth is expected to occur? Identify the length of the course or provide rationale for an time period that is less than the full length of the course. Full school year Pre-assess at beginning of year and post test at end of year. Analyze Data and Develop Baseline: Detail student understanding of the content at the beginning of the instructional period. Where are my students starting? Summarize student baseline performance and attach additional data if necessary. (1b, 1f)
Evaluator Signature: Date: STEP THREE: ONGOING COMMUNICATION Progress Update: Describe student progress toward the growth goal. Are your students on track toward meeting the growth goal? Specify the assessment used to track progress. (1f, 3d, 4b) Strategy Modification: If necessary, document changes in strategy. Does data suggest I need to adjust my instructional strategy? Describe how you plan to meet the goal. (1e, 4a) SLO Adjustment: If justified, describe changes to the SLO. Are there circumstances beyond the teacher’s control that will impact growth goal? If needed, attach a revised SLO. (1b, 4a) Teacher Signature: Date: Evaluator Signature: Date:
Language of the Program Q5 - In which language did you primarily conduct the TD SRC programs? Language Check One English French Bilingual Q6 - Satisfaction With the Program Q6 – Overall Satisfaction 0 - Not Satisfied At All 1 2 3 4 5 6 7 8 9 10 - Completely Satisfied No Information Provided Overall, how satisfied were you with the TD SRC in 2018? Q7 - Staff Website Evaluation You are reporting data for multiple service points/branches. Enter the number of libraries that gave each response on the 10-point scales below. If some service points did not supply information, enter that number under “No Information Provided.” Each row should total the number of service points you are reporting data for. Q7 - Web Content For Librarians Module 0 - Not Satisfied At All 1 2 3 4 5 6 7 8 9 10 - Completely Satisfied No Information Provided Overall satisfaction with the website and web content for librarians Ease of navigation
(Making Complaints at a Restaurant & Expressing Apologies Lesson) Customer 1: There is a hair in my food. Waiter: I’m sorry about that. I will get you a new dish. Customer 1: Thank you. Customer 2: My food is not cooked. Waiter: I’m very I will get you a new dish also. [10 minutes Waiter: Here you go; it’s on the house. Customer 1: Thanks! Customer 2: Thank you! Vocabulary Sheet (Hotel Lesson) Hotel Queen bed King bed Concierge Suite Front desk Room service
Questions to ask: - What type of room would you like? - How many nights? - you like a wake-up call? What time? - Would you like room service? Reservation Sheet (Hotel Lesson) The Beachside Hotel Room Types Number of Rooms Suite 3 King 5 7 * Three pools Guest Reservations Guest Name Room Type Number of Nights Wake-up call Room Service Kim Jinah 4 No Yes
Hangout / Get together Do you want to hangout? / Do you want to get together? What do you want to do? / should we meet? Let’s go shopping. Let’s go to the movies. Let’s go to the Let’s go to the park. Let’s go out to eat. Can I take you out? Let’s meet at the bus station at one o’clock. Fill in the Gap Worksheet (Making Plans Lesson) Instructions: Fill in the gaps below. George: Hi Barack! Barack: Hey George. George: Do you want to ___________________? Barack: Sure, what do you _____________________________? George: Let’s go _________________________________. Barack: Where should we meet? George: _________________________________________. Barack: What time? George: _____________________. Barack: Okay, __________________.
Ministry for the Environment Te Mana o Te Wai Fund Open contestable funding round Application Form [for office use only - unique Te Mana o Te Wai Reference Number] For office use only Te Mana o Te Wai (TMOTW) Fund application number TMOTW-XXX Applicant name Project name Total cost of project (exclusive of GST) $0.00 Amount requested from TMOTW Fund (exclusive of GST) $0.00
Potential risk Identify the potential risk to your project (for example, project not completed on time, unpredictable events such as weather, lack of resource commitment, time and cost estimates too optimistic, unexpected budget cuts, stakeholders changing requirements the project has started, risks to the industry or sector to which the organisation belongs). Level of risk Low, medium or high. Impact on project Describe the impact the risk would have on the project (for example, misunderstandings, duplication of work, incomplete work). Consequence on project Minor, moderate or severe. Strategy to mitigate Describe the process you will use to minimise and manage the risk (for example, project manager monitors functional roles to ensure enough time is allocated to complete each task/activity and the project as a whole).
Professional services and goods Professional services are calculated using the actual hourly rate usually charged by the professional $ Use/donation of equipment $ Community volunteer time Calculated at a rate of $30 per hour Specify total number of volunteers hours $ Total estimated number of volunteer hours per project hours Facilities provided $ Other $ Total estimated in-kind contribution $
Q8 – LIBRARY STAFF WEBSITE: Enter the number of libraries that used each resource below and the number that did not use the resource. Q8-A - Resources For Librarians Module # of Libraries that Used This Resource # of Libraries that DID NOT Use This Resource No Information Provided Recommended reads Images/illustrations Activities Programs Staff news feed How to run a successful program guidelines Promotional templates QD8-B - If any libraries in your system used the resources above, please enter the number of libraries who gave each satisfaction score for that resource on the 10-point scales below. Q8-B – Satisfaction With Resources For Librarians 0 - Not Satisfied At All 1 2 3 4 5 6 7 8 9 10 - Completely Satisfied No Information Provided Recommended reads Images/illustrations Activities Programs Staff news feed The ‘How to run a successful program’ section QD9 - Do you have any suggestions on how to improve any of the web resources for library staff?
Understand how to plan assessment Factors to consider when planning any assessment: The main responsibility for assessment The main responsibility with assessing learners will lie with the teacher (assessor) but both the awarding organisation and the assessment centre also have a responsibility to the learner. A teacher is advised to use all the templates and paperwork as provided by the awarding organisation. Sometimes this paperwork might confuse a learner if the assessment centre is not offering all of the options. A centre might prefer to standardise its own documents to meet the awarding organisations requirements. A teacher also needs to keep up to date with all changes within their own subject area, to ensure that the specifications from the awarding organisation have been met. The wording in assessments needs to be clear, understandable and written at the correct level for the subject being taught. It is vital that suitable language is used when wording assessments and a teacher should include some input on study skills to help the learner prepare for the assessment. Once a teacher has created any form of assessment they should make sure that it is clear, so that learners fully understand what is expected from them. A good way of doing this is for a teacher to get a colleague to check the instructions before using the assessment with their learners. Other considerations are to make sure that the advantages of the chosen method outweigh the disadvantages and that there is enough time for the assessment to take place (including the feedback). A variety of assessment methods should be used, as this will help to motivate and keep all learners engaged despite style of learning. A teacher needs to make sure that the learners are assessed across the whole syllabus. This responsibility might not solely lie with one teacher as different assessors may assess different parts of a course. Meetings with other teachers are vital to enable a teacher to plan key areas of assessment into their scheme of work. It is good practice to space assessments evenly throughout the course and to make sure that they are progressive. Formative assessments should be used to prepare learners for summative assessments.
Service response – “This matter has been raised with the Residential Care Service team… Quality improvement (and any relevant data) have been incorporated as a standing agenda item in those meetings.” Progress – SAMS sighted meeting minutes with the Quality Improvement Plan as a standing agenda item. Minutes indicate the plan was discussed at each staff meeting since at least December 2015. No further action required Finding 4 – Criteria 1.2.7.3 Two of five staff files sampled do not have a job description. Two of five staff files sampled do not have police checks. Action Ensure all staff have a job description on file. Ensure all staff have a police check completed. Service response –“These two human resource matters were raised with the Residential Care Service team immediately following the findings of our audit in 2013. … job descriptions have been incorporated into those staff members' files who did not already have a current and relevant job description… Te Toi Huarewa requested police checks on staff from the Ministry of Justice around the time of the audit. These have been received and are now on the relevant staff members' files.” Progress – The SAMS team sighted the documentation referred to by the service on staff files and copies of the new police check forms completed by new staff members that are in process. No further action required. Finding 5 – Criteria 1.3.5.2 Two of four residents experience seizures. The management of seizures is not addressed in the support Action Ensure all identified issues are addressed in the support plans. Service response – “The support plans have since been reviewed and amended by adding a section on seizures (which includes advice/information from Epilepsy NZ)…staff have received training on seizure management.” Progress – SAMS sighted reference to seizure support in the lifestyle (care) plans. The reader is directed to a special section in each person's file that is entitled “seizure/restraint”. Information about the individual's seizure history and management is noted in this section as well as information provided by Epilepsy NZ and seizure recording charts. No further action required. There were two corrective actions that require further review: Finding 1 – Criteria 1.1.10.4 Obtain signed home agreements from all whānau.
End date Maintenance Organisation* (Name and EASA approval nr) Location OJT Programme Logbook Filling Instructions ID Description/ Remarks ID - Task progressive identification number. This field is pre-filled ATA - ATA Chapter identification. This field is pre-filled Subject - Subject identification as per Appendix II to AMCs of Part 66 (Aircraft type practical experience and On-the-Job Training List of Tasks). M/O M Mandatory tasks. This field is pre-filled At least 50% of the tasks contained in Appendix II to AMC to Part 66, which are relevant to the particular aircraft type, shall be identified/ included as “mandatory tasks” in the practical training logbook O Optional tasks. This field is pre-filled Additional optional are recommended to be completed based on the availability of the aircraft/related maintenance activity. The decision to perform or not these optional tasks is at the discretion of the Part 145 AMO delivering the OJT (i.e. Quality Manager, Supervisor, assessor) Reference - Maintenance data task description and identification number (i.e. AMM ATA-Sub-Task). This field is pre-filled ET (min) - Estimated time (in minutes) to accomplish the task. This field is pre-filled A/C Reg. - A/C registration marks. To be filled by the trainee The aircraft registration correspond to the same aircraft type for which the OJT is conducted. The engine difference be also considered when performing maintenance tasks applicable to the engine. For example, a B1 category practical training on A320(CFM56) may be performed on a A320(V2500) aircraft when related to OJT tasks on the landing gear, but necessarily on A320(CFM56) when related to OJT tasks on the engine. Date - Date when the specific task is carried out. To be filled by the trainee Operation performed - This filed is used to provide detailed reference to the task carried out. To be filled by the trainee
assessment of the OJT This is to certify that Mrs./Mr. ………(Trainee`s name SURNAME)…………..: has completed the ………..( aircraft type and category)…….On-the-Job Training as evidenced in the enclosed logbook (compliance report signed by the Organisation providing the training); has been assessed on the following tasks and successfully passed the practical assessment demonstrating appropriate knowledge and skills: ID ATA Subject Reference A/C Reg Date Operation performed Trainee’s signature Practical Assessor’s signature This table is intended to be hand written. The number, type and content of task used for the assessment is solely under the discretion of the practical assessor. Remarks: This remark is intended to leave the practical assessor the possibility to enter additional comments regarding the trainee`s knowledge and skills. The completion of this field is optional ……………………………………….. Place ……………………………………….. Date ……………………………………….. Practical Assessor`s signature (conducting the final assessment)
Action 2 – [provide name] Repeat the structure from Action 1 … Proposed ranking Note: regular update are not mentioned in this table. They have to be mentioned later in the report. EXAMPLE: An indicative priority order based upon the cost effectiveness can be found below: PIA score Driver Level Cost priority type A5 Action 5 Rotorcraft Equipment, Systems and Installations Safety Requirements 5 5 Yes A2-3 Action 3 Rotorcraft Occupant Protection Safety 2 to 3 2 to 3 Yes A2 Action 6 Human Factors assessment of Helicopter Cockpits Safety 2 2 Yes A1.5 Action 2 Rotorcraft Hoists Safety risk Safety 3 1.5 Yes A1.5 Action 4 Rotorcraft VHM Safety 3 1.5 Yes B1.5 Action 1 Terrain Awareness Warning System for Helicopters Safety 1.5 to 3 0.5 to 1.5 No B1.2 Action 7 Rotorcraft Fly by Wire requirements 6 1.2 No The prioritisation for factors such as safety improvement or ease of implementation may result in a different order and will need to be considered when scheduling the rulemaking programme. What are the actions discarded? [Indicate the discarded actions or if some actions have been limited to a specific type of operations and explain shortly the reason]. … it
INCOMING DELIVERY LABEL DELIVERY ADDRESS Pavilion 2, 3/4 ASB Showgrounds 217 Greenlane West Epsom EXHIBITOR NAME Travel Expo Feb 2018 BOOTH # EVENT DATE Sat 10 Feb + Sun 11 Feb CONSIGNMENT # CONTACT (Name and Number) BOX # OF COURIERS PLEASE NOTE: Deliveries must be made between 9am and 5pm on Friday 9 Feb. Courier items will not be accepted outside of this time/date. Enter via Gate 2 and then go to the rear of the pavilion where the event organiser will sign for the delivery. Event Organiser: Jessica Ellis 021826513
TeachingExcellenceandAchievement Program (TEA)ApplicationforInternationalTeachers PROGRAMOVERVIEW schoolwhereparticipantsworkclosely ABOUT THE BUREAU OFEDUCATIONALANDCULTURAL AFFAIRS,U.S.DEPARTMENT OFSTATE ABOUTIREX globally.We enablelocalindividualsandinstitutions tobuildkeyelementsof a vibrantsociety:andTostrengthenthesesectors,ourprogramactivitiesalsoincludeand United States – India Educational Foundation (USIEF) The United States – India Educational Foundation (USIEF) was established in 1950 to promote mutual understanding between the citizens of India and of the U.S. through educational exchange of outstanding scholars, professionals and students. USIEF fosters research, lecture and study primarily through fellowships for Indian and U.S. citizens; educational advising for Indians interested in study opportunities in the U.S.; and dialogue among its alumni and their communities. ELIGIBILITY REQUIREMENTS Applicantsmust:
11.SchoolInformation: Isyourschoolinanurbanorruralarea? Isyourschoolgovernment-runorprivate? □ Urban □ Government-run □ Rural □ Private Total number of students at the school: Totalnumber of full-time teachers at the school: Totalnumber of part-time teachers at the school: Gradelevels at the school: Agerange of students: Averagenumberofstudentsperclass: Inlessthan200words,pleasetellusbrieflyabout yourschoolandthecommunityitserves:Whoarethestudents?Whatdotheydowhentheyleaveschoolorcompletetheirstudiesat yourschool?Whatkindofwork dotheirparentsdo?Pleasebrieflyshareanyotherimportantinformationabouttheschoolcommunityhere. Haveyoueverbeenconvictedof acrime? □Yes □No
WeeklySchedule: School Name Day of the Week Time of Day Length of Class/Responsibility (in minutes) Subject Grade Level Number of Students in the Class Age of Students Sample Schedule Monday 9:00 – 9:45 am 45 minutes/ Teacher Geography Level 9 55 students 14 – 15 years Sample Schedule Monday 10:00 – 10:55 am 55 minutes/ Teacher Civics Level 10 55 students 16 – 17 years Sample Schedule Monday 1:00 – 1:45 pm 45 minutes/Teacher History Level 10 55 students 16 – 17 years Sample Schedule Monday 2:00 – 3:00 pm 60 minutes/ grading Prep Sample Schedule Tuesday 8:30 – 9:25 am 55 minutes/ Teacher Civics Level 10 55 students 16 – 17 years Pleaseprovideasampleofyourweeklyschedule.Thisshouldincludeallclasses youarecurrentlyteachingincludingplanningandpreptime,aswellasadditionalresponsibilitiesoutsideofteaching.If youteachinmorethanoneschool,pleaseindicatetheschoolname.Asampleisprovidedabove. YourSchedule: School Name Dayof Time of Day Length (in minutes) Subject Number of Age of Students
Tea Party Introduction Find someone in the room. Introduce yourself by saying your name, what school you’re from, the number of years you’ve been teaching, and a current hobby you have. Ask the question below. After your partner guesses, share the answer. Find someone new and repeat the process. Question: Is kindergarten mandatory in Nevada? Answer: State law requires that a child must attend a state-approved kindergarten program or take a developmental assessment test to enter first grade. (CCSD Fast Facts 2010-2011) Tea Party Introductions Find someone in the room. Introduce yourself by saying your name, what school you’re from, the number of years you’ve been teaching, and a current hobby you have. Ask the question below. After your partner guesses, share the answer. Find someone new and repeat the process. Question: How many families took advantage of the open enrollment for the 2011-2012 school year? Answer: As of the Jan. 7 application deadline there were 1,200 applicants, including 364 from elementary schools, 401 from middle schools, and 435 from high schools. Open enrollment enticed 90 new students to the district from private or home schools. Lotteries were needed at three schools where demand exceeded capacity. They were Greenspun Junior High, Leavitt Middle School, and Lummis Elementary School. (LVRJ 1-21-11)
Safety Concerns: In some programs this may be a issue. For example, “No student will be allowed in the safety lab without safety glasses.” General statements such as, “Items that may be harmful to one’s self or others should not be brought to class.” Library/ Learning Resources: Since the development of the total person is part of our mission, assignments in the library and/or the Learning Resources Center should be included to assist students in enhancing skills and in using resources. Students should be encouraged to use the library for reading enjoyment as part of lifelong learning. Expanded Course Outline:
Research Analysis Assignment Rubric Total Points Possible: 30 (weighted as 10% of final grade) Required Element Exemplary Adequate Emergent Not Included Citation in APA Format Complete; accurate 3 Complete; mostly accurate 2 Incomplete and/or not APA style 1 Missing 0 Bibliographic summary of article Thorough; explanatory 6 Thorough; some explanation 4 Partial and/or unclear 2 Missing 0 Research problem(s) Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Research setting Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Research investigators Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Research methods Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Generalizability Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Research purposes Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0 Peer Review Process (Author review of peer review) Thorough; explanatory 3 Thorough; some explanation 2 Partial and/or unclear 1 Missing 0
Levers of Change: A possible combination LEVELS OF THE PROBLEM / ACTORS FROM SOLUTION LANDSCAPE GOVERNMENT EDUCATIONAL SECTOR SECTOR PRIVATE SECTOR INDIVIDUAL AND HOUSEHOLD National campaigns to change gender sociocultural Workshops with parents and teachers to rethink expectations and gender bias on STEM-subjects Work with parents to eradicate gender stereotypes. Example: Short videos, children’s books where girls are into science and math, science camps and clubs for girls. Rethink advertising that presents gender stereotypes SCHOOL Work with teachers to work on interactions, expectations and gender bias to enhance girls performance on math. Create networks of mentoring between students and STEM undergraduates Teacher Training with gender perspective for school teachers and undergraduates preparing to be teachers, with concrete tools, adapting to the tight schedules of teachers. Partnerships to fund initiatives related to girls in STEM HIGHER EDUCATION Evaluate new mechanisms for STEM courses admissions. More universities apply quotas for women in STEM courses. Create networks of mentoring between graduates and women in science Connect with outstanding graduate from STEM courses. Improve recruitment mechanisms and consider quotas. LABOUR MARKET Legal frameworks to improve family and work conciliation Coordinate networking events as technology and STEM All solution actors for all levels of the problem: Partnerships and funding; knowledge creation and sharing on how to improve lack of gender diversity in STEM careers.