zilongwang/ReadingBank huggingface dataset:
19. For adults, the maximum safe water temperature in a spa is 104°F. The water temperature in Bill’s spa is 102°F. The temperature is increased by x°F. Write and solve an inequality to show the values of x for which the water temperature is still safe. 20. The maximum load for a certain elevator is 2000 pounds. The total weight of the passengers on the elevator is 1400 pounds. A delivery man who weighs 243 pounds enters the elevator with a crate of weight w. Write and solve an inequality to show the values of w that will not exceed the weight limit of the elevator. 21. A local restaurant will deliver food to your house if the purchase amount of your order is at least $25.00. The total for part of your order is $17.95. Write and solve an inequality to determine how much more you must spend for the restaurant to deliver your order. 22. The gas tank in Mindy’s car holds at most 15 gallons. She has already filled the tank with 7 gallons of gas. She will continue to fill the tank with g gallons more. Write and solve an inequality that shows all values of g that Mindy can add to the car’s tank. Write an inequality to represent each statement. 23. A number n increased by 6 is less than or equal to 4. 24. A number r decreased by 13 is at most 15. 25. At the Seattle Mariners baseball team’s home games, there are 45,611 seats in the four areas listed in the table. Suppose all the suite level and club levels seats during a game are filled. Write and solve an inequality to determine how many people p could be sitting in the other types of seats. 26. Describe and correct the error.
Algebra IA Name _________________________________ 3.5 Worksheet Date ___________________ Hour ______ Scatter Plots and Trend Lines 1. How is a scatter plot that shows no correlation different from a scatter plot that shows a negative correlation. 2. Does a trend line always pass through every point on a scatter plot? Explain. I can create scatter plots. 3. Graph a scatter plot using the given data. I can determine the correlation of a scatter plot. Describe the correlation illustrated by each scatter plot. 4. 5. I can determine the correlation of a given situation. Identify the correlation you would expect to see between each pair of data sets. Explain. 6. the volume of water poured into a container and the amount of empty space left in the container 7. the outside temperature and the number of people at the beach 8. the speed of a runner and the distance she can cover in 10 minutes 9. the average temperature in a city and the number of speeding tickets given in the city
Dueling Discounts Which Coupon Should I Use? Write down ALL of your ideas and thoughts about this question. This should be completed individually. Finance – Discounts and Taxes You will be purchasing ALL 9 items below. Save the most money possible using your 5 coupons. ONE - $20 off (Valid on all items) Item applied to: Amount saved: TWO - 20% off (Valid on all items) Item applied to: Amount saved: THREE - Buy 1, get 1 at 50% (50% off applied to the lower priced item) Items applied to: Amount saved:
several cases, because of the lack of security, and the unwillingness of the liability underwriters to pay, the salvors had to negotiate settlements substantially less than that properly found to be their due by a Lloyd’s Form arbitrator. There were and are, considerable practical problems in applying the mechanics of assessing expenses as defined in Article 14.3. While the judicial guidance given in The Nagasaki Spirit, said this assessment “is largely an accounting exercise”, it is undoubtedly a major exercise. One which is both time-consuming and expensive and there are still many uncertainties and unsettled issues on many relevant points. A proper assessment invariably requires an examination of the entire accounts of the contractor, not only in respect of the salvage equipment actually used in the salvage operation, but also of all the other equipment available for use, as well as his administrative costs. To comply with the provisions of the Convention it is necessary to consider the active and inactive periods of each one of the contractor’s main salvage units and to apportion the overall direct and indirect expenses of the contractor among each of those units, before making a judgment as to how much should form part of a special compensation assessment. The position is compounded when there is a joint salvage operation between two or more professional companies. The assessment of special compensation, even in standard cases, takes a considerable time, will nearly always involve lawyers and frequently accountants. As a result, it is very time-consuming, expensive and leaves the parties in complete uncertainty as to how much is due, until many months, sometimes years, after the services have been completed. Finally, the insurers felt they were insufficiently advised of salvage operations until well after the event by which time it was too late for any effective input on their part. All of the above problems with Articles 13 and 14 of the Salvage Convention are still potential problems when interpreting the law of all the 60 countries that have adopted the Convention.However, about one third of all of today's salvage operations, are undertaken under the standard form of salvage contract Lloyds Open Form (LOF) which has taken steps to ameliorate the position by the introduction of the SCOPIC clause. Whilst this clause is an entirely voluntary and only applicable to an LOF contract, it is worth examining for it has provided a partial solution to the problems
Time Activity Details Slides Resources 09:30 Registration & Coffee Give out post-its to capture people’s questions Place welcome cards and a pen for everyone on the desk 1 Post-its 09:45 Welcome & House Keeping Reminder of plan/aims for the day Any support needs? No need to note-take House Rules (fire, smoking, drinks, toilets, mobile phones) 2-3 09:55 Names & Icebreaker Introduce a neighbour? Describe a favourite walk? Human Bingo? Name labels? 4 Handout Labels? 10:05 Intro to WfH The vision An overview of the programme 5,6 10:15 What is a Health Walk? (as opposed to a leisure walk) Write a list of words or phrases (small groups) Accreditation 7,8 Flip Chart 10:30 Intro to WfH (2) The partnership Who the team are Local information 9-12 10:45 Physical Activity Why are we promoting physical activity? 23.5 hours video (discuss) Quiz (key messages) 15-16 Video/Wifi Quiz 11:10 BREAK 11:20 Why Walking? Motivations and Barriers Barrier Tennis? (Link barriers to benefits, use the knowledge that’s in the rooms) Inclusion Case Studies (one per group) 17-18 Case Studies 11:50 Qualities of a walk leader Draw an ideal walk leader (Practical and human sides) Check word ‘ideal’; team of skills! 19 Flip Chart Pens Selotape Blue-tac 12:05 Walk Leader Role BEFORE, START, DURING, AFTER (match) What is your key role? (motivating, and creating a happy and safe walk) (Manage any fear re: number of roles, practice ‘at the start’ if possible) 20 Slips of paper Headings 12:30 LUNCH (complete WRF) WRFs
Performance Benchmark Grades 8-9 for all students who continue to study the same language throughout elementary school; grades 9-10 for students who switch language in middle school; grades 11-12 for students who switch languages in high school Linguistic: The language learner understands and communicates at the sentence level and can use simple sentences to: Handle simple transactions related to everyday life Express needs. Give reasons. Express an opinion and preference. Request and suggest. Cultural: The Intermediate-Low Cultural Content Statements remain the same for all the strands. 7.1.IL.C.1 Use knowledge about cultural and cultural to create a on targeted themes to be shared with a target language audience. 7.1.IL.C.2 Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports. 7.1.IL.C.3 Use language creatively to respond in writing to a variety of oral or visual prompts. 7.1.IL.C.4 Compare and contrast age- and level-appropriate orally and in writing. 7.1.IL.C.5 Explain the cultural associated with a few cultural and cultural practices from the target culture (s) and one’s own culture. 7.1.IL.C.6 Summarize requirements for professions/careers that require proficiency in a language other than English based on exploration of the . Links: Advanced-Low Level Learners: Students communicate using paragraph-level discourse to handle complicated situations on a wide-range of topics Career Clusters: Postsecondary education and career pathways. Cultural Content: Content that is reinforced or enhanced through the language studied. It is appropriate for cultural content introduced at earlier proficiency levels to be reintroduced with increasing depth and sophistication at higher levels of proficiency. Cultural Perspectives: Popular beliefs, commonly held values, folk ideas, shared values, and assumptions widely held by members of a culture. The perspectives of a culture sanction the cultural practices and create a need for the products. The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?”
Invitations to any public meetings must be bilingual and specify that people can use Welsh Public events (Standards 35-38, 87) Public events such as festivals should use bilingual publicity material, signage and PA announcements, this applies if we provide over 50% of the funding. Welsh should be used first (after 30 Sept). Any publicity or advertising material should also be available in Welsh e.g. promotional films The relatively low numbers of Welsh speakers in the area may make it difficult to attract bilingual announcers – especially where volunteers are used. Ensure that events teams are fully aware of the requirements of the Act. Events staff have attended the bespoke training sessions and are aware of the requirements Papers for council business (Standard 41) Agendas and minutes of any council meetings available to the public should be bilingual The original standard suggests reports presented to meetings should also be bi-lingual. However MCC has requested and received an exemption to this. Potential delays in despatch of agendas. Ensure that minutes are an accurate and concise record of the meeting to minimise translation costs All agendas for Cabinet, Council and Scrutiny Committees are produced bilingually at the same time as the English version of the agenda. This process is facilitated and monitored by the WLO in collaboration with the Democratic Services Manager. Licensing (Standard 42) Any licenses or certificates must be bilingual Ensure that all licenses are bilingual when new ones are issued Licensing Department are compliant with everything in place. Planning notices are all bilingual – on lamp posts and in the local press. This is monitored by the WLO Documents (Standards 43 – 50B) Any brochures or leaflets providing public information should be published in Welsh including rules; all forms should be bilingual; press releases should be issued in Welsh at the same time as the English. We are likely to experience delays translating forms received in Welsh where staff are not Welsh speakers. Our current translation service is not instantaneous resulting in potential delays to the Where we produce separate versions of a document the English version should state that it is also available in Welsh. The Web Officer and the Welsh Language Officer work closely to monitor that corresponding pages are present the website and chase up individuals if there are any anomalies.
Please note: if faculty member’s work changes significantly, a revised workload must be completed, signed, and copied to the Provost’s Office. Academic Year: Date: Revised: Term: ☐Fall ☐Spring ☐Alternate AY (define period) Name: College/School: Rank: (e.g. Associate Professor of Chemistry) Department: Please Check: ☐ 9 month contract (30 workload units) Contract length is contingent upon approval by dean, director or designee and availability of funding. 9 month contract +1 month additional (33 workload units) 9 month contract +2 months additional (37 workload units) 9 month contract +3 months additional (40 workload units) 0-3 months additional/Summer assignment Overload Teaching Activity Instruction in regular academic courses (Note the semester for each course) Fall Semester Course # Title Credits Semester Total Spring Semester Course # Title Credits Semester Total Other instructional activities Revised 2/27/2018 Teaching Activity Workload Credits: UNAC Workload Page 1 of 3
Book Gordon, Bob, and Maggie Gordon. The complete guide to digital graphic design. New ed. London: Thames & Hudson, 2005. Print. Quotations: The Complete Guide to Dig (pp. 47) Internet Document Hjelle, Ann. Proj 13 – Illustrator Poster | Annhjelle's Blog on WordPress.com. Web. 1 Feb. 2015. <https://annhjelle.wordpress.com/assignments-2/proj-12a-illustator-poster/>. Abstract: POSTER PROJECT Sketchbook and Print Project Using Adobe Illustrator ASSIGNMENT OVERVIEW: WHAT IS A POSTER? A poster is a two-dimensional, single-page format used to display information and to promote people, causes, places, products, companies, services, or organizations. Most posters are meant to be hung in public places and to be seen from a distance.… Quotations: Each category of type alignment has its own … Each category of type alignment has its own strengths and weaknesses: alignment[1] Internet Document Jones, Anthony. Typography 101 – Alignment 2015. Web. 2 Feb. 2015. <http://blog.anthonyjones.biz/2009/01/typography-101-alignment/>. Abstract: Text alignment is relatively straight-forward a principle. After all the playing around with the alignment buttons in your favourite desktop publishing program Quotations: Text alignment is relatively straight-forward a principle. There are generally five options when aligning text; flush left, flush right, centred, justified and freeform. Text alignment is relatively straight-forward a principle. After all the playing around with the alignment buttons in your favourite desktop publishing program however, there are some things that we should be informed on before we make a final choice on how to align a paragraph of text.
Week 2 Attire 2018 Senior Leader Orientation Course (SLOC) DATE Event(s) Attire Sun, 29 July BMT Visit SLOC Presentations Military: ABUs SES: Business Casual Dinner Reception ALL: Casual (No Jacket/Open Collar) Mon, 30 July SLOC Presentations Military: ABUs SES: Business Casual Dinner Reception ALL: Business Casual Tues, 31 July SLOC Presentations Military: ABUs SES: Business Casual Dinner - Riverwalk ALL: Casual Wed, 01 August SLOC Presentations Military: ABUs SES: Business Casual Dinner - Ranch ALL: Casual Thurs, 02 August SLOC Presentations Military: ABUs SES: Business Casual Dinner – On Own ALL: Casual Fri, 03 August BMT Graduation Military: ABUs SES: Business Casual
Technical Sub-Committee The Church Building Committee has a Technical Sub-Committee which is made up of two Civil Engineers, a Property Consultant and an Architect. The sub-committee advises and supervises technical issues on the project. The Future of the Committee The current Church Building Committee is expected to metamorphosize into a Project Committee which will oversee all the projects that the Church will be embarking upon in the future and managing same on completion. WHAT IS USHERING IN THE CHURCH? It is about service in the House of God (the Church), ushers are the ultimate servants in the church, their main responsibility is to take care of the needs of their fellow brothers and sisters in Christ Jesus as well as any guest and visitors present on any day. As results, ushering is one of the most important services a Christian can perform in service to God and man. W.L.C.C USHER Word of Life Christian Centre is a family made up of various groups including the USHERING department which is headed by TheophilusNiiTackieWelbeck. The department has a membership of sixteen people made up of both elderly and young men and women. The ushering department has a close working relation with all the departments in the church especially the protocol team and the car park attendants. USHERS DUETIES Greeters: the most important duty of an usher is to bid a warm welcome to those coming to the church at the entrance especially to new comers and visitors. Assist visitors and members to their seats Taking of offertory and tithes
21-FEB-2017 8:00 1.0 OPENING COMMENTS (daily) 8:15 2.0 AUDITOR CONFERENCE t 9:15 3.0 AUDITOR EFFECTIVENESS – 1:00 LUNCH BREAK 1:00 1.0 OPENING COMMENTS (daily) 1:10 3.0 AUDITOR EFFECTIVENESS (CONT.) 3:00 4.0 SUPPLIER ADVISORIES 3:30 5.0 STAFF ENGINEER DELEGATION 4:00 6.0 OP 1110 FAILURE CRITERIA – REVIEW OF RAW DATA 4:30 7.0 NEW BUSINESS (CLOSED) 7.1 New Closed Business items that have arisen after agenda development 5:00 ADJOURNMENT 5:00 – 6:30 Supplier Support Committee Meeting - All suppliers are encouraged to attend. WEDNESDAY, 22-FEB-2017 8:00 1.0 Opening Comments (daily) 8:45 8.0 Review Membership Status 9:15 9.0 Supplier Support Committee (SSC) Report 9:30 10.0 NMC Metrics 9:45 11.0 Specification Changes 10:30 12.0 Review of OP 1110 Failure Criteria 10:50 13.0 Annual Review of Top 10 NCRs 11:20 14.0 Diffusion Welding – 1:00 Lunch Break 1:00 1.0 Opening Comments (daily) 1:10 15.0 Additive Manufacture 2:15 16.0 Laboratory Evaluations 3:00 17.0 Annual Review of FAQ 3:30 18.0 Review of Supplemental Checklist question 4:15 19.0 Create NMC Feedback Chart 4:45 ADJOURNMENT 5:00 – 7:00 NMC Planning & Ops Meeting – Task Group Chairs & Staff Engineers are required to attend. THURSDAY, 22-FEB-2017 8:00 – 10:00 Nadcap Management Council Meeting – All members are encouraged to attend this informative and important meeting. 10:15 1.0 Opening Comments (daily) 10:30 20.0 NMC Meeting Report 10:45 21.0 Forum for Supplier Issues 11:15 22.0 Task Group Leadership succession 11:45 23.0 Auditor Advisories – 1:00 Lunch Break 1:00 1.0 Opening Comments (daily) 1:10 24.0 Checklist Items 3:45 25.0 New Business Items 4:15 26.0 June 2017 Agenda 4:30 27.0 Review of Action Items 4:45 28.0 Review of Meeting Effectiveness 4:55 29.0 Next Meeting 5:00 ADJOURNMENT
The grant selection process Firstly we will assess your application against the eligibility criteria. Only eligible applications will move to the next stage. Eligible applications will be considered through an open competitive grant process. We will then assess your application against the criteria set out below and against other applications. Your application will be considered on its merits, based on: how well it meets the criteria how it compares to other applications, and whether it provides value for money. The assessment criteria You will need to address all the following assessment criteria in your application. We will judge your application based on the weighting given to each criterion. The amount of detail and supporting evidence you provide in your application should be relative to the project size, complexity and grant amount requested. The application form includes word limits. Criterion 1: How will the grant activity contribute to the outcomes under the priority areas of the grant opportunity (Women’s Workforce Participation and Women’s Safety)? In providing a response to this criterion you must include, but are not limited to: a description of the activity, key milestones and timeframes and provide information which demonstrates how well the project aligns with listed outcomes for this grant opportunity. an outline of your activity’s intended outcomes and performance indicators/measures of success. Criterion 2: What is the need for the grant activity in the locations/demographic proposed or how does the proposed grant activity address a specific need? In providing a response to this criterion you must include, but are not limited to: the need for the activity evidence there is community/sector/demographic support for the activity (if applicable) evidence the proposed project is unique/innovative (i.e. it is not duplicative of other activities delivered by your entity or other entities in the policy area) or how it builds on existing activities how the activity will have a national impact/reach or is scalable to have a national impact/reach.
Principles 2.1. Feedback should be timely and respond to the needs of the individual student so that they can actively engage with the feedback; 2.2. A dialogue, both verbal and written, should be created between teacher and student. When marked books are returned to students it is essential to allow time for students to read the comments and engage with the feedback; 2.3. Where appropriate students should be encouraged to assess their own work against the learning objectives and success criteria; 2.4. Peer and self feedback is a valuable tool for learning that should occur regularly, but it needs to be well structured by the teacher. Type and frequency of verbal feedback 3.1. This is the most frequent form of feedback; 3.2. It has immediacy and relevance as it leads to direct student action; 3.3. Verbal feedback may well be directed to individuals or groups of students; these may or may not be formally planned. Type and frequency of written feedback 4.1. There are two types of written feedback: detailed and maintenance; 4.2. The frequency of each type of written feedback will vary between departments and key stages; agreed minimums should be clear in the marking policies of each departmental area (see appendices for further information); 4.3. Some departments that are more practical may well not have detailed written feedback; 4.4. Detailed feedback will clearly identify the strengths and areas for improvement that students will then act upon 4.5. Maintenance marking may identify specific issues such as key words, literacy and presentation issues; students should act upon these.
Third Grade Fourth Grade Fifth Grade 1 three ring pencil pouch (no boxes) 5 three ring plastic folders 3 packs wide ruled notebook paper 6 composition notebooks (no spiral) 4 packs of 24 count #2 pencils 1 pack of cap erasers 1 pair of scissors 6 glue sticks 1 ruler 1 pack of 100 index cards 2 boxes of 24 count crayons 1 pack of colored pencils 1 pack of colored markers 2 reams of white copy paper 3 boxes of tissue 3 rolls of paper towels 3 bottles of hand sanitizer 1 bottle of hand soap 2 containers of disinfecting wipes Ziploc bags (boys-gallon size, girls-quart size and All-sandwich size) 2 yellow highlighters 1 Flash drive 1 pair of headphones for individual use 2 Expo black dry erase markers 6 composition books (NOT spiral notebooks) 5 sturdy, plastic folders with pockets and prongs 1 pack of dividers 1 pack of plastic sheet protectors 1 large pair of headphones (2 small pair of earbuds) 3 hole pencil pouch for binder Pencils 1 pack of blue or black erasable pens Cap erasers Crayons Colored pencils Glue Sticks 1 pair of scissors 2 3-inch, 3 ring binders Ruler/Protractor Class Community List: Hand sanitizer and hand soap Computer screen wipes Tissue & Paper towels Ziploc Bags(gallon, quart & snack size) Disinfecting wipes loose leaf notebook paper Copy paper 1 pack of colored dry erase markers Please label these items with your child’s name: 1 Case It/Trapper Keeper Notebook with a strap and zips 4 spiral notebooks 1 zipped pencil case 1 Flash drive 1 pair of ear buds Requested items for the classroom (for common use): 4 glue sticks 48 #2 pencils 3 boxes of 24 crayons 1 pack of markers 1 box of colored pencils 1 pair of scissors 1 ruler 5 plastic folders with pockets 2 rolls of scotch tape 6 packs of loose leaf notebook paper 1 pack dry erase markers (4 pack) Ziploc bags (Gallon size-Boys and quart size-Girls) 4 highlighters 2 boxes of Kleenex 2 bottles of hand sanitizer 2 rolls of paper towels 2 containers of disinfecting wipes 1 can of Lysol disinfectant spray
facility (including temporary or respite care) No Unknown Shops and shopping complexes (cooling water systems) Yes No Unknown Clubs, cinemas, hospitals (as a visitor), hotels, conference facilities (cooling water systems) Yes No Unknown Pools/aquatic centres, spas (including home spas), water parks Yes No Unknown Water fountains or sprinklers (including overhead misting sprinkler systems) Yes No Unknown Car/truck wash Yes No Unknown Dental treatment Yes No Unknown Humidifier, nebulisers or other respiratory devices Yes No Unknown Other – consider CBD, industrial/building sites, sporting venues , aquariums, water misters Yes No Unknown TRAVEL DETAILS: (include any travel within exposure period) Travel history If Yes to any travel, please provide details below Dates travelled Country/State visited Places visited (e.g. hotels stayed) Domestic (within ) Yes No Unknown Overseas Yes No Unknown EXPOSURES FOR L. longbeachae GARDENING EXPOSURES: (include all exposures within the exposure period)
Exposure source Exposure history If Yes, please provide details below Name of place or brand, address/location and relevant dates General gardening activities Yes No Unknown Washed hands routinely after gardening activities Yes No Unknown Use potting mix or landscaping materials Yes No Unknown Prior knowledge of risks from potting mix or landscaping materials Yes No Unknown Wore gloves Yes No Unknown Wore mask Yes No Unknown Watered hanging baskets Yes No Unknown Visited a plant nursery/gardening centre/landscaping centre Yes No Unknown PLACE ACQUIRED: Within the state Other Australian state/territory – specify Other country – specify ………………………………………. Unknown ENVIRONMENTAL ASSESSMENT: Was an environmental assessment undertaken? Yes No Unknown If Yes, Date commenced: ......../......../........ Details: ADDITIONAL COMMENTS:
leadership in LEPs operation with additional board members and greater independence. Geographically there are a number of potential outcomes; 1. The WMCA and its non-constituent LA members form a single LEP 2. The WMCA LIS area, which also covers the overlap, becomes a LEP area 3. The three LEPs covering in part the WMCA area become a single LEP 4. The whole of Worcestershire forms a LEP with collaborative arrangements with neighbours and a similar arrangement applies in Stoke and Staffordshire LEP 5. Government determines that we should merge with a neighbouring LEP • WMLEP Chairs to meet on the 6th September • Submission to Government by 28th September Concern about the discrepancy between the geography and implementation plan timelines Government Will Support all LEPs to Collaborate across boundaries where interests are aligned when developing strategies & interventions to maximise their impact across their different objectives WLEP already collaborates across boundaries in the Midlands Engine, Cyber SIA Partnership, West Midlands LEPs and Agri Tech West for example. Build on the collaborative arrangements and ensure that they result in tangible outcomes Mayoral Combined Authorities Government Will Where We Are Currently What We Need To Do Consolidate its engagement with mayoral combined authorities & their LEPs with a collaborative approach to agreeing a L.I.S See below In Mayoral Combined Authority areas, we will
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Teacher: Mr. Krupa Course: Digital Info Tech Period(s): 5/6 Week of: 8/14/17 Monday Tuesday Wednesday Thursday Friday Unit Learning Goals Computer basics/ Understanding Microsoft Word Daily Learning Goal Computer Basics Computer Basics: File Saving Intro to Microsoft Word Creating Documents, inserting text Using Word/Intro to Gmetrix Activities: Review of peripherals Types of OS What is an OS Quiz-Computer Parts & Peripherals Saving a file Why name a file? Creating documents Intro to Word: Group, Ribbon, and quick access toolbar Creating a blank doc and insert text from other sources GMetrix Log in GMetrix Quiz: Create Documents Classwork / Homework Standards or Frameworks: 1.08 Identify operating system file naming conventions 01.11 Explain the history and purpose of various OS 02.02 Explain the need for and use of peripherals 04.01 Select and use word processing software and accompanying features to enhance written business communications 04.04 Apply page layout and reusable content by editing and manipulating page setup settings and applying themes. Create and manipulate page backgrounds, headers and footers 04.01 04.04
Non-compliant The person: Did not do things as they were asked to do them Did not do things when they were asked Did not finish things they started Not interested Not understanding Not being asked the right way Not having sufficient skills Not having sufficient stamina (tired) Recalling bad memories of a past experience Self-injuring The person: Picked at their skin Cut themselves with a sharp object Placed objects in their body cavities Pulled their hair out Ate or drank to excess Nervous Anxious Depressed Psychiatric issues Bored/boredom Self-stimulating The person was: Rocking, twisting or play with their fingers and toes Slapping their face or their legs persistently Twirling around Poking at their eyes Humming or singing inappropriately Bored, overwhelmed or over stimulated and may need to calm Unable to identify or initiate an alternative activity Syndrome specific behaviours, possibly related to neurological problems Health and medical needs Department of Human Services, Victoria. (20009). Positive behaviour support - Getting it right from the start: Facilitators reference manual V2. Retrieved, February 2017, from:
Do you feel the preaching enabled you to hear God speak? Any comments: Worship and Preaching Feedback Form – Page 3 (Summary) For worship leaders, local preachers on note and on trial and for continuing development. This page relates to all parts of the service planned or led by the person reviewed. Impact Overall, the service made an impact on my… (tick all that apply) If you can, please say more about the main thing you will take away from this service: Summary For me, the most positive aspects of the service were: For me, the least positive aspects of the service were: For me, the most positive aspects of the preaching were: For me, the least positive aspects of the preaching were: For me, the worship leader’s greatest strengths were: For me, the leader could improve by: What areas were identified for further work in previous services? Is progress evident? Please give details. Leader’s response to feedback (to be completed by leader): Two areas I will seek to develop (to be completed by leader):
SS.912.G.2.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.H.3.1 LAFS.1112.SL.1.1 LAFS.1112.RH.1.1 LAFS.1112.RH.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 SS.912.G.2.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.H.3.1 LAFS.1112.SL.1.1 LAFS.1112.RH.1.1 LAFS.1112.RH.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 SS.912.G.2.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.H.3.1 LAFS.1112.SL.1.1 LAFS.1112.RH.1.1 LAFS.1112.RH.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 Key Concepts/ Vocabulary: American Blood Spilled on American Soil Santa Anna Manifest Destiny Old Rough and Ready Old Fuss and Feathers Amphibious Invasion Robert E. Lee PGT Beauregard James Longstreet Thomas Jackson Ulysses Grant Gold Rush of 1848 Sutter’s Mill Explanation of Courting Scott v. Sanford Uncle Tom’s Cabin Presidents Buchanan and Pierce Bellwork: Polk’s Address to Congress as jumping off for discussion Point Grant’s Quote on the Mexican War Uncle Tom’s Cabin Excerpt Monday Tuesday Wednesday Thursday Friday
Activities: Review of the President’s between Jackson and Lincoln How to draw a Battle diagram with key Discuss the Role of the Mexican War in shaping the American Civil War The Compromise of 1850 and the Furgitive Slave Act. Begin a discussion of the institution of Slavery in the Antebellum South Courting Exercise explaining how dating went in the 1800’s Writing Component: Essay Prompt Grant’s Quote Essay Prompt on Courting Formative Assessment: Summative Assessment: Required Resources:
Weekly Lesson Plan Template Teacher: S.Hall Course: Am. Hist Period(s): Date Range: 8/10-8/11 Thursday Friday Unit Learning Goal(s): 1. What is the study of United States History and how can students develop an understanding of the material for success on the End of Course Assessment? 2. What skills are necessary for the study of history? 3. What are the foundational components of our constitutional democracy 1. What is the study of United States History and how can students develop an understanding of the material for success on the End of Course Assessment? 2. What skills are necessary for the study of history? 3. What are the foundational components of our constitutional democracy? Daily Learning Goal(s): Course Introduction Classroom Policies and Procedures Students will ruminate, reflect and evaluate the following topics: "Why Study History?" What is Historiography?
Florida Standard(s) from CPALMS or FLDOE Frameworks: SS.912.A.1.1 SS.912.A.1.2 SS.912.A.1.3 SS.912.A.1.4 SS.912.A.1.5 SS.912.A.1.6 SS.912.A.1.6 SS.912.G.1.2 SS.912.G.2.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.H.3.1 LAFS.1112.SL.1.1 LAFS.1112.RH.1.1 LAFS.1112.RH.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 SS.912.A.1.1 SS.912.A.1.2 SS.912.A.1.3 SS.912.A.1.4 SS.912.A.1.5 SS.912.A.1.6 SS.912.A.1.6 SS.912.G.1.2 SS.912.G.2.1 SS.912.G.4.2 SS.912.G.4.3 SS.912.H.3.1 LAFS.1112.SL.1.1 LAFS.1112.RH.1.1 LAFS.1112.RH.1.2 LAFS.1112.RH.2.4 LAFS.1112.RH.2.5 LAFS.1112.WHST.1.2 Key Concepts/ Vocabulary: None None Bellwork\ Writing Component: Seating Chart Introduction page Monday Tuesday Wednesday Thursday Friday
COLLABORATIVE INDIVIDUAL Monday/Tuesday: Gallery walk of quotes Thursday/Friday: Say/Mean/Matter using 2 quotes from Anthem to express the theme of the story. Monday/Tuesday: noredink.com Thursday/Friday: Individual assignment on googledrive. Submit to REFLECTION: Name one truly selfish act and explain why it is selfless.
motivation, and goals are areas of particular interest. 1. Attention Keller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved. Methods for grabbing the learners’ attention include the use of: Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter. Variability – To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups). Humor -Maintain interest by use a small amount of humor (but not too much to be distracting) Incongruity and Conflict – A devil’s advocate approach in which statements are posed that go against a learner’s past experiences. Specific examples – Use a visual stimuli, story, or biography. Inquiry – Pose questions or problems for the learners to solve, e.g. brainstorming activities. 2. Relevance Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include: Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills. Present Worth – What will the subject matter do for me today? Future Usefulness – What will the subject matter do for me tomorrow? Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation. Modeling – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors. Choice – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.
was observed at the T junction, while the simple but very effective planting at the small park at the cross roads was admired. observed. Have the Councils assistance been sought in relation to these? mitigation project. The hanging baskets and planters in the centre of the village (i.e. on the houses directly opposite the small park) and at the graveyard walls added lovely summer colours to the streetscape. The landscaping (and the natural stone walls) at the Grotto is a highlight with a very wide variety of plants to be seen. The adjudicator also particularly liked the colourful landscaping at the harp stone. The wildlife area was observed at the bridge. The wildlife information signs were admired but the wildlife area (marked on the map as being opposite the grotto area) was very untidy looking and it appears to be in use as a machinery and materials store with heaps of gravel visible. Perhaps the work here is ongoing? Please provide us with more details next year. Landscaping Opportunities. Mountcollins has huge potential under this category [wildlife and natural amenities] given its location on the river Feele and its proximity to the mountains It is also noted that you are undertaking a habitat survey. It would be great to see a copy of this next year. Collaborative Project with local school The standard of litter control observed was generally good in Mountcollins with only small patches of litter observed by the adjudicator Have you considered a walk starting at your wildlife area and following the river? This is an area where the schoolchildren would be very keen to become involved, especially if they are trying to get a green flag for their school. Collaborative Project with local school Well done on your attention to detail as the projects such as the painted field gates can make a very big difference. Why not conduct a waste survey of all households in the village to find out what actions would be most effective? Tidy Towns Animation Project
Respond to the following Comments/observations Describe the workplace requirements for preparing the treatment area. What information did you collect from the client prior to a lash and brow service? What process did you use to evaluate a client’s treatment plan? SHBBHRS001 Provide waxing services This unit describes the performance outcomes, skills and knowledge required to provide waxing services to remove unwanted facial and body hair.
How did you demonstrate self-management? For example, by taking responsibility, managing time and tasks effectively, monitoring your own performance or having the ability to work unsupervised. How did you demonstrate planning and organising? For example, by time management, setting priorities, making decisions, setting goals, collecting or analysing and organising information.
This unit describes the performance outcomes, skills and knowledge required to assist with staging requirements during event set up, operation and break down. It requires the ability to integrate fundamental knowledge of event staging and technical production requirements. Respond to the following Comments/observations Outline any event briefings you participated in. What was your role and responsibilities? How did you provide assistance with staging requirements in the workplace? Discuss any event debrief that you participated in. What feedback was discussed? What improvements could you suggest?
Section 3: Student post-placement reflection Employability skills are a set of eight skills we use every day in the workplace. Communication Team work Problem solving Self-management Planning and organising Technology Learning Initiative & enterprise When you’re on work placement, you’ll be using employability skills in many different ways. This record will assist you when applying for jobs and in interviews. The skills you’re developing may be transferred to a range of occupations. Assessment of SWL recognition is based on a discussion of each of the sections from this booklet with a school representative. In Section 3, identify the employability skills you’ve used and how you’ve demonstrated them in the workplace. Identify how the skills you acquired and used during your 80 hours of SWL might assist you in the future. List of employability skills How did you demonstrate communication skills? For example, by listening and understanding, speaking clearly and directly or reading and writing skills.
Respond to the following Comments/observations How did the workplace encourage asking questions? Describe when staff spent time thinking critically. What was the outcome? How were conclusions and answers used in positive, practical and timely ways? CUADIG201 Maintain interactive content This unit describes the skills and knowledge required to maintain interactive content for websites, learning resources or social media channels, using a content management system.
Section 3: Student post-placement reflection Employability skills are a set of eight skills we use every day in the workplace. Communication Team work Problem solving Self-management Planning and organising Technology Learning Initiative & enterprise When you’re on work placement, you’ll be using employability skills in many different ways. This record will assist you when applying for jobs and in interviews. The skills you’re developing may be transferred to a range of occupations. Assessment of SWL recognition is based on a discussion of each of the sections from this booklet with a school representative. In Section 3, identify the employability skills you’ve used and how you’ve demonstrated them in the workplace. Identify how the skills you acquired and used during your 80 hours of SWL might assist you in the future. List of employability skills How did you demonstrate communication skills? For example, by listening and understanding, speaking clearly and directly or reading and writing skills.
AHCIRG216 Assist with surface irrigation operations This unit of competency covers the skills and knowledge required to assist with installing, operating and maintaining surface irrigation operations. Respond to the following Comments/observations How did the workplace prepare for agriculture surface irrigation operations? What was your role in assisting with the setup of surface irrigation systems? Outline the surface irrigation work that you observed in the workplace.
Section 3: Student post-placement reflection Employability skills are a set of eight skills we use every day in the workplace. Communication Team work Problem solving Self-management Planning and organising Technology Learning Initiative & enterprise When you’re on work placement, you’ll be using employability skills in many different ways. This record will assist you when applying for jobs and in interviews. The skills you’re developing may be transferred to a range of occupations. Assessment of SWL recognition is based on a discussion of each of the sections from this booklet with a school representative. In Section 3, identify the employability skills you’ve used and how you’ve demonstrated them in the workplace. Identify how the skills you acquired and used during your 80 hours of SWL might assist you in the future. List of employability skills How did you demonstrate communication skills? For example, by listening and understanding, speaking clearly and directly or reading and writing skills.
What sort of documentation were you required to fill out for this task? AURETR006 Solder electrical wiring and circuits This unit describes the performance outcomes required to solder electrical components, electrical circuits and system wiring. Respond to the following Comments/observations What were some of the electrical components that you soldered?
Describe any workplace skills you have developed through previous work experience, SWL or part time employment? Section 2: Learning about VET units of competency in the workplace This workplace learning record contains three key questions per UoC designed to draw out related experiences you may be exposed to in an equine-based workplace or industry. This does not cover all the elements or performance criteria within the units and is not designed as a UoC assessment tool. You should comment on the units you’ve experienced in the workplace, and reflect on actual observations or activities that you have been exposed to. Your observations will: reinforce the training you have undertaken identify differences in practice or equipment identify areas requiring further training or practical experience. You are encouraged to take photos and/or video where appropriate to showcase learning in the workplace. Evidence you collect can include: observations
Describe some key activities in your daily schedule, including the start times, completion times, materials and equipment used. HLTAID002 Provide basic emergency life support This unit of competency describes the performance outcomes/skills and knowledge required to recognise and respond to life threatening emergencies in line with the Australian Resuscitation Council (ARC) guidelines. Respond to the following Comments/observations Describe how the workplace recognised and responded to an emergency situation.
Communication Team work Problem solving Self-management Planning and organising Technology Learning Initiative & enterprise When you’re on work placement, you’ll be using employability skills in many different ways. This record will assist you when applying for jobs and in interviews. The skills you’re developing may be transferred to a range of occupations. Assessment of SWL recognition is based on a discussion of each of the sections from this booklet with a school representative. In Section 3, identify the employability skills you’ve used and how you’ve demonstrated them in the workplace. Identify how the skills you acquired and used during your 80 hours of SWL might assist you in the future. List of employability skills How did you demonstrate communication skills? For example, by listening and understanding, speaking clearly and directly or reading and writing skills. How did you demonstrate team work? For example, by working as part of a team or sharing ideas and resources with co-workers.
Summary of industry learning At the conclusion of your SWL for this VET Qualification, think about the experiences you’ve had in the workplace, your reflection of learning against the UoCs and the employability skills you have developed. How will these learnings assist you in your pathway to employment or further training in this industry?
Respond to the following Comments/observations How did the workplace identify pruning requirements? What were the various pruning methods used in the workplace? What was your role in pruning shrubs and small trees in the workplace? What tools did you use? AHCLSC202 Construct low-profile timber or modular retaining walls
Employability skills are a set of eight skills we use every day in the workplace. Communication Team work Problem solving Self-management Planning and organising Technology Learning Initiative & enterprise When you’re on work placement, you’ll be using employability skills in many different ways. This record will assist you when applying for jobs and in interviews. The skills you’re developing may be transferred to a range of occupations. Assessment of SWL recognition is based on a discussion of each of the sections from this booklet with a school representative. In Section 3, identify the employability skills you’ve used and how you’ve demonstrated them in the workplace. Identify how the skills you acquired and used during your 80 hours of SWL might assist you in the future. List of employability skills How did you demonstrate communication skills? For example, by listening and understanding, speaking clearly and directly or reading and writing skills. How did you demonstrate team work? For example, by working as part of a team or sharing ideas and resources with co-workers.
How did you demonstrate the use of technology? For example, by being prepared to use a range of technology systems, IT skills (typing or data entry) or being able to learn new skills from the technology used in this industry. How did you demonstrate learning? For example, by being willing to learn new things, being open to new ideas or adapting to change.