zilongwang/ReadingBank huggingface dataset:
Schedule 5: The criteria for assessing proposed Broadening Category A units are as follows: 1. The focus of the academic objectives of the proposed unit must be on one of the following: global literacy - understanding the interdependence among people and nations and having the ability to interact and collaborate successfully across cultures; cultural literacy - the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one's own culture the cultures of others; biliteracy - knowing how to read in two or more languages; and numeracy - the ability to communicate and reason mathematically. 2. The academic relevance of the proposed unit to the UWA Educational Principle of ‘developing personal, social and ethical awareness in an international context’ which may include the following: acquiring cultural literacy; acquiring numeracy; respecting indigenous knowledge, values and culture; developing ethical approaches and mature judgement in practical and academic matters; and developing the capacity for effective citizenship, leadership and teamwork. 3. The academic coherence in relation to how the pedagogy and assessment practice align with the outcomes of the proposed unit. 4. The workload, which must be the standard 150 hours applicable for all units. 5. The appropriateness of the at which the units are proposed to be offered. 6. Overlap of unit content, if any; and 7. Consistency of unit outcomes with the paradigm of knowledge associated with the degree in which the unit will be made available.
Table 1: Degree-specific majors (DSM) (Academic Council R12/17, R30/17 and R63/17) Degree: Bachelor of Arts Degree: Bachelor of Biomedical Science Degree: Bachelor of Commerce Degree: Bachelor of Science Anthropology & Sociology Archaeology Architecture (double major) Asian Studies Chinese Classics and Ancient History Communication & Media Studies English & Cultural Studies Fine Arts French Studies German Studies History History of Art Human Geography & Planning Indigenous Knowledge, History & Heritage Indonesian Italian Studies Japanese Korean Studies Landscape Architecture Law & Society Linguistics Music Specialist Studies Music Studies Philosophy Political Science & International Relations Psychology in Society Psychology (Double major) Work & Employment Relations Aboriginal Health and Wellbeing Anatomy & Human Biology Biochemistry & Molecular Biology Exercise and Health Genetics Medical Sciences Microbiology & Immunology Neuroscience Pathology & Laboratory Medicine Pharmacology Physiology Population Health Science Communication Accounting Business Law Economics Economics (double Finance Human Resource Management Management Marketing Agricultural Science Anatomy & Human Biology Biochemistry & Molecular Biology Botany Chemistry Computer Science Conservation Biology Data Science Engineering Science (double major) Environmental Science Exercise & Health Genetics Geographical Sciences Geology Marine Science Mathematics and Statistics Microbiology & Immunology Natural Resource Management Neuroscience Physics Physiology Psychological Science Psychology (double major) Quantitative Methods Science Communication Sport Science Zoology Approved by Academic Council by R12/17, R30/17 & R63/17
Figure 16: Images of two mirror system in LightTools. Figure 17: Image depicting the near-perfect irradiance output of the system. Two Mirror System in Code V To ensure that the system would produce an upright image, it was modeled in Code V. It was found that the only way to produce an acceptable image is for both mirrors to be angled at 45 degrees and parallel to each other. This configuration is shown below. This means a new location would have to be found for the periscope where the water is directly in front of the viewer. Figure 18: Image of two mirror system in Code V. This is the only way we can position the mirrors and still get an upright image. Figure 19: MTF performance of the two mirror system. As can be easily observed, the performance is diffraction limited. Figure 20: simulation for the two mirror system. Toroidal Mirror Option A slight variation to our two mirror system is to replace the upper flat mirror with a mirror that has curvature, specifically a toroidal mirror, which allows for different horizontal and vertical curvatures. This then provides our system with the added benefit of magnification and increased field of view. The toroidal shape allows for more of the horizontal view to be captured. This is ideal since we are trying to
Attached is the evaluation rubric. Remember – this experience is about the process not just the end results. 4 3 2 1 Video/Demo of design in action Video/demo demonstrated evidence that the design challenge was accomplished and was/can be repeated multiple times. Video/demo demonstrated evidence that the design challenge was accomplished however it may not be repeated multiple times. was attempted but design challenge displayed some flaws and it may not be repeated multiple times. Video/demo demonstrates little/no evidence of design challenge. Data Collection Data is collected for each design and used to influence design decisions for the next design Data is collected for all designs but only some data is used to influence the next design Data is collected but very little is used to influence design decisions. Some data is missing Some data is collected but no data is used to influence design decisions Speed Calculations and Line Graph The average of the payload is accurately recorded and used to create a line graph. The average speed of the payload I mostly accurately recorded and used to create a line graph. The average speed of the payload is inaccurately recorded and used to create a line graph. The average speed of the payload is not completely recorded or used to create a line graph. Appendix G: Engineering Design Challenge Roles Construction Battalion Chief _______________________ Name the team in the construction/building of the magnetic launch system following the design plan developed by the civil engineer.
Presentation will be graded using the following rubric: 4 3 2 1 1 page handout Handout is accurate, addresses all important claims and findings with relevant evidence, reasoning, and details Handout is accurate, addresses important claims and findings with relevant evidence and reasoning but is lacking details. Handout is accurate, addresses important claims and findings with relevant evidence but is lacking reasoning and details Handout is accurate and addresses important claims. 3 Multimedia Slides Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors and contain at least one special effect and a background Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors and contain at least one special effect. Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides that are free of grammatical errors Presentation integrates multimedia and visual displays into presentation to clarify information, strengthen claims and evidence, and add interest and contains at least three slides
8, 2017 Race Relations and the New Deal The Great Depression – chapters 8-9 March 10, 2017 NO CLASS March 13-17, 2017 SPRING BREAK March 20-22, 2017 New Deal Cultural Programs March 24, 2017 Activity 4: New Deal Game and writing assignment Short Answer Packet due March 27, 2017 1930s Culture, Technology, and Science March 29, 2017 Activity 5: Eleanor Roosevelt and Social Reform Short Answer Packet due March 31, 2017 Review April 3, 2017 Test 2 5, 2017 The New Deal Re-Alignment of American Politics The Great Depression – chapters 10-11 April 7, 2017 American Nazi Party April 10-12, 2017 The Affect of the New Deal on American Labor and Union Development Readings: The Great Depression – chapters 13 April 14, 2017 Book Discussion: Brinkley – The End of Reform Book Review Due April 17, 2017 Court- Packing Readings: The Great Depression – chapters 12 19, 2017 Activity 6: Investigating Social Security Short Answer Packet due April 21, 2017 Europe Between the Wars April 24, 2017 FDR and the Shadow of War April 26, 2017 Activity 7 and 8: FDR and Neutrality Answer Packet due April 28, 2017 “Mr. Win the War” - How WWII solidified the New Deal labor programs May 1, 2017 Activity 9 and 10: Blazing Glory and Roosevelt and the War Readings: The Great Depression – chapters 14-15 Short Answer Packet due May 3, 2017 Review, Wrap Up and What Have We Learned? May 5, 2017 Reading Day – No Class May 10, 2017 Final Exam 8:00-10:00 a.m.
Attachment A UWA Investment pool structure Long Term Medium Term Short Term Cash Pool Structure The pool contains funds of a permanent or long term nature. The pool represents funds of a nature and may include a portion of the University’s working capital that has a medium term horizon and a moderate level of risk tolerance. The pool represents the working capital of the University and is considered to be of short term nature and investments are managed to provide liquidity. The pool consists of a core cash component including bank accounts, term deposits and cash funds under management. Strategic Asset Allocation Growth: 80% Growth: 40% Growth: 0% Defensive: 100% Defensive: 20% Defensive: 60% Defensive: 100% Performance Objective CPI+5% CPI+3.5% CPI+2% RBA Cash Rate Over rolling 10 years Over rolling 5 years Over rolling 3 years Over rolling 12 months Risk Objective Risk Loss: 1 in 5 yrs or 20% Risk Loss: 1 in 8 yrs or 12% Risk Loss: 1 in 25 yrs or 4% Risk Loss: nil or 0% Time Horizon 8+ years 4 – 7 years 1 – 3 years 0 - 1 year Performance Benchmark To exceed (after fees) the return on the weighted composite strategic benchmark over rolling 10yr periods To exceed fees) the return on the weighted composite strategic benchmark over rolling 5yr periods To exceed (after fees) the return on the weighted composite strategic benchmark over rolling 3yr periods To equal (after fees) Bloomberg Bank Bill Index Spending Policy Fixed 5% Reducing Capital Reducing Capital Operational Liquidity
Special Tertiary Admissions Test (STAT) All courses New STAT format from 1 May 2010: - Verbal: Minimum of 140 - Written English: Minimum of 140 Previous STAT format before May 2010: - Verbal: Minimum of 150 - Written English: Minimum of 145 UWA Centre for English Language Teaching (CELT) Bridging Course All courses EXCEPT as specified below A final CELT Examination of Grade B or above All Law courses A final CELT Examination of Grade B or above Graduate Diploma in Clinical Neuropsychology Not accepted Graduate Diploma in Clinical Psychology Master of Industrial and Organisational Psychology
Master of Health Professions Education (under review) Doctor of Dental Medicine - Overall score of 7.0 - No band less than 7.0 Doctor of Medicine Doctor of Podiatric Medicine Graduate Diploma in Clinical Neuropsychology Graduate Diploma in Clinical Psychology Master of Industrial and Organisational Psychology Master of Social Work Master of Pharmacy - Overall score of 7.5 - No band less than 7.0 Juris Doctor Graduate Diploma in Education - Overall score of 7.5 - Reading and Writing Minimum 7.0 - Listening and Speaking bands: Minimum 8.0 Master of Teaching
Pearson Test of English (PTE) (Academic) All courses EXCEPT as specified below - Overall score 64 - Speaking and Writing sections: Minimum 59 - All other sections: Minimum 54 Postgraduate Research Courses - Overall score 64 - Reading and Writing sections: Minimum 64 - All other sections: Minimum 54 Graduate Diploma in Clinical Neuropsychology - Overall score 65 - All sections: Minimum 65 Graduate Diploma in Clinical Psychology Master of Industrial and Organisational Psychology Master of Education - Overall score 70 - All sections: Minimum 64 All Law courses - Overall score 70 - All sections: Minimum 70 Graduate Diploma in Education - Overall score 75
- All sections: Minimum 70 Master of Teaching Test of English as a Foreign Language Internet Based Test All courses EXCEPT as specified below - Overall score of 82 - Writing section: Minimum 22 - Reading section: Minimum 18 - All other sections: Minimum 20 Master of Business Administration - Overall score of 100 - All sections: Minimum 20 Graduate Diploma in Clinical Neuropsychology - Overall score of 94 - Writing section: Minimum 27 - Speaking section: Minimum 23 - All other sections: Minimum 24 Graduate Diploma in Clinical Psychology Master of Industrial and Organisational Psychology All Law courses - Overall of 106 - Speaking section: Minimum 23 - All other sections: Minimum 26
Test of English as a Foreign Language (TOEFL) Paper Based Test All courses EXCEPT as specified below - Overall score of 570 - Essay Rating / Test of Written English (TWE) Score of 4.5 All Law School courses - Overall of 580 - Essay Rating / Test of Written English (TWE) Score of 5.0
New Zealand National Certificate of Educational Achievement (NCEA) No equivalent Mathematics (Statistics & Modelling) – Level 3, 24 credits and Achievement with Merit (M) in at least four dimensions Mathematics (Calculus) – Level 3, 24 credits and Achievement with Merit (M) in at least four dimensions Chemistry – Level 3, 24 credits and Achievement (A) in all seven dimensions Physics– Level 3, 24 credits and Achievement with Merit (M) in at least four dimensions UK General Certificate of Education Advanced Level (GCE A-levels) and equivalent Mathematics (AS Level) – A grade of E or higher Mathematics (GCSE) – A grade of B or higher Mathematics – A grade of E or D Mathematics – A grade of C or higher Further Mathematics– A grade of E or higher Chemistry– A grade of E or higher Physics– A grade of E or higher Scottish Highers and Advanced Highers Examinations Singapore-Cambridge General Certificate of Education (Advanced Level) Examinations Mathematics (H1) – A grade of E or higher Mathematics (H2) – A grade of E or D Mathematics (H2) – A grade of C or higher Chemistry (H2) – A grade of E or higher Physics (H2) – A grade of E or higher South African Senior National Certificate Mathematics – Achievement level 3 Mathematics – Achievement level 4 or higher No equivalent Physical Science – Achievement level 4 or higher Physical Science – Achievement level 4 or higher US College Board Advanced Placement subjects (AP) with completed US High School Diploma No equivalent Calculus AB – A score of 3 or higher Calculus BC – A score of 3 or higher Chemistry – A score of 3 or higher Physics 1 and 2 – A score of 3 or higher Physics B – A score of 3 or higher
Norwegian Certificate of Completion of Upper Secondary School Examinations Vitnemål fra den Videregående Skolen Mathematics R1 – A of 4 or higher No equivalent Mathematics R2 – A score of 4 or higher Chemistry 1 and Chemistry 2 – A of 4 or higher Physics 1 and Physics 2 – A score of 4 or higher Chinese Gaokao Mathematics – 50% or higher Mathematics (Arts Basic) – 65% or higher No equivalent Mathematics - 65% or higher Chemistry - 65% or higher Comprehensive Subject (Science) - 65% or higher Physics - 65% or higher Comprehensive Subject (Science) - 65% or higher Singapore National University of Singapore High School Diploma Finnish Upper Secondary School Diploma (Lukionpaastotodistus) and Matriculation examination (Ylioppilastutkinto) Danish Studentereksamen Hong Kong Diploma of Secondary Education Core Mathematics – Level 3 or higher Extended Mathematics Module 1 (Calculus and Statistics) – 3 or higher Extended Mathematics Module 2 (Algebra and Calculus) – Level 3 or higher Chemistry elective – Level 3 or higher Physics elective – Level 3 or higher Physics component in ‘Combined Science elective – Level 4 or higher Indonesia - STTB SMA (Surat Tanda Tamat Belajar Sekolah Menengah Umum Tingkat Atas) No equivalent Mathematics Compulsory – Score of 6 or higher Mathematics Specialisation – Score of 6 or higher Chemistry – Score of 6 or higher Physics – Score of 6 or higher
The PTO is committed to ensuring that every student at Mae Jemison has a successful school year. With the parents and teachers working together we are confident this will happen. Thank you in advance for supporting the PTO! President-Jackie Scarver Vice President-Janelle Holloway Treasurer –Micheal Brandon Secretary- Catrina Dyer-Taylor Upcoming events –November PTO Meeting – November 17th @6:30 p.m. Fun Friday – November 20th 3:00 p.m. to 5:00 p.m. ---- CANCELED ---- Flapjack Fundraiser –Saturday, November 21st 8:00 am to 10:00 am Mae Jemison PTO Applebee’s Flapjack Fundraiser Tickets: $7.00 @ school office Event Date: 11/21/2015 Time: 8 a.m. to 10 a.m. Location: 4029 W. 167th Street Country Club Hills, IL 60478 Mae Jemison PTO Applebee’s Flapjack Fundraiser Tickets: $7.00 Event Date: 11/21/2015 Time: 8 a.m. to 10 a.m.
required to go onto secure further employment and provide them with the best start to the world of work. For further information please contact Jane Jarvie Email:jane.jarvie@argyll-bute.gov.uk or call: 01546604323
August 1946 The Wild Wild West September 1949 Round-Up September 1950 Westward Ho September 1957 Homesteaders September 1958 Cub Scout Corral October 1967 Westward Ho March 1971 Cowboys & Indians October 1984 Wild and West September 1988 Cub Scout Corral July 1993 Wild and Woolly West August 2003 Circle the Wagons September 2005 Cub Scout Round-Up June 2013 Head West Man
Upcoming Challenges Australia Wide Logo Challenge Date Location, State The Sydney Morning Herald Sun Run 31 January 2015 Dee Why to Manly, NSW The Sydney Morning Herald Cole Classic 1 February 2015 Manly, NSW The Sun-Herald Surf Swim 2015 Dee Why, NSW The Canberra Times Canberra Marathon April 2015 Canberra, ACT Brisbane Times City2South 15 June 2014 Brisbane, QLD Gold Airport Marathon 5 – 6 July 2014 Gold Coast, QLD Run Melbourne 27 July 2014 Melbourne, VIC Pub2Pub Charity Fun Run and Walk 4 August 2014 Dee Why, NSW The Sun-Herald City2Surf 10 August 2014 Sydney, NSW Chevron City to Surf Karratha Geraldton Albany Busselton Perth 27 July 2014 3 August 2014 10 August 2014 17 August 2014 31 August 2014 WA Sunshine Coast Marathon 31 August 2014 Sunshine Coast, QLD Sunday Mail Bridge to Brisbane 7 September 2014 Brisbane, QLD The Canberra Times Fun Run 14 September 2014 Canberra, ACT Sunday Mail City-Bay Fun Run 14 September 2014 Adelaide, SA Blackmores Sydney Running Festival 21 September 2014 Sydney, NSW Melbourne Marathon Festival 12 October 2014 Melbourne, VIC Spring Cycle 19 October 2014 Sydney, NSW Rebel Run Sydney October 2014 Sydney, NSW The Sunday Age City2Sea 16 November 2014 Melbourne, VIC Run Newcastle 30 November 2014 Newcastle, NSW The Suncorp Bank Freo Fun Run November 2014 Fremantle, WA
UPCOMING EVENTS EVENT DATE PRICE INFORMATION GROUP DISC. Exp. Att. JaRule, DMX, Biz Markie June 24 8:00 PM $50 / $42 / $37 / $32 Patrons must have GA tickets to access the lower level. 1,000 Wedding June 25 Private Event Celtic June 28 7:30PM $77 / $67 / $57 Presented by Circle Health and Eastern Salt Contact Jocelyn at 978-934-5751 for Group Disc. 1,800 Roman v. Fousey July 20 7PM $49.50 / $39.50 / $29.50 Not available for this event. 1,500 Dance 4 Peace XXI August 10 7PM Visit LCHEALTH.ORG for more information 800 Naturalization Ceremony August 31 Doors open at 10AM / Ceremony begins approximately at Noon Visit USCIS.GOV for more information 1,500 Welcome Home Vietnam Veteran Concert September 17 7:30PM $40 / $35 / $30 Not available for this event. TBD Naturalization Ceremony September 22 Doors open at 10AM / Ceremony begins approximately at Noon Visit USCIS.GOV for more information 1,500
Ring of Honor All Star Extravaganza! September 30 9PM $27-$92 2 Day Pass Available $42.50 - $155 Not available for this event. 1,500 Ring of Honor All Star Extravaganza! October 1 9PM $22-$82 2 Day Pass Available $42.50 - $155 Not available for this 1,500 Newsboys Love Riot Tour October 2 6 PM $50.50 / $35.50 / $28 Contact Jocelyn at 2,300 Odd Squad Live! October 8 3PM $68 / $38 / $28 $68 Ticket includes a post-show photo opportunity with some of the cast members. Contact Jocelyn at 2,000 Jason Isbell with special guest Josh Ritter October 12 7:30PM Tickets on sale Friday, June 24! The Price is Right Live! October 23 3PM $77 / $51.50 / $41.50 / $31.50 Contact Jocelyn at 2,700 Miss Mass USA November 19-20 Visit MISSMASSACHUSETTSUSA.COM for more information 800
September 2017 Menu Monday Tuesday Wednesday Thursday Friday 25 Chicken Tenders BBQ Sauce Vegetable Fruit Milk 26 Pizza Pasta Salad Vegetable Fruit Milk 27 Turkey Sandwich Vegetable Fruit Milk 28 Oriental Salad Roll Fruit Milk 29 Turkey Hoagie Vegetable Fruit Milk 2 Chicken Tenders Vegetable Fruit Milk 3 Turkey Cranberry Sandwich Vegetable Milk 4 Teriyaki Chicken Rice Bowl Fruit Milk 5 Southwest Salad Roll Fruit Milk 6 Roast Beef Hoagie Vegetable Fruit Milk 9 Chicken Tenders BBQ Sauce Vegetable Fruit Milk 10 Vegetarian Pesto Pasta Vegetable Fruit Milk 11 Tasty Tuna Sandwich Vegetable Fruit Milk 12 Chef Salad Roll Fruit Milk 13 Ham Hoagie Vegetable Fruit Milk 16 No Lunch Delivered 17 No Lunch Delivered 18 No Lunch Delivered 19 **Fall Break** 20 **Fall Break** Daily vegetable and fruit option subject to change depending on availability and season of item.
Emma Rochefort – Keene State College with the Dean Scholarship, Gordon College Claire Jalbert – Temple University, Seton Hall University Maggie Rotatori – Rhode Island College Grace Brogno – Salve Regina University with an $18,000 merit scholarship renewable Kate Brouillette – Curry College with a $23,000 per year merit scholarship renewable
How will the be taught replacement behaviors/alternative skills: *Note: Attach the lesson(s) to this BIP! How often will the replacement behaviors/alternative skills be taught: Identify the method for tracking the replacement behaviors/alternative skills: *Note: Attach sample charts & graphs to this BIP! Who will be responsible for tracking the replacement behaviors/alternative skills: Consequences for target behavior (s) to consider: Student will be sent for a timeout, break, or cool down period when he/she cannot follow directives Teacher may call parent(s) or guardian when the student cannot calm down or regain control of his/her feelings and emotions Teacher will change the student’s seating arrangement Student will apologize to others he/she engages in name calling, making threats, and/or instigating Teacher will make a note on the student’s planner, folder, etc. about his/her behavior and progress When the student is absent or late, the parent will be contacted and the student will be spoken with about the
1a (core): Professional Attitude 4a (core): Self Awareness 1b (core): Professional Behaviour 4b (core): Teamwork, Leadership and Collaborative Practice 1c: Confidentiality and Data Protection 4c: Time and Care Management and Prioritisation 4d: Manage Own Development Domain 2: Communication and Interpersonal Skills 2a (core): Communication 2b (core): Therapeutic Relationships 2c: Professional Communication and Record Keeping 2d: Challenging Situations, Conflict and Aggression Domain 3: Nursing Practice and Decision Making 3a (core): Person Centred Care 3b (core): Safety and Risk Management 3c: Safeguarding Children and Vulnerable Adults 3d: Assessment of Client Needs and Planning Care 3e: Evaluation of Care 3f: Emergency First Aid and Immediate Care 3g: Prevention and Control of Infection 3h: Nutrition, Fluids and Elimination 3i: Medicines Management 3j: Health Promotion and Empowerment 3k: Wound Care and Management Activity: Feedback – think back to the last time you gave written feedback, If you were the student (or the next mentor) would you know about the students specific strengths and areas for development (clinical, professional and attitudinal) , qualities and
□ Have evidence of CPD in relation to Mentoring/Practice Teaching □ Been reviewed against the 8 domains of the NMC Standard for supporting learning and assessment in practice (SLAiP 2008) for full document see or see self assessment form on Signature of Reviewer /line manager________________ Date_________________ Print Name of Reviewer/line manager ____________________________________ Professional role_____________________________________________________ ’s Signature_______________________ Date________________________ Date of next triennial review____________________________________________ Action Plan (optional):
As a mentor you are required to update every year and complete a ‘triennial review’ of your performance as a mentor every 3 years (as part of your appraisal). You should keep a ‘mentor profile and portfolio of evidence’ and self-assess against the NMC (2008) Standard to support learning and assessment in practice and ensure that your update your needs see NMC website or for summaries/presentations see: Additional resources are available at:
PARTNERSHIP Joint ownership with partners, service users and carers, students, educators. LEADERSHIP Leadership and management, innovators, decision makers, change agents, politically aware and influential, contribute to wider healthcare agenda, adaptable. CONTEXT Nursing people out of Hospital Global Flexible for complexities of health care INFORMATICS Technologically aware and competent, future needs HEALTH & SOCIAL CARE Lifespan orientated and family and person centred approach for all students Public Health and prevention embedded Self management of own Health and well being PERSONAL ATTRIBUTES & SKILLS Resilience and self-efficacy and self-awareness Reflective learners, enquiring and critical thinkers Clinically skilled and competent practitioners Broader nursing skills – assessment, fundamental care Essential and complex care needs for all strengthened. Care, Compassion, dignity EDUCATION Specialisation within and emphasis on complexity of field at end of course. Art & Science of Nursing What do you think you (or others) can do to improve the 50% of the course that is in practice… .
UPDATE ON PLEDGES* As of 07 December Country/Institution Amount Pledged Earmarked European Union 352,158,000.00 World Bank 140,000,000.00 $100million for Dominica 0and $40 million for Antigua and Barbuda (50/50 Grant/Loan for each) Canada 78,290,000.00 Met on 6/12 and waiting on response from Ottawa on allocation China 30,000,000.00 Dominica / Antigua and Barbuda (50/50) Venezuela 100,000,000 Debt relief Honduras 1,000 Given to CARICOM IADB 1,000,000,000.00 Loans Netherland 700,200,000.00 St Maarten USA 4,300,000.00 Energy Projects
India 2,000,000.00 Disbursed prior to Conference Serbia 20,000.00 500,000.00 Awaiting confirmation from capital Kuwait 1,000,000.00 Cuba (150k), Mexico (250k), Dominica (150k), Bahamas (150k), Antigua and Barbuda (100k), St Kitts and Nevis (100k) UNICEF (50k) and UNDP (50k) Italy 36,000,000.00 Grants and Soft loans (directly with the countries) Colombia 262,500.00 Money disbursed to Dominica, Antigua and Barbuda, CDEMA and Cuba
Monday 24th April Tuesday 25th April Wednesday 26th April Thursday 27th April Friday 28th April Saturday 29th April Sunday 30st May What’s On? FREE Breakfast! 9:30-11am (Outside RUSU) Gladiator Joust 12-2pm (Mojo’s Patio) Hydration Station (RUSU corridor, library) Quiz and Karaoke 8pm (Mojos) Smoothie Bike 10am (Outside RUSU) Jazz and Cocktail Night 8pm (Mojos) AM PM
Monday 8th May Tuesday 9th May Wednesday 10th May Thursday 11th May Friday 12th May Saturday 13th May Sunday 14th May What’s On? FREE Breakfast! 9:30-11am (Outside RUSU) Bouncy Castle 12-4pm (Mojos Patio) Therapy (Sign-up online) Yogalaties 3-4pm (Monterey lounge) Hydration Station (RUSU corridor, library) Quiz and Karaoke 8pm (Mojos) Bubbly and Pudding 7pm (Mojos) AM
Monday 15th May Tuesday 16th May Wednesday 17th May Thursday 18th May Friday 19th May Saturday 20st May Sunday 21nd May What’s On? FREE Breakfast! 9:30-11am (Outside RUSU) Reptile Zoo 1-4pm (3Sixty) Zumba 4-5pm (3Sixty) Mindfulness 1-1:45pm (RUSU Boardroom) Smoothie Bike 10am (Outside RUSU) Zumba 4-5pm (3Sixty) GRADUATION BALL AM
PM Monday 22rd May Tuesday 23th May Wednesday 24th May Thursday 25th May Friday 26th May Saturday 27th May Sunday 28th May What’s On? FREE Breakfast! 9:30-11am (Outside RUSU) Comedy Night 7pm Quiz and Karaoke 8pm (Mojos) Tapas and Sangria 9pm (Mojos) AM
Monday 29th May Tuesday 30st May Wednesday 31st June Thursday 1nd June Friday 2rd June Saturday 3th June Sunday 4th June What’s On? FREE Breakfast! 9:30-11am (Outside RUSU) Hydration Station (RUSU corridor, library) Comedy 7pm Big Fat Quiz 8pm (3Sixty) AM PM
Update Position Funding Contents PO13 – Update Cost Distribution Is the fund one of the fields that to be updated? If yes, complement control infotype also needs updated (fund on 1018 and budget fund on 9104 need to match). Is the effective date of the change prior to 7/1 of the current year? If yes, two records will need created: Record for previous fiscal year: Start date = effective date from EPAR, end date = 6/30/xx. Characters 6 and 7 as of July 1, 2014 will be 00. Current record: Start date = 7/1/xx, end date = 12/31/9999 PO13 Plan Version Current Plan Position Enter position number Cost Distribution Highlight Cost Distribution Infotype Select copy IT1018 – Cost Distribution 1018 – Cost Distribution Start Date Enter effective date of position funding change Field updates Update fields based on data provided on EPAR. PO13 – Update Complement Control
NAESB Gas-Electric Harmonization Committee – Reference Documents # Document Link 1 MIT Study, The Future of the Electric Grid 2 MIT Study, The Future of Natural Gas 3 FERC-NERC Joint Task Force Report on Outages and curtailments During the Southwest Weather Event on February 1-5, 2011 4 North American Natural Gas Midstream Infrastructure Through 2035: A Secure Energy Future Executive Summary Prepared by the INGAA Foundation 5 Implications of Greater Reliance on Natural Gas For Electricity Generation Prepared For the American Public Power Association 6 NAESB current Gas Nomination Standards and Coordination Standards 7 Electricity Advisory Committee Interdependence of Electricity System Infrastructure and Natural Gas Infrastructure 8 NERC 2011 Special Reliability Assessment: A Primer of the Natural Gas and Electric Power Interdependency in the United States – DUPLICATE OF ITEM 13 9 NERC Gas/Electricity Interdependencies and Recommendations, 2004 10 NPC Prudent Development – Executive Summary (may be replaced by the published version – Ken Yeasting) 11 NPC Prudent Development – Ch. 3 – Natural Gas Demand (may be replaced by the published version – Ken Yeasting) 12 Excerpt of NAESB Bylaws 13 NERC December 2011 Special Assessment - DUPLICATE OF ITEM 8 14 Natural Gas in a Smart Energy Future – American Gas Foundation, APGA Research Foundation, Canadian Gas Foundation, INGAA Foundation, Natural Gas Supply Foundation and their members 15 Summary of the North American Energy Standards Board Gas and Electric Interdependency Final Report to the Federal Energy Regulatory Commission in Docket No. RM05-28-000 “NAESB Report on the Efforts of the electric
of repair or maintenance. In most developing countries, open dumping with open burning is the norm. This session explores the challenges of waste management in urban contexts, and considers policy and institutional recommendations to improve solid waste management. Student presentation topics: E-waste Plastics Domestic waste management Readings: PROPARCO. 2012. Waste: Challenges Facing Developing Countries () Mark Roseland. 2005. “Toward Sustainable Communities”. Chapter 6 Reduction and Recycling.” Page 74-86. John Tillman Lyle. 1994. “Waste as a Resource”. (page 224-231 from “The Sustainable Urban Development Reader.” Eds by Stephen M. Wheeler and Timothy Beatley, 2014) M. Wackernagel and W. Rees. 1996. “What is an Ecological Footprint?” from our Ecological Footprint (1996) (page 375-384 from “The Sustainable Urban Development Reader.” Eds by Stephen M. Wheeler and Timothy Beatley, 2014) Week 7. Water and Sanitation in Urban Development This session explores trends in use, wastewater treatment and water scarcity. Access to clean water and sanitation, water pollution and public health in urban areas in different regions of the world. Student presentation topics: Water Sanitation Waste water treatment Readings: Postel, Sandra. “Water: Adapting to a New Normal.” Post Carbon Reader, pp. 77-94 Jefferies, C. and Duffy, A. “The Switch Transition Manual.” Section 1 only, skim 1 or 2 case studies (pdf) Wong, T. and Brown, R. “Integrated urban water planning” in: Resilient Sustainable Cities, pp. 132-138 (pdf) Week 8. Energy and Urban Development This session discusses past, current and projected trends in energy production and consumption. Alternative forms of energy production. Energy use, pollution and public health. Student presentation topics: Renewable energy Energy efficiency
Audit logs and audit summaries shall be backed up at least monthly. A copy of the audit log shall be sent off-site on a monthly basis. Audit Collection System The audit log collection system may or may not be external to the ACA system. Automated audit processes shall be invoked at system (or application) startup, and cease only at system (or application) shutdown. Vulnerability Assessments Archive The ACA archive records shall be sufficiently detailed as to verify that the ACA was properly operated as well as verify the validity of any certificate (including those revoked or expired) issued by the ACA. Types of Events Archived At a minimum, the following data shall be recorded for archive in accordance with each assurance level: Data to be Archived Rudimentary Basic Medium High CA accreditation X X X X Certificate Policy X X X X Certification Practice Statement X X X X Contractual obligations X X X X Other agreements concerning operations of the CA X X X X System and equipment configuration X X X X Modifications and updates to system or configuration X X X X Certificate requests X X X X Revocation requests X X X Subscriber identity authentication data X X X Documentation of receipt and acceptance of certificates X X X Subscriber agreements X X X Documentation of receipt of tokens (if applicable) X X X All certificates issued or published X X X X Data to be Archived Rudimentary Basic Medium High Record of CA re-key X X X X All CRLs issued and/or published X X X Other data or applications to verify archive contents X X X Compliance Auditor reports X X X Any changes to audit parameters, e.g., audit frequency, type of events audited X X X Any attempt to delete or modify the audit log X X X Whenever the CA generates a key (not mandatory for single-session or one-time-use symmetric keys) X X X X All access to the certificate subject private keys retained within the CA for key recovery purposes X X X X All changes to the trusted public keys, including additions and deletions X X X X
WEQ-001 and WEQ-013 for purposes of consistency. Commission Proposal With the exceptions noted, we propose to incorporate by reference Version 003 of these standards into the Commission’s regulations. Revisions to OASIS Standards Not Related to Order No. 890 Objectives and Requirements In Version 003, NAESB also made modifications to address three issues not related to the requirements established in the Order No. 890 and not the subject of a report previously provided to the Commission. In Order No. 717, the Commission modified the posting requirements for waivers and exercises of discretion as well as some other posting requirements. Of particular note, the Commission eliminated the requirement for public utilities (and pipelines) to post standards of conduct information on OASIS and instead required transmission providers to post that information on their websites. NAESB modified WEQ-001, WEQ-002 and WEQ-003 to remove reference to the standards of conduct related obligations with the exception of a few template structures that may be implemented at the option of the transmission provider. In Order No. 676-E, the Commission declined to incorporate NAESB and WEQ-001-15.1.2 (both related to ATC Narrative) because these standards did not meet the Commission’s requirement to post the ATC narrative as soon as feasible. To correct this deficiency, NAESB modified those two standards to provide that transmission providers strive to post narratives within one business day and requiring a posting within five business days. NAESB’s report does not present any reason why a transmission
WGQ Publication Schedule (Version 2.2): WEQ Publication Schedule (Version 003.1): Retail Publication Schedule (Version 2.1): Retail Publication Schedule (Version 2.2): 13. Board of Directors, Board Committee and Regulatory Updates: Upcoming Board Meeting September 5, 2013: (Announcement) Membership Update: (Membership Report); (Membership Profile) Parliamentary Committee Update: (May 15 Minutes); (June 13 Minutes); (June 28 Minutes); (Proposed Bylaw Amendment) Managing Committee: (Website Terms and Conditions) Regulatory Updates: July 18, 2013 – FERC NOPR on Standards for Business Practices and Communication Protocols for Public Utilities (Docket No. RM05-5-022), July 18, 2013 – FERC NOPR on Communication of Operational Information Between Natural Gas Pipelines and Electric Transmission Operators (Docket No. RM13-17-00), Review for possible action July 23, 2013 – Corrected Report to FERC Concerning the WGQ Version 2.1 Standards (Docket No. RM96-1 et al), (extracted summary – full version available through hyperlink) July 24, 2013 – Errata Notice - Corrected NAESB Report to FERC Concerning the WGQ Version 2.1 Standards (Docket No. RM96-1 et al), 14. Other Business Meeting Schedule 2013: 15. Adjourn Attire – Business Casual
10/23 Midterm Review We will be reviewing materials for the midterm exam, which will be given next week. Practice problems will be provided ahead of time and you will be given an opportunity to ask questions. Lab this week will also be an opportunity to ask questions. No 10/30 Midterm Exam You will be taking the midterm exam today in class. The exam is open-book, open-notes, and calculator permitted. Please remember to bring all of the necessary materials to class with you, including a pencil. Yes Due 11/05 11/06 06 One-way ANOVA This is a continuation of hypothesis testing. We will be looking at how to conduct hypothesis tests for studies that contain more than two groups. Chapter 11 Yes Due11/12 Due 11/13 07 Two-way ANOVA What happens when you have more than one variable you are interested in testing? Today, we will look at the methodology for comparing two or more groups on two variables simultaneously. Chapter 11 Yes Due 11/19 Due 11/20 Workshop Today, you will have an opportunity to ask questions regarding Excel. We will also go over the final project together in class. No 11/27 08 The Chi-Square Distribution Today we will cover a distribution that can be used for three different types of research questions: are two categorical variables independent, is the distribution of a categorical variable as expected, and is the variance of the sample the same as the population? Chapter 14 No Due 12/04 09 Regression, Part I This is the last topic covered in class this semester. We will look at how to analyze (and create hypotheses for) continuous data. Regression is also related to covariance and correlation, which we will study as well. Chapter 12 Yes Due 12/10 Due 12/11 10 Regression, Part II We will continue studying regression models and introducing multiple-variable (multivariate) regression. As part of this class, there will also be an opportunity to ask any last questions on the final project. Chapter 12 Yes Due 12/14 Due
Student Level Data by Race Only 10.5 percent of students that meet the definition of truant have truancy petitions on them. This is a decrease from last year when approximately 20 percent of students who met the definition of truant had a petition filed. One striking trend in the data relates students from economically disadvantaged families. When we look at poverty as a subgroup, students who are on free and reduced-priced lunch make up 44.7 percent of the population. However, they account for 62.7 percent of truant youth, and make up 93 percent of all petitions filed. Therefore, low-income students are nearly twice as likely to become involved with the juvenile justice system due to truancy. On average, a truant student misses about 21 days of instruction. Conclusion and Next Steps The original intent of the Truancy Report was to provide information on the relationship between the “habitual truant” and truancy petitions as an intervention. OSPI provided clearer, more defined guidance on the definition of unexcused absences, and more accountability for districts to report the data to OSPI. This encouraged districts to review and redefine attendance policies across the state. The new data analytics that OSPI has released on chronic absenteeism and the intentionality on early intervention, needs assessment and responses to root causes may be contributing factors to not filing truancy petitions. With only one year of student-level data it may be early to draw any conclusions with the 5
Section 4 Weeping Water Staff Elementary Faculty Michelle Heath--Pre-Kindergarten/K-3 Title Sherri Wilson—Kindergarten Stephanie Schafer—Kindergarten Kelly Jording--1st Grade Carmen Garner--1st Grade Bickford--2nd Grade Chris Meeske--2nd Grade Carol Thomassen--3rd Grade Tracy Weber--3rd Grade Adam McGill--4th Grade Mary Mozena--4th Grade Rachell Menghini--5th Grade Lori Lindau--6th Grade Melody Cejka--K-12th Art Kim Hammer--K-12th Music Kevin White--6th-12th Band Joni Veldkamp--K-6th Speech Joel Haveman--Special Education\Elementary PE Diane Hartman--Special Education Mona Routley--PK-12th Grade Psychologist High School Faculty Kori Vodicka--English Emily Lofing--English, Journalism Michael Barrett--Social Studies, Athletic Director Cory Lenton--Social Studies Joe Philippi--Industrial Technology, Video Melody Cejka--K-12th Art Charlie Cover--Technologist Josh Schliefert--Mathematics Sue Heinz--Business, Computers Josh Pfeiffer--Mathematics Kim Hammer--Vocal & Instrumental Music Hylah Hammons--Secondary Special Education James Larson--Physical Education Amber Henson--Spanish Rebecca Robinett--Science Jeremy Strong--Physical Science Dawn Bickford--School Counselor Laurie Barrett--Librarian, Media Specialist Sarah Roehl--Family & Consumer Science Kevin White--6th-12th Band Support Staff Shirley Brack--Supt/High School Secretary Betty Hanes--Elementary/AD Secretary Vicky Roberts--School Nurse Sue Svanda--Business Manager Barb John Yard--Head Maintenance Carrie Haveman--Paraprofessional Ken Nowak--Custodian
POLICY: “Cultural Competence is the ability of individuals and systems to respond respectfully and effectively to people of all cultures, classes, races ,ethnic backgrounds and religions in a manner that recognizes, affirms and values the cultural differences and similarities and the worth of individuals, families and communities and protects and preserves the dignity of each. Cultural competence involves recognition and respect for differences among clients in terms of their values, expectations, and experiences with clinical treatment, while at the same time recognizing the culture–based practices and dictates of organized treatment, and the values, expectations and experiences of the providers who practice it. Culturally competent care becomes possible only with the skillful management of the interplay between these elements which make up an encounter, and determine the points of access or barrier at the institutional level.”* PROCEDURE: CREST requires that all employees undergo cultural competency and diversity training within (90) days of hire to assure that all employees are competent to provide the most effective and efficient treatment possible to each person served. Each employee is also required to participate in an annual review of CREST cultural competency and diversity policy. takes all possible steps to assure that all levels of employees (leadership, management, direct services and supportive services, volunteers) are reflective of the population served. CREST advertises in the local and regional newspapers in which the person served resides. We assess the ability of each applicant to assimilate into the community that we serve and depending on professional competency, we attempt to hire staff is as reflective to our population as possible. REFERENCES: * CCHCP’S Cultural Competency Curriculum, 1999 EQUAL OPPORTUNITY POLICY All staff, clients, families and other CREST affiliated parties. PURPOSE: CREST, believes that a strong commitment to equal employment opportunity is more than a legal and moral obligation; it is also sound business practice to realize the potential of every individual. To provide equal employment in advancement opportunities to all individuals, employment decisions at the agency will be based on merit, qualifications and abilities. Except where required or allowed by law, employment practices will not be influenced or affected by an applicant’s or employees race, creed, religion, sex national origin, age disability, or any characteristic protected by law. This policy governs all aspects of employment, including selection, job assignments, compensation, counseling, and discipline, and termination, access to employee services, benefits, and training. Our agency will make reasonable accommodations for qualified individuals with known disabilities unless doing so would result in an undue hardship.
THERE WILL BE NO UNATTENDED VEHICLES STOPPED IN THE OUTSIDE LANE OF THE NORTH LOOP Pickup Procedures (P.M.) All Kinder Pickup is done in the SOUTH loop Vehicles entering the SOUTH loop must display the Kindergarten “hanger” provided by Briggs. Students who are not picked up within 10 minutes of dismissal will be escorted to the office. Once students are in the office, parents must come in to the office to check-out their student. Grades 1-8 are to be picked up in the NORTH LOOP With some exceptions, agency vanpools (YMCA, Rainbow Canyon, City of Chino, etc) will be parked at the end of the SOUTH LOOP for student pickup. Vehicles exiting the SOUTH LOOP will turn “right” onto Roswell to head southbound Thank you for role modeling and reinforcing the importance of following all school rules and procedures. I. for Discipline Education Code 48900 A pupil shall not be suspended from school or recommended for expulsion, unless the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r), inclusive: (a) (1) Caused, attempted to cause, or threatened to cause physical injury to another person. (2) Willfully used force or violence upon the person of another,
Please complete the Work Plan using the Work Plan Template below. Work Plan Template School Readiness Goal Identified Need School Readiness Strategy Performance Indicators Activities Person/Partner Responsible Timeline Completion Date Outcomes Example: Increasing awareness and participation in Kentucky ALL Example: Childhood Profile indicates only 2 of 10 child care programs participate in ALL STARS Example: Improving the quality of all early care and education programs Example: Increase number of child care programs participating in ALL STARS Example: Outreach to child care centers; Developing of mentoring relationships Example: John and Sue Example: Aug. 2018 Example: December 19, 2018 Example: Participation in ALL STARS will increase from two child care programs in the service area to five child care programs in the service area.
3rd CONTACT Name: Relationship: Parental Responsibility: YES/NO Home Address: Post Code: Tel No: Work Tel No: Mobile No: Email: Additional Comments: 4th CONTACT Title: Name: Relationship: Parental Responsibility: YES/NO Home Address: Post Code: Tel No: Work Tel No: Mobile No: Email: Additional Comments: This information was provided by Parent/Carer