zilongwang/ReadingBank huggingface dataset:
Volunteering Overseas 1 In no more than 300 words, tell us about yourself and your motivations for being a volunteer with VMM. 2 When will you be available to volunteer? 3 What are your programme preferences? – can choose more than one Teacher Health Construction Farming Climate Control Other 4 Have you any experience of working as part of a team? Give details. 5 What cultural differences have you experienced? 6 Some of our partner organisations are affiliated to the Catholic Church. Would you be open to working with these groups or organisations? 7 Are you willing to attend a two-day orientation training course prior to your assignment? 8 Have you carried out any fundraising events in the past? 9 The post is subject to a Garda Vetting (Ireland)/ Disclosure & Barring Service (UK) check for working with children and young people. Do you agree to undertake this check? 10 Do you have any Criminal Convictions? 11 Where did you hear about VMM? Referees Please give the name and address of two referees, one of whom should be professional, the other being a personal referee. Please note that as part of the application process referees will be contacted following interview. Referee 1 Referee 2 Name Address Phone Email
12:10pm Networking Lunch - MDCL 1:10pm Oral Presentations Vibrations, Chatter & Stability Materials Tooling & Coatings Session Chair: Dr. Altintas Session Chair: Dr. Alpas Room: MDCL 1110 Room: MDCL 1116 Chatter detection using Operational Modal analysis Martin Juul, Keivan Ahmadi, Ole Balling Control built- up edge formation and chip breakability when machining austentic stainless steel using high pressure coolant supply Yassmin Seid Ahmed, Stephen Clarence Veldhuis Real- time Energy-based Detection of Milling Chatter with 2D Toolpaths and five- axis operation Hakan Caliskan, Zekai Murat Kilic, Yusuf Altintas Assessment of Tribological properties of DLC, TiN and CrN coated drills for machining of Inconel 718 Muhammad Zafarullah Khan, Sukanta Bhowmick, Ahmet Alpas Dynamics and Stability of Turn Milling Operations with Varying Time Delay Alptunc Comak, Yusuf Altintas Tribological and wear performance of nanocomposite PVD hard coatings deposited on aluminum die casting tool Pietro Stolf, Edinei Locks Junior, Jose de Paiva, German Fox-Rabinovich and Stephen Veldhuis Stability analysis of time- periodic milling dynamics using Extended Multi-Frequency Solution Keivan Ahmadi, Yaser Mohammadi Reduced Parameter GMS Friction Model Mustafa Hakan Turhan, Ginette Tseng, Kaan Erkorkmaz, Baris Fidan Graphical and Model- Based Vibration Control for Machine Tools Using an Inertial Actuator Jason Zeng, Kaan Erkorkmaz, Xavier Beudaert, Oier Franco Assessment of surface integrity during machining of superduplex stainless steel obtained with three different PVD hard coatings Edinei Locks Junior, Jose de Paiva, Pietro Stolf, German Fox-Rabinovich and Stephen Veldhuis 3:10 pm Break & Posters
Gravely injured animals: In cases in which animals cannot be saved, animals are to be euthanized. Rodents will be euthanized with CO2 according to the SOP for CO2 euthanasia. All other species will be euthanized with pentobarbital sodium (Euthanasia Solution/Fatal Plus) (120 mg/kg IV or IP). Temperature control and ventilation: If power is unavailable for temperature control and ventilation for more than a few hours or if room temperatures get too hot or too cold: Prop doors open to allow at least some air exchange. Ice may be piled on the floors to help cool the rooms. Animals may be moved out to the hallways for better ventilation if items (1) and (2) are insufficient, (rodent cages should be covered with filter bonnets when they are taken out of their rooms). Dogs may be cooled by hosing them down. Shelter: In the event that adequate shelter is no longer available at one campus for some or all of the animals, they will be moved to the other campus on a space available basis following the priority set up in “evacuation” above. Rodent cages: Check rodent cages and change cages that are very soiled and a threat to the health of the animals. This includes transgenic mice in sterile caging, even if the hoods are not working. If access is restricted for longer than 1 week, the animals should be removed to another facility or euthanized to prevent starvation, dehydration, or animal suffering. Once phones start working again: The highest ranking person available should contact the following agencies and tell them what has happened. USDA Western Regional Office: (970) 494-7478. OLAW (Office of Laboratory Animal Welfare at NIH): (301) 496-7163. VA Central Office chief veterinarian (Michael Fallon): (404) 728-7644 or (404) 732-5471. AAALAC: (301) 231-5353. ORO (Office of Research Oversight) Western Regional Office: (909) 801-5164. Bomb Threat/Bombing If a bomb threat is received, the call should be immediately reported to the VA Police (x5000). The VA Police will determine what action should be taken in the event of a bomb threat (evacuation of building, etc.). Animal Observation and Health Maintenance
- [add project or initiative] - [add project or initiative] Here is an approximate breakdown of conference costs: Airfare: [insert current rates to/from your destination] Transportation (between airport and hotel): ~€75 Hotel (3 nights): 3 Star Hotels - €121 - €190/night 4 Star Hotels - €146 - €296/night 5 Star Hotels - €172 - €318/night Meals (3 days at €50): €150 (many meals are included with the registration fee) Registration Fee: [check for ] Total: €x,xxx I'd like to register now to take advantage of lower travel costs and special conference pricing. I am confident that attending VMworld will increase my value to our organization, and I look forward to sharing my key learnings with the rest of the team. If you would like to learn more about VMworld, please visit . Thank you for considering this request. I look forward to your reply. Regards,
August MONDAY 15 TUESDAY 16 WEDNESDAY 17 THURSDAY 18 FRIDAY 19 WEEK ONE 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Syllabus etc. FIRST DAY OF SCHOOL 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Clinical Skills Lab Room 8217 0800-1230 Rm. 8206 Lecture Infection Control 0800-1230 Rm. 8206 Lecture Safety, lifting, moving 0800-1630 CSL Rm. 8217 Lecture Vital Signs Practice and Test BP WEEK TWO MONDAY 22 TUESDAY 23 WEDNESDAY 24 THURSDAY 25 FRIDAY 26 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Cont. Test BP Lecture Assessment 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Practice Assessment Etc. Room 8217 Lecture Assessment / math 0800-1230 Rm. 8206 Lecture Hygiene Test Infection Control 0800-1230 Rm. 8206 Lecture Nursing Process Test Safety, moving, lifting 0800-1630 CSL Room 8217 Practice and test on skills Test Vital signs WEEK THREE MONDAY 29 TUESDAY 30 WEDNESDAY 31 September THURSDAY 1 FRIDAY 2 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Cont. Condom cath Etc. Testing Test Clinical Assessments 1300-1400 Rm. 8206 1400-2130 CSL Rm. 8217 Documentation, Org tool Review Labs, Drug review/Mars 0800-1230 Rm. 8206 Lecture Nutrition Test Hygiene 0800-1230 Rm. 8206 Lecture Nursing Process 0800-1630 CSL Room 8217 Documentation Cont. and SKills WEEK FOUR MONDAY 5 TUESDAY 6 WEDNESDAY 7 THURSDAY 8 FRIDAY 9 Holiday-No School Clinical LTC Oak River 0600-1430 Test Clinical Assessments 0800-1230 Lecture Rm. 8206 Lecture Bowel Test Nutrition 0800-1230 Lecture Rm. 8206 Lecture Urinary Test Nursing Process 0800-1630 CSL Room 8217 ***This is subject to change***
Please list any qualifications currently being undertaken Name and address of school/college/university /institution Full or part time Expected completion date Qualifications being studied Please include level and subject TRAINING (vocational or skills training courses completed e.g. first aid) Name and address of training provider Date completed Subject and type of training undertaken Please include level and grade (if applicable)
Person Specification EVIDENCE KEY A = Application I = Interview R = References T = Test M = Micro teach C = Certificate P = Presentation Or a combination Essential Desirable Evidence Qualifications Qualified teacher e.g. Cert Ed, PGCE or DTLLS or CET. A,C Relevant Degree level qualification A,C A management qualification A,C Evidence of continuous professional development and updating A Experience At least 3 years’ experience of leading academic activities A,I Vocational experience in a relevant sector A Evidence of managing high performance in respect of student success I Evidence of leading innovative curriculum development, leading to growth in learners and income I,P Skills /Knowledge An understanding of the curriculum, with the ability to grasp quickly how it is funded, and how to manage it cost effectively I,P Demonstrate extensive range of knowledge, understanding and application of curriculum development, innovation and delivery strategies in the post-16 sector, relevant to local and national needs I,P Ability to collate, analyse and present information and data I,T Disciplined and effective resource management skills I An understanding of the interpersonal skills and organisational processes necessary to manage a team effectively, and the ability to put this into practice I Demonstrable knowledge and understanding of safeguarding and Prevent, and their importance within the College I Ability to plan and prioritise I Effective time management skills I Excellent administrative and organisational skills I
EVIDENCE KEY A = Application I = Interview R = References T = Test M = Micro teach C = Certificate P = Presentation Or a combination Person Specification Essential Desirable Evidence Qualifications Qualified teacher e.g. Cert Ed, PGCE or DTLLS or CET. A,C Relevant Degree level qualification A,C Assessor/verifier qualifications A,C A vocational qualification to at least Level 3 relevant to the area leading A,C Experience At least 3 years’ teaching experience A,I Evidence of delivering high quality and effective learning I Experience of leading and/or managing staff I Proven track record of working towards and achieving targets and standards I Evidence that you are able to apply effective approaches to teaching to more than one level and target audience I Skills /Knowledge Demonstrate extensive range of knowledge, understanding and application of curriculum development, innovation and delivery strategies in the post-16 sector I Ability to collate, analyse and present information and data I Knowledge and understanding of relevant College processes and procedures and an ability to effectively and proactively use and apply these I Sound knowledge of developments within a relevant sector I Excellent communication and interpersonal skills I Demonstrable knowledge and understanding of safeguarding and Prevent and their importance within the College I Knowledge of current relevant initiatives within FE, resource management and the vocational area of responsibility I Ability to plan and prioritise I Effective time management skills I Excellent administrative and organisational skills I Evidence of understanding of differences between assessment and evaluation I
Qualities/Approach linked to college values Demonstrate a positive approach to equality and diversity and customer service I Demonstrate an ability to take responsibility for your own and others Health and Safety at work I Demonstrate a commitment to safeguarding and promoting student welfare I Flexible and professional approach I Ability to work as part of a team to achieve common objectives I Demonstrate that you take responsibility and ownership, e.g. meeting deadlines, sharing practice, following organisational policy and procedures I
Background Research Report Grading Rubric Quality of Information 25 20 15 10 Comprehensive information Clear, focused, interesting Includes several supporting details/examples Information clearly covers the topic Focused, not captivating Provides 1-2 details/examples Information relates to subject but has gaps Hard to follow No details/examples Information has little to do with or does not cover topic Amount of Information 25 20 15 10 All topics addressed 2 pages MLA-formatted bibliography MLA citations used throughout Topics addressed 2 pages MLA-formatted bibliography and MLA citations used throughout with a few corrections to format/order Some topics addressed Less than 2 pages MLA-formatted bibliography and MLA citations used throughout with a major corrections to format/order Topics not addressed Less than 2 pages No MLA-formatted bibliography or citations Organization 10 8 5 3 Information well organized Well-constructed paragraphs enhance the reading of the paper Information well organized Paragraph construction makes it easy to follow Information organized Paragraph construction makes it a struggle to follow Information disorganized Hard to follow Bibliography 15 12 8 3 5 sources Correct MLA format All sources are credible 4 sources Correct MLA format All sources are credible 3 sources Some errors in MLA format Most sources are credible 2 or less sources Errors in MLA format Sources not credible No bibliography Mechanics 15 12 8 3 No grammatical, spelling, or punctuation errors Few grammatical, spelling, or punctuation errors Some grammatical, spelling, or punctuation errors Paper difficult to read and understand due to grammar, spelling, and punctuation errors Typed 10 8 5 3 Typed Double-spaced Typed Single-spaced Not typed Neatly written Not typed Not neatly written Grade = _____
5. Click on Bank Account Number and fill in relevant bank account number. 6. Click on Account Type and select relevant type from Drop Down List. 7. Click on E-mail Address and fill in e-mail address Vendor-e-mail address for remittance advices. 8. Click on ACH Transaction Type and enter PRAP or click on search and then on return value. Submit to Create banking details Figure 12 1. Click on submit and if the document is successfully submitted, it will route to the AP Manager for final approval. 2.13 Search for existing bank details Figure 13 1. Navigate too Pre-Disbursement Processor – Payee ACH account again. 2. Click on search button if you want to see al payees with banks. If you are looking for a certain payee, click on payee number, to search for relevant Vendor or employee. How to Change Personal Information. Navigate to Vendor Lookup Figure 14 1. Click on Main Menu then navigate to Lookup and Maintenance then click on Vendor.
Navigation to Pre-Disbursement Processor to create Banks Figure 9 1. AP Manager with role PDP Payee ACH Accounts Administrator navigates to Maintenance Menu Navigate to Pre-Disbursement Processor and click on Payee ACH Account. Payee ACH Lookup Screen Figure 10 1. Payee ACH Account Lookup will appear on screen click on button on the top right corner. Create new Bank Information Figure 11 1. Click on Description field and complete for Example Bank information Employee 10000666. 2. Click on Payee Type Code and select from drop-down List - for example Employee ID. 3. Click on Payee Number Search Button-Payee Lookup Screen will appear- Click on Person last name and fill in as follows: % Venter%. Click on search. In case of Vendor click on “Vendor Name”. Select relevant Employee and click on return value Button. Payee name will default from Payee number. 4. Payee ACH Account screen will show again-complete Branch Code field or use search Button to find Branch code. 5. Click on Bank Account Number and fill in relevant bank account number. 6. Click on Account Type and select relevant type from Drop Down List. 7. Click on E-mail Address and fill in e-mail address Vendor-e-mail address for remittance advices. 8. Click on ACH Transaction Type and enter PRAP or click on search and then on return value.
targetPerformanceParameters not present in IFA011; this may be a gap or possibly indirectly mapped by requestAdditionalCapabilityData within the VirtualComputeDescriptor network_interface_bandwidth not present in IFA011 targetPerformanceParameters not present in IFA011; this may be a gap or possibly indirectly mapped by requestAdditionalCapabilityData within the VirtualComputeDescriptor A.1.9 VDU descriptor vSwitches related IE Comparison MANO Release 1 (Vswitch) IFA011 Comments TOSCA NFV Profile vswitch_capability not present in IFA011 A.1.10 VDU descriptor Reliability and Availability related IE Comparison MANO Release 1 (Reliability and Availability) IFA011 Comments TOSCA NFV Profile corrected_error_notification VnfIndicator/ not present in IFA011; this may be a gap or possibly indirectly mapped by VnfIndicator uncorrected_error_notification VnfIndicator/ not present in IFA011; this may be a gap or possibly indirectly mapped by VnfIndicator A.1.11 VDU descriptor Storage related IE Comparison MANO Release 1 (Storage) IFA011 (VirtualStorageDescriptor) Comments TOSCA NFV Profile Id new storage_requirement typeOfStorage both covered under storage_requirement sizeOfStorage rdma_support_bandwitdh rdmaEnabled semantic difference swImageDescriptor new A.1.12 Virtual Link Descriptor related IE Comparison MANO Release 1 (Virtual_Link) IFA011 (VnfVld) Comments TOSCA NFV Profile (tosca.nodes.nfv.VL) id vldId connectivity_type connectivityType tosca.nodes.nfv.VL.ELine tosca.nodes.nfv.VL.ELAN tosca.nodes.nfv.VL.ETree connection_points_references Cpd/ id tosca.nodes.nfv.CP
George Mason was a colonist whose views about the relationship between Great Britain and the colonies changed as his beliefs about individual rights and liberties evolved. This patriot argued tirelessly to preserve the rights of individuals and to ensure that government would not encroach [infringe] on those rights. Source: George Mason’s letter to Richard Henry Lee December 6, 1770 “We have always acknowledged we are always ready to recognize the sovereignty of Great Britain but we will not submit to have our own money taken out of our pockets without our consent; because if any man or any set of men take from us without our consent or that of our representatives one shilling in the pound we have not security for the remaining nineteen. We owe to our Mother-Country the duty of subjects but will not pay her the submission of slaves.” George Mason PLEASE ANSWER IN COMPLETE SENTENCES-INCLUDE YOUR QUESTION IN YOUR ANSWER-THIS SHOULD HELP WITH YOUR REASONING. 1. What country is George Mason accusing of taking money without consent from the Colonists? 2. While George Mason is willing to recognize the sovereignty of Great Britain what is he not willing to do? 3. According to this quote, what are the types of currency the colonists used? 4. Is Document A a Primary or Secondary Source? Document A-CER
agencies that work within the healthcare organisation) require commitment by all staff to the organisation’s tobacco-free policy. Subcontractor documents require staff adherence to the healthcare organisation’s policy. The healthcare organisation seeks relevant representation to develop and to implement a strategy and action plan based on the self-audit and policy monitoring and evaluation results. The strategy and action plan is developed and managed by an implementation team. The strategy and action plan is reviewed annually taking into account the results of the self-audit, monitoring and evaluation results. The healthcare organisation allocates the human and financial resources necessary for all aspects of policy implementation. Financial and human resources are allocated according the strategy and action plan. Current audit: Subtotal score for Standard 1: (Maximum possible score: 30)
STANDARD 2: Communication The healthcare organisation has a comprehensive communication strategy to support awareness and implementation of the tobacco-free policy and tobacco cessation services. SELF AUDIT 0 = No / not implemented 1 = Less than half implemented 2 = More than half implemented 3 = Yes / Fully implemented IMPLEMENTATION CRITERIA REFLECTION Summary of current situation (Please describe the current situation for each implementation criteria. This will provide a context for your planned actions for the next 12 months) 0 1 2 3 PRIORITIES Summarise the actions flowing from the audit process for each criteria (These will inform a more detailed planning process) Interactive and targeted media is used to communicate the organisation’s tobacco-free policy and availability of tobacco cessation services to all staff and subcontractors before and during employment. All staff and subcontractors are informed about the healthcare organisation’s tobacco-free policy and tobacco cessation services. Interactive and targeted media is used to communicate the organisation’s tobacco-free policy and availability of tobacco cessation services to all service users prior to and/or on admission. All service users are informed about the organisation’s tobacco free policy and tobacco cessation services. Interactive and targeted media is used to communicate the organisation’s tobacco-free policy and availability of tobacco cessation services in the community including specific target groups. The community including specific target groups is informed about the healthcare organisation’s tobacco-free policy and tobacco cessation services. Current audit score: Subtotal score for Standard 2: (Maximum possible score: 9)
Step 4: Click on the “Dynamic” button. Step 5: Configure the Dynamic License to use the HSLS licensing server. In “URL of DLS”, enter: http://web1.hsls.pitt.edu/cgi-bin/vntidls.cgi Check box “DLS server requires authentication” Enter your HSLS ID in “Name” and your password in “Password” Click on “Set for all applications” Step 6: In the “Dynamic License” screen, click on “Apply”
Step 3: If Vector NTI is running in the demo mode, repeat the steps in “Configure Vector NTI Advance.” If this does not solve the problem, contact the HSLS Molecular Biology Information Service, 412-383-6887. Testing is Complete
VirtualOutcomes Training Programme 2018 We will produce the following on line training this year. 12 Healthy Living Champion topics Topic Any National Campaign associated with Topic January Obesity National obesity week 8th- 14 Jan February Ask your pharmacy team – aimed at parents of children under 5 NHS Campaign and local NHSE SW campaign March Smoking National No Smoking Day 14th March April Bowel Cancer Bower cancer Awareness Month May Mental Health Mental Health Awareness week 14th-20th May June Men’s Health week Men’s Heath Week 11th -17th June July Travel/Get ready for summer Will include Safe in the Sun August Blood in Pee PHE National Campaign September Drug and Steroid Misuse October Stay Well This Winter November Alcohol December Sexual Health/ Young People Friendly World Aids Day Plus the following topics Topic April MECC Underpins all HLP conversations May GDPR Changed to reflect pharmacy needs August Flu Engagement Re engage pharmacy teams ahead of September Go live on Vaccinations TBC QPS 2 (Once we know what the contract looks like) TBC CPAF Will do in 2019
Name: ______________________________________________________ Period: ________ Date: __________ HW – Vocabulary Tile Vocabulary Tile Directions: Your assignment is to take the three vocabulary terms listed below and create a pictorial (picture) representation of each term. Each “vocabulary tile” must be completed on a standard 8.5 by 11 sheet of computer paper. You may choose to draw the picture yourself or use ones taken from the internet (see the examples below). Examples Name: ______________________________________________________ Period: ________ Date: __________ HW – Vocabulary Tile Vocabulary Tile Directions: Your assignment is to take the three vocabulary terms listed below and create a pictorial (picture) representation of each term. Each “vocabulary tile” must be completed on a standard 8.5 by 11 sheet of computer paper. You may choose to draw the picture yourself or use ones taken from the internet (see the examples below). Examples
VOCA VICTIM ASSISTANCE PROGRAM CERTIFIED ASSURANCES The Subgrantee assures that they are a public or a non-profit organization or a combination there of, that provides direct services to crime victims. The Subgrantee assures that they have community support and approval of its VOCA funded services, have a history of providing direct services in a cost-effective manner, can demonstrate a record of providing effective direct services to victims of crime, and have financial support from non-federal sources. The Subgrantee assures that they can meet the VOCA program match requirements at a minimum of 20%, cash or in-kind, of the total VOCA project (VOCA grant plus match). The match for a Native American tribe/organization, located on a reservation, is 5%, cash or in-kind, of the total VOCA project (VOCA grant plus match). The Subgrantee assures they can demonstrate that 25-50 percent of their financial support comes from non-federal sources if they are a new program that has not demonstrated a record of providing victim services. The Subgrantee assures that they will utilize volunteers. The Subgrantee assures that they will promote within the community served, coordinated public and private efforts to aid crime victims. The Subgrantee assures that they will assist victims in seeking available crime victim compensation benefits. The Subgrantee assures that they will provide services to victims of Federal crimes on the same basis as victims of State crimes. The Subgrantee assures that they will provide services, at no charge, through the VOCA funded project. The Subgrantee assures that they will maintain confidentiality of client-counselor information as required by state and federal law. The Subgrantee assures that they will comply with the applicable provisions of VOCA, the Program Guidelines, and the requirements of the M7100.1D which includes maintaining appropriate programmatic and financial records that fully disclose the amount and disposition of VOCA funds received.
Specify the VOCA funded position(s) related to this goal: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: OBJECTIVE A: ACTIVITIES/METHODS MONITOR/EVALUATE PROCEDURES TIME-LINE 2. OBJECTIVE B: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: Describe Objective B: ACTIVITIES/METHODS MONITOR/EVALUATE TIME-LINE
Specify the VOCA funded position(s) related to this goal: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: OBJECTIVE A: ACTIVITIES/METHODS MONITOR/EVALUATE PROCEDURES TIME-LINE 2. OBJECTIVE B: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: Describe Objective B:
GOAL VI.(optional) Specify the VOCA funded position(s) related to this goal: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: OBJECTIVE A: ACTIVITIES/METHODS MONITOR/EVALUATE PROCEDURES TIME-LINE 2. OBJECTIVE B: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: Describe Objective B:
Specify the VOCA funded position(s) related to this goal: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: OBJECTIVE A: ACTIVITIES/METHODS MONITOR/EVALUATE PROCEDURES TIME-LINE 2. OBJECTIVE B: Q1 Q2 Q3 Q4 Year 1 Year 2 Indicate the quantitative amount this objective will serve: Describe Objective B: ACTIVITIES/METHODS MONITOR/EVALUATE PROCEDURES TIME-LINE
10. Areas served by this project (Counties/Cities/Statewide) 11. Type of Agency (Check only 1) Government Agency Nonprofit Organization Federally Recognized Tribal Government/Agency/Organization Campus Organization 12. Use of funds (Check all that apply) Expand or enhance an existing project not funded by VOCA in the previous year Start up a new victim services project Start up a new Native American victim services project Expand or enhance an existing Native American project 13. Identify the services to be provided by the Victims Assistance and Match Funds (Check all that apply) Information & Referral Personal Advocacy/Accompaniment Emotional Support or Safety Services Shelter/Housing Services Criminal/Civil Justice System Assistance Assistance with Filing Crime Victim Reparation (CVR) claims Assisting victims with registration with VINE 14. Project Summary: (150 words or less) 15. Identify types of victims to be served with requested Victim Assistance funds and Match funds: Child Abuse/Physical Child Abuse/Sexual DUI/DWI Victims Domestic Violence Victims Adult Victims/Sexual Assault Other – List Elder Abuse Adult Survivors of Incest or Child Sexual Abuse Survivors of Homicide Victims Robbery Assault 16. Agency Staff & Volunteers (volunteers are required) # Full Time Total # of agency volunteers (excluding board members) # of volunteers that support this project only (FTE) Total # of paid agency staff (FTE) # of paid agency staff requested/match for VOCA (FTE) Section II: Budget Summary
Answer: Abraham Lincoln CLUE: American politician and designer of the Kansas-Nebraska Act Answer: Jefferson Davis CLUE: Military commander of the Confederate Army Answer: Ku Klux Klan CLUE: Northerners who moved to the South during Reconstruction to help the freedmen or for business opportunities Answer: scalawags CLUE: Established by Congress to help former slaves and poor whites in the South in the aftermath of the Civil War Answer: Radical Republicans CLUE: President who oversaw the end of Reconstruction Answer: Stephen A. Douglas CLUE: President of the “Confederate States of America” Answer: Robert E. Lee CLUE: Secret society that terrorized Southern blacks during the Civil War Answer: carpetbaggers CLUE: Southern whites who supported Reconstruction Answer: Freedmen’s Bureau CLUE: Small group that believed that the South should be punished and that African Americans should be granted full political and civil equality Answer: Rutherford B. Hayes CLUE: Union Army General during the Civil War
Answer: William Tecumseh Sherman CLUE: Promised settlers cheap land if they were willing to move out West Answer: Anaconda Plan CLUE: Stated that slavery could be prevented in any territory by the refusal of people living in in that territory to pass laws favorable to slavery Answer: Civil Rights Act of 1866 CLUE: Required that all escaped slaves were, upon capture, to be returned to their masters Answer: Compromise of 1850 CLUE: Speech made by Abraham Lincoln at the turning point of the Civil War Answer: Compromise of 1877 CLUE: State and local laws which legalized segregation in the South Answer: 1862 Homestead Act CLUE: Military strategy adopted by the North which cut the South off from all possible help Answer: Freeport Doctrine CLUE: Declared that all people born in the United States are citizens, without regard to race, color, or previous condition of slavery Answer: Fugitive Slave Act CLUE: Package of five bills that addressed the status (slave or free) of territories acquired during the War Answer: Gettysburg Address CLUE: Deal that ended the Reconstruction Era Answer: Jim Crow Laws CLUE: An attempt to “Americanize” Indians which led to a sell-off of Indian land
Answer: Dawes Act CLUE: Repealed the Missouri Compromise by applying “popular sovereignty” to two Midwestern states Answer: Dred Scott Decision CLUE: Rationalized US purchase of Cuba from Spain Answer: Emancipation Proclamation CLUE: Declared that Southern states should only be readmitted once most citizens in the state agree to support the Union and black citizens are given full civil and political rights Answer: 15th Amendment CLUE: Abolished slavery Answer: 14th Amendment Answer: Act CLUE: Supreme Court ruled that African Americans were not citizens Answer: Ostend Manifesto CLUE: Speech by Abraham Lincoln which freed all slaves in states still in rebellion during the Civil War Answer: Radical Reconstruction Plan CLUE: Prohibited states from denying any citizen the right to vote on the basis of race or previous “servitude” (slavery) Answer: 13th Amendment CLUE: Granted citizenship to all people born in the United States, including former slaves
Pink ______________________ The most important difference between phases of matter Yellow ______________________ Shatters when struck
14. Skittish – (adj.) extremely nervous and easily frightened; shy or timid; extremely cautious; unstable, undependable Example: Only an experienced and confident rider should mount a skittish horse. Synonyms: jumpy, restive, unpredictable, fickle Antonyms: bold, daring, reckless, cool, unflappable 15. Vie – (v.) to compete; to strive for victory or superiority Example: Many actors vie for the leading role in the famous director’s new film. Synonyms: contend, rival
LESSON #2a – WAGING TOTAL WAR August 1914 Total war Trench Warfare Modern machinery (machine gun, poison gas, long range artillery, airplane, the tank) Over the top No-man’s land Battles of Tannenberg Central Powers Armenian Genocide Battle of Gallipoli T. E. Lawrence Submarine (U-Boats) LESSON #2b – The HOME FRONT Mobilizing for War Censorship Rationing programs Generals Hindenburg and Ludendorff – military dictatorship Totalitarian society Changing attitude about gender “lost generation” Censorship and crude propaganda Easter Rebellion Georges Clemenceau Henri-Philippe Petain Russian Revolution of 1917 Germans on the Home Front LESSON #3 – RUSSIAN REVOLUTION Winter Palace Nicholas II Duma Tsarina Alexandra Rasputin Alexis Provisional government February Revolution Kerensky Petrograd Soviet Army Order No. 1 Vladimir Lenin Bolsheviks “All Power to the Soviets” “all land to the peasants” “bread, land, peace” Trotsky – Petrograd Soviet
LESSON #10 – WORLD WAR II Blitzkrieg Denmark, Norway, and Holland Evacuation at Dunkirk Winston Churchill Battle of Britain Hitler’s New Order Collaborators Marshal Petain – Vichy regime Other words to know Russian invasion of Finland Charles de Gaulle – Free France Emergency powers Act in Britain RAF (Royal Air Force) Italian invasion of Greece Operation Barbarossa Atlantic Charter Italian Campaign – “soft underbelly” Bombing of Germany – Americans by day, Brits by night LESSON #11 – THE HOLOCAUST, The HINGE OF FATE and ALLIED VICTORY Holocaust Ghettos Einsatzgruppen (Special Action Units) “the final solution” concentration camps Auschwitz-Birkenau 6,000,000 Jews Grande Alliance Great Patriotic War Battle of El Alamein Dresden, Hamburg, Berlin, Cologne Battle of Stalingrad Normandy, France (D-Day invasion – June 6, 1944) Warsaw Uprising May 8, 1945 (V-E Day) August 14, 1945 (V-J Day) 50 million lives gone Other Words to KNow The “Big Three” Moscow, 1943 Tehran (Iran), 1943 Yalta (Crimea), 1945 Potsdam (Germany), 1945 Holocaust – the “Final Solution” “master race”
Procedural due process, Substantive due process, search warrant, probable cause, exclusionary rule, grand jury, indictment, double jeopardy, bench trial, Miranda rule, preventative detention, capital punishment Immigrant, refugee, assimilation, segregation, integration, affirmative action, reverse discrimination, naturalization, alien, expatriation, denaturalization, deportation
Vocab Quiz 1 Electromagnetic spectrum Reflecting telescope Refracting telescope Eqinox Lunar eclipse Solar eclipse Solstice Meteor Meteorite Meteoroid Meteor shower Parallex Black hole Nebula Big bang theory Vocab Quiz 1 Electromagnetic spectrum Reflecting telescope Refracting telescope Eqinox Lunar eclipse Solar eclipse Solstice Meteor Meteorite Meteoroid Meteor shower Parallex Black hole Nebula Big bang theory Vocab Quiz 1 Electromagnetic spectrum Reflecting telescope Refracting telescope Eqinox Lunar eclipse Solar eclipse Solstice Meteor Meteorite Meteoroid Meteor shower Parallex Black hole Nebula Big bang theory Vocab Quiz 1 Electromagnetic spectrum Reflecting telescope Refracting telescope Eqinox Lunar eclipse Solar eclipse Solstice Meteor Meteorite Meteoroid Meteor shower Parallex Black hole Nebula Big bang theory
17. Pictures and Captions: Throughout the reading when the interventionist reads a page with a picture and caption, they perform the following procedures: Reads the text on the page Directs student attention to the picture and asks, “What do you see in that picture?” Restates and makes a connection to the student response (as appropriate). Interventionist reads the caption. ☐ Comprehension Questions (5 minutes) Completed 18. Place comprehension questions in front of student. Tell the student that they are going to answer some questions about what they read. Then read each question and the three multiple-choice answers outloud, only showing one response option at a time until all three options have been read to the student. “Now you are going to answer some questions about what we read. First, listen to the question and three answers. Then, you will tell me or touch the best answer.” Interventionist reads the question and three answers, then prompts student to select an answer by using prompts, such as: “Pick one.” or “Which one?” Response Correction Procedure: If student makes a selection before interventionist reads the question and all three answers aloud, remind student of direction to listen first and then select answer: “Remember, wait until I read the question and the three answers before you pick the best answer” <<Interventionist rereads the question and three answers>> Code as Verbal prompt on score sheet. Prompts student to select an answer by using prompts, such as: “Pick one.” or “Which one?” ☐ 19. Response Prompting Procedures: If the student doesn’t respond to the initial prompt within 5 seconds, use the response prompting strategies outlined below. 1. Verbal: Reread the questions pointing to each response option (wait 5 seconds). If student responds correctly, count as correct. If student response incorrectly or has no response, move on to error correction procedures below and count as incorrect. 2. Error correction: Re-read the question. Say, “The answer is ______. ________ is <question stem>. Touch _______.” Provide verbal reinforcement for responding. For example, “Thank you.” Or “Nice Job!” (Check if response prompting procedures are used correctly) ☐
Week 1 Placid Blissful Luxuriate Bewildered Peculiar Tragic Frantic Hysterically Congealed Muttering Week 2 Dainty Obedient Listlessly Remarkable Mesmerizing Discordant Squabbling Inevitable Fiasco Nonchalant Week 3 Contrition Luminous Supplication Delicate Sputtering Defiant Beseeching Minute Clambered Incredulous Week 4 Nondescript Foyer Convalescence Specter Contentious Harmony Inanimate Deign Collaborator Tacit Week 5 Inane Resonant Conniving Infer Venerable Inured Anarchy Insidious Blitzkrieg Enmity Week 6 Erratic Vindicated Idiosyncratic Reprimand Stupefied Insinuate Judiciously Futility Encumbrance Ambiguous Week 7 Discernable Opulent Pungent Poignant Patriarchal Cacophony Accolade Austerity Latent Bane Week 8 Foreboding Ruefully Flourish Torpid Obstinate Incongruous Impervious Parody Precarious Disconcerting Week 9 Abbreviate Benevolent Circuitous Digression Emulate Mundane Superficial Rancorous Wary Tenacious
Week 10 Efflorescence- Vainly- Quiver Decorous- Interpose – Strident- Speculate- Clamor- Indignation- Jumble- Week 11 Officious Tumult Ebullience Recrimination Tirade Oppressive Inscrutable Blatant Taboo Vicissitudes Week 12 Furtive Glimmer Mirage Ineffectual Jeer Inarticulate Preposterous Caper Implication Shrill Week 13 Fervor Corpulent Saunter Snivel Quavered Compelled Acrid Covert Infinite Infuriate Week 14 Dignity Grudge Civil Strife Toil Valiant Tyrant Quarrel Transgression Vex Week 15 Pernicious Prodigious Disposition Augment Boisterous Assail Portentous Conjure Consort Rancor Week 16 Beguile Appertain Effeminate Agile Garish Dismal Calamity Sojourn Abhor Inundation Week 17 Provision Abate Detest Pestilence Quarantine Inexorable Vengeance Peruse Paramour Inauspicious
Week 1 Placid Blissful Luxuriate Bewildered Peculiar Tragic Frantic Hysterically Congealed Muttering Exasperated Hospitality Premises Corpse Parcel- Week 2 Prodigy Dainty Obedient Clamor Indignity Listlessly Remarkable Mesmerizing Discordant Squabbling Inevitable Lamented Fiasco Nonchalant Asserting Week 3 Contrition Luminous Supplication Delicate Sputtering Defiant Beseeching Minute Clambered Incredulous Gleaming Poised Grave Vacuum Clutched Week 4 Nondescript Foyer Convalescence Specter Contentious Harmony Inanimate Deign Collaborator Tacit Irate Consternation Rhetorically Eloquence Indulgence Week 5 Inane Resonant Conniving Infer Venerable Inured Anarchy Insidious Blitzkrieg Enmity Vulnerable Treachery Candid Jounced Ludicrous Week 6 Irresolutely Erratic Vindicated Idiosyncratic Invoking Reprimand Stupefied Impinge Insinuate Judiciously Conspiratorial Futility Encumbrance Ambiguous Sanctity Week 7 Discernible Opulent Pungent Poignant Refute Patriarchal Abashed Vagaries Liaison Cacophony Accolade Austerity Latent Bane Urbane Week 8 Foreboding Ruefully Flourish Torpid Obstinate Incongruous Impervious Parody Precarious Disconcerting Parry
Incarnate Incredulous Bellicose Languid Week 9 Abbreviate Benevolent Circuitous Digression Emulate Florid Hedonist Mundane Pretentious Superficial Rancorous Transient Spurious Wary Tenacious Week 10 Efflorescence Vainly Quiver Decorous Interpose Strident Speculate Clamor Indignation Jumble Grating Devour Warp Hiatus Scorn Week 11 Officious Tumult Ebullience Recrimination Tirade Oppressive Inscrutable Blatant Taboo Vicissitudes Malevolent Sinewy Tendril Barb Flaunt Week 12 Furtive Glimmer Mirage Ineffectual Jeer Inarticulate Preposterous Caper Implication Shrill Mutinous Crestfallen Enterprise Obscure Opaque Week 13 Fervor Corpulent Saunter Snivel Quavered Compelled Acrid Covert Infinite Infuriate Sagely Blunder Heed Uproarious Steadfast Week 14 Dignity Grudge Civil Strife Toil Valiant Tyrant Quarrel Transgression Vex Posterity Exquisite Torment Beseech Nimble Week 15 Pernicious Prodigious Disposition Augment Boisterous Assail Portentous Conjure Consort Rancor Perjury Variable Jest Procure Prevail Week 16 Beguile Appertain Effeminate Agile Garish Dismal Calamity Sojourn Abhor Inundation Pensive Arbitrate Martyr Valor Lament Week 17 Provision Abate Detest Pestilence
Tier II Academic Vocabulary These words merit less time and attention (They are concrete or describe events/ processes/ideas/concepts/experiences that are familiar to students ) These words merit more time and attention (They are abstract, have multiple meanings, and/or are a part of a word family) Meaning can be learned from context Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word] Meaning needs to be provided Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word] Page [number] - [word]
Vocabulary Terms for Unit 1: From the textbook and 5 Steps book Empiricism Structuralism Functionalism Psychology Nature-nurture issue Experimental psychologists Behaviorists Humanistic psychologists Cognitive neuroscience Natural selection Levels of analysis Biopsychosocial approach Behavioral approach Biological approach Cognitive approach Evolutionary approach Psychodynamic approach Socio-cultural approach Psychometrics Basic research Developmental psychologists Educational psychologists Personality psychologists Social psychologists Applied research Industrial-organizational psychologists Human factors psychologists Counseling psychologists Clinical psychologists Psychiatrists Positive psychology Community psychologists Monism Dualism Eclectic Engineering psychologists Forensic psychologists Health psychologists Neuropsychologists Psychometritians Rehabilitation psychologists School psychologists Sports psychologists Mary Whiton Calkins Charles Darwin Dorothea Dix Sigmund Freud G. Stanley Hall William James Ivan Pavlov Jean Piaget Carl Rogers B.F. Skinner Margaret Floy Washburn John B. Watson Wilhelm Wundt
Vocabulary Unit #1 WEEK #1 Ached Concentrate Discovery Lleducated Effort Improve Inspired Satisfied WEEK #2 Celebrate – marking an occaision with a ceremony or festivities Courage – the ability to face fears Disappointment – dissatisfaction when expectations are not met Precious – greatly loved or treasured Pride – a high opinion of something or someone Remind – to cause someone to think of something Symbol – something representing an idea or thing Tradition – a belief, custom or way of doing something that has existed for a long time. WEEK #3 Admires – holds someone hi high approval or esteem Classmate – a person one goes to school with Community – a group unified by a shared location Contribute – to participate positively in something Practicing – rehearsing or learning by practicing Pronounce – to speak correctly Scared – frightened or made anxious Tumbled – to fall or roll end over end WEEK #4 Design – to plan out or create Encouraged – urged someone to do something Examine – to look at closely or inspect Investigation – process of searching for information Quality – degree of excellence Simple – basic and ordinary
Solution – the answer to a problem Substitute – something that takes the place of another WEEK #5 Carved – cut or sliced Clues – information that helps solve a puzzle Grand – stately or impressive in style or size Landmark – recognizable place or event Massive – on a very large scale Monument –something built to honor person or event National –common to an entire country Traces – draws around or traces
negligible – (adj.) so unimportant that it can be disregarded Example: After taxes are deducted, a small raise in salary may result in a negligible increase in take-home pay. SYNONYMS: trivial, inconsequential, insignificant ANTONYMS: significant, crucial, momentous precedent – (n.) an example that may serve as a basis for imitation or later action Example: We hope that students at other schools in our city will follow our precedent(s) in volunteer work and charitable contributions. SYNONYMS: guide, tradition, model
Vocabulary Word Builder Unit 5 Vocabulary Workshop Name_________________ Word Meaning Mnemonic Amnesty (n.) a general pardon for an offense against a government; in general, any act of forgiveness or absolution Synonym: reprieve Caveat (n.) a warning or caution to prevent misunderstanding or discourage behavior Synonyms: word to the wise Equitable (adj.) fair, just, embodying principles of justice Synonyms: right, reasonable, evenhanded Antonyms: unjust, unfair, one-sided Extricate (v.) to free from entanglements or difficulties; to remove with effort Synonyms: disentangle, extract Antonyms: entangled Filch (v.) to steal, especially in a sneaky way and in petty amounts Synonyms: pilfer, swipe Precept (n.) a rule of conduct or action Synonyms: principle, maxim Scathing (adj.) bitterly severe, withering; causing great harm Synonyms: searing, harsh, savage Antonyms: bland, mild Straitlaced (adj.) extremely strict in regard to moral standards and conduct; prudish, puritanical Synonyms: highly conventional, overly strict, stuffy Antonyms: lax, loose, indulgent, permissive Transient (adj.) lasting only a short time, fleeting; (n.) one who stays only a short time Synonyms: (adj.) impermanent, ephemeral Antonyms: (adj.) permanent, imperishable, immortal Unwieldy (adj.) not easily carried, handled, or managed because of size or complexity Synonyms: bulky, clumsy, impractical Antonyms: manageable, easy to handle
Even though her attitude towards looks and fashion was marked by _____________________________, she knew that looking nice should not determine who you are, but that it is a way to attract other people. Only her mother ____________________ Victoria’s transformation because she missed that nerdy, little girl who had been home a lot more. VOCABULARY STORY – Write a story that makes sense using all of the words from unit 1. Use one word per sentence and underline or highlight each vocabulary word. Be sure to use the correct part of speech for each word. Each sentence should have context clues/synonyms that help explain what the word means. VOCABULARY PICTURES – Write the vocabulary word and copy the definition exactly, including the part of speech. Then write the definition in your own words. Finally, create a drawing to represent the definition and color it. If the picture is not colored the highest possible grade is a C.
Match the opposites innocent die usual interrupt wealthy end valuable guilty survive ignore escape careless start valueless continue catch notice poor careful unusual Match the phrases lay impression addicted global warming crime necklace detective a trap sentence mask, gloves and handcuffs teeth robbers diamond stories prevent to drug arrest to 20 years wear scene