zilongwang/ReadingBank huggingface dataset:
Unit Plan : INTRO PE unit A template based on Understanding by Design Title of Unit Cardiovascular Fitness Grade Level Grade 8-11 (adjust for the level (depth of questions and expectations Subject P.H.E Time Frame 8-12 lessons Developed By B Changes in green after feedback 1 – Desired Results Communication Thinking Personal and Social Big Idea: What is this unit about? Why are you teaching it? Personal Fitness can be maintained and improved through regular participation in Physical Activities. Essential Question: What questions might spark student interest / engagement in the topic? What provocative questions will foster inquiry into the content? open-ended questions that stimulate thought and inquiry linked to the content of the enduring understanding). What provocative questions will promote understanding and transfer of learning? Why is cardio vascular fitness important? How are diseases are related to Cardiovascular Health? What do I think about my own cardiovascular fitness? It is important to me? What activities do I like that could increase my cardiovascular fitness? What does my cardio training “zone” feel like to me? What students will be able to DO What students will KNOW
Curricular competency learning standards: Physical literacy • Apply methods of monitoring and adjusting exertion levels in physical activity Target Rate ZONE, effect of activity choice on HR • Identify and participate in preferred types of physical activity Exposure to many different Cardio fitness options and exploration of personal preferences in activities and personality surveys etc. Healthy and active living • Participate in physical activities designed to enhance and maintain health components of fitness. Students will participate each day lesson in a different Cardio Activity. • Explain how developing competencies in physical activities can increase confidence and encourage lifelong participation in physical activities Students will connect Cardio Health to long-term benefits. • Plan ways to overcome potential barriers that affect participation in physical activities Understand options, limitations and interests and make a plan to overcome. Social and community health • Create and evaluate strategies for managing physical, emotional, and social changes during puberty and adolescence Mental Wellbeing • Describe the relationship between physical activities, mental well-being, and overall health Connect Cardio Health to mental health through a written assignment ? Content learning standards: • ways to monitor and adjust physical exertion levels • health benefits of different physical activities • training principles to enhance personal fitness levels, including the FITT principle, SAID principle, and specificity Heart Rate, intervals, effect of different activities on HR Requirements for training and improvement. • potential and long-term consequences of health decisions, including those involving physical activity, healthy eating, sleep routines, and technology • strategies for goal-setting and self-motivation Stage 2 – Assessment Evidence
5 Resistors in Series Presentation to slide 77 + Problems 33-37 Problems 38-42 6 Resistors in Parallel Presentation to slide 93 + Problems 43-44 Problems 45-52 7 Series and Parallel Lamp Circuit Lab Lab Finish lab and prepare for quiz 8 Series and Parallel Lab Quiz + Measurement and Electromotive Quiz & Finish Presentation + Problems 53-58 Problems 59-64 & MC 10-20 9 General Problems Problems 1, 2, 5, 6 Problems 3, 4, 7 10 General Problems Problems 8, 9, 12, 13 Problems 10, 11, 14, 15 (harder problems can be left out and replace with simpler extra practice problems from the website) 11 Review MC Review MC Study for test 12 Current and Circuits Test Test N/A
Create a tally chart (on IWB). Invite each student to share their information collected. Students draw a tally mark next to their game Discuss the results of the data on the tally chart about the different games played in the past Show students a selection of artefacts from the past (some of these artefacts will hopefully be present on the tally board) Divide students into small groups to rotate and play with the different artefacts. After the rotations, discuss how games of the past are different or similar to present day games Survey forms Artefacts from the past (eg. skittles, ring toss, hopscotch, knuckles, marbles etc) the small group rotations 11 (30 mins) Analyse Information Focus: Create a timeline Introduce a timeline of teacher’s own life Discuss chronological of the photos from birth to now past and present tense language such as “then, now, past, present”. Use language such as: “when I was a baby”, “on my first birthday”, “when I was a school girl” and “now I am a teacher”. Place photos in order along the timeline individually to show evidence of how a person changes over time. Model language to demonstrate the past and present tense associated with the photographs Photos Timeline template Observation of student responses during group discussion Anecdotal of participation within the group Summative Assessment 12 (30 mins) Conclude and review Focus: Create a timeline Small group activity Students will create their own timeline. Students will show evidence of how they have grown and changed over time by placing 5 photos onto a personal timeline. Students will use language to distinguish between the past and present. Teacher will assess students’ knowledge and understanding of personal history, terms and concepts associated with creating a time line, using photographs to depict past and present and using language to explain their understanding Student Photos Timeline template Glue Observation of student participation Anecdotal notes of participation within the group Summative Assessment – scribing student responses 13 (40 mins) Take Action Focus: Timeline Display Display timelines around the classroom Student timelines Observation of student responses
Invite “buddy” class to join students in a celebration of learning Pair students up with their buddy and encourage them to share their representations of family – Family Tree, Timeline, Family Photo etc. during celebration of learning with buddy 14 (30 mins) Reflect What did we learn about family? Revisit the word wall created in the first lessons of the unit Remind students of the key inquiry questions Ask students what they now know about families Discuss how knowledge and understand of families has changed and broadened Walk around classroom with students and encourage students to orally reflect on their learning about families Word Wall Student work from unit Observation of student responses during reflection Anecdotal notes of participation within the group
0201.3.4 Use classroom resources to support the writing process 0201.3.8 Continue to add descriptive words and details to writing Reading 2.1.01 Develop oral language (vocabulary, oral directions, discussion, questions, etc.) 2.1.02 Develop listening skills (be attentive, listen and respond to variety of texts, follow oral directions, etc.) 2.1.07 Develop and extend reading vocabulary (listen to literature, participate in discussion, shared reading, unfamiliar words, read-alouds, etc.) Science 0207.4.2 Realize that parents pass along physical characteristics to their offspring 0207.4.4 Create a graphic organizer that compares observable traits that offspring share with their parents Student Objectives/Learning Outcomes Lesson 1: Students will… Review the characteristics of adjectives Identify examples of adjectives in multiple Use adjectives to describe characters from a text they have read or listened to Lesson 2: Students will… Review the characteristics of comparative and superlative adjectives Identify examples of comparative and superlative adjectives in multiple texts Use comparative and superlative adjectives to describe characters from a text they have read or listened to Lesson 3/Culminating Activity: Students will… Review the characteristics of adjectives (both comparative and superlative) that can be used to describe physical attributes Use adjectives to describe the physical attributes of characters from a text they have read or listened to Use a graphic organizer or visual aid to show how physical attributes can be passed from parents to offspring Create their own “parent” pig and “offspring” pig, labeling their physical attributes and describing those that are share in a few simple sentences. Curriculum-Framing Questions Essential Question(s) What words can I use to describe something I can see in my mind but I cannot show to others? Unit Questions 1. What are descriptive words? 2. How can I use adjectives to describe things? 3. What are physical attributes? 4. Why do parents and offspring share physical attributes? Content Questions Lesson 1: What are adjectives and how do I use them? Lesson 2: What are comparative adjectives and superlative adjectives and how can I use them? Lesson 3: How can I use different of adjectives to describe the physical attributes of animals that are passed through generations? Assessment Plan
UNIT Position Identification Worksheet Position Identification Worksheet for Unit Complexity Name of Unit Low/Moderate/High Prepared by Name and Title Date Prepared Employee’s Name Current Series and Grade Current Organizational Title Current Position Description Title Current Position Description Number Interagency Standard Position Description Number IFPM Position Title Complexity Rating (If applicable)
b - Currency Exchange c – Proportional Reasoning d – Unit Price b – On Sale d – Proportional Reasoning a – Proportional Reasoning d – Unit Price c – Unit Price a – On Sale a - Currency Exchange d – Proportional Reasoning b – Unit Price a - Currency Exchange c - Currency Exchange
General guidance on using this assignment 1 General 1.1 OCR assignments are available to download free of charge from our website: www.ocr.org.uk. 1.2 OCR assignments are intended to be used for formal summative assessment of learners and assessment must be conducted under supervision. The OCR specification gives more information on the arrangements for assessing internally assessed units. 1.3 This assignment has been designed to meet the full assessment requirements of the unit. Learners will need to take part in a planned learning programme that covers the underpinning knowledge, understanding and skills of the unit. 2 Before carrying out the assignment 2.1 Learners should be provided with a copy of the Information for Learners section of this assignment. 2.2 Learners will not need to carry out any preparations prior to undertaking the assessment tasks, such as collating resources to use in the assessment. 2.3 Learners must be provided with or have access to an appropriate range of software that fully meets the requirements of this unit, this includes access to an internet search engine and email facilities or equivalent. This is required as learners will be required to make their own decisions as to the choice of software and the techniques to be used when carrying out activities to generate assessment evidence. For example, learners should have access to both word processing and desk top publishing software and must be free to choose for themselves the most appropriate software to use in order to create documents which meet a specified purpose. Candidates must also make their own decisions when formatting/creating content. For example candidates must start with blank documents and then choose an appropriate layout as well as the techniques they will use to import, create and edit content. Using wizards will not be appropriate. Similarly this will apply to their use of spreadsheets and databases. 2.4 Learners will need access to email facilities or equivalent to complete task 1. Before learners begin Task 1 the teacher must compose and send the email message shown below, with the attachment jbfiles.zip: Subject: Files you will need to complete your work Attachment: jbfiles.zip Good morning/afternoon Please find attached the files you will need to complete the tasks. You will need to download these files and store these appropriately. Please reply to this email to confirm that you have received them. If you are unable to download or open these files you should inform me immediately so that arrangements can be made to supply these files in a different format.
Fisherman Livestock and grain were a source of this economy Plantations were main source of economy Separatists were inhabitants of this colonial region Market towns were the political and civic life in this region Humid would describe the climate of this region Village and church were the center of life here Part of this region was settled by the Quakers Slavery was here Cities to grow here This region has a moderate climate Slave labor was the basis for a successful economy in this region Boston Harbor can be found here This region has cold winters This region had many ship builders John – took control of the Jamestown Colony, built a fort and forced people to work harder and build better housing Johnathan Edwards – A leader in the Great Awakening that promoted ideas of political equality in the colonies and changed political views Samuel Adams – Founded the Committee of Correspondence to build communication among colonial towns and build unity Patrick – A Virginia lawyer who presented a serried of resolutions to the Virginia House of Burgesses Crispus Attucks – A sailor and the best remembered casualty of the Boston Massacre Sequencing Events Stamp Act - 1765 The Boston Tea Party The Battle of Saratoga The Battle of Yorktown Treaty of Paris – 1783 True or False False- July 4th is a significant day because it is the day the Americans won the American Revolution True – The Treaty of Paris 1783 recognized the United States as an independent nation False- General Gage surrendered at the Battle of Yorktown
SBI4U: Unit 1 Test - Biochemistry Review Sheet Test Breakdown (Approximate. May change slightly) Thinking/Inquiry Communication Application /35 /20 /20 /15 Multiple Choice, Diagrams, Labelling, Matching, Short Answers Topics/Vocabulary: Cell Structure (All the organelles on the chart) - be able to label/understand main function Chemistry Overview Intramolecular Force Ionic Bond Covalent Bond (polar/non-polar) Intermolecular Hydrogen Bonding Electronegativity Polar Bond Hydrophillic Hydriphobic Functional Group Hydroxyl Carbonyl Ketone Aldehyde Carboxyl Phosphate Sulfhydryl Condensation/Dehydration Hydrolysis Reaction Neutralization Redox Reactions Acid Base Macromolecules Monomer Polymer Glycosidic Linkage Carbohydrates Monosaccharide Disaccharide Polysaccharide Glucose, Fructose, Galactose, Sucrose, Lactose, Starch, Glycogen, Cellulose, Chitin Lipids Triglycerides Phospholipids Steroids Glycerol Fatty Acids Ester Linkage Saturated Fatty Acid Unsaturated Acid Polyunsaturated Fatty Acid Trans Fat Hormone Proteins Acid Peptide Bond Essential/Non-essential Amino acids R-group Polypeptide Primary, Secondary, Tertiary, Quaternary Structure Nucleic Acids Nucleotides Nitrogen Base Deoxyribose Sugar Ribose Sugar Purines (Adenine, Guanine) Pyrimidines (Thimine, Cytosine, Uracil) DNA vs. RNA Hydrogen Bonds Double Helix Phosphodiester Bonds Tests for Macromolecules Benedict’s Test Lugol Test Sudan Red Test Biuret Test Enzymes Catalyst Activation Energy Substrate Active Site Enzyme-Substrate Complex Lock and Key Model Induced Fit Model Inhibitor Competitive Inhibitor Non-competitive Inhibitor Allosteric Regulation Allosteric Binding Site Allosteric Activator Allosteric Inhibitor Membrane Transport Cell Membrane Fluid-Mosaic Model Integral Protein Peripheral Protein Glycoprotein Glycolipid Channel Protein Carrier Protein Cholesterol Semi-Permeable Membrane Diffusion/Facilitated Diffusion Osmosis Solute/Solvent Active Transport Passive Transport
Tributary System Movable type Flying money Footbinding Shamanism Champa rice Chinampas Quetzalcoatl Cahokia Khipus Marco Polo Bubonic plague Ivan III Forbidden City Ming porcelain Ibn Battuta Swahili States Kilwa Malacca Hanseatic League
Week Four (5 days) Standards Focus: RI.11.1Identify text features and structures that support an author’s ideas or claims. RL 11.2 Trace and evaluate the argument and specific claims that are supported by reasons and evidence from claims that are not. What am I learning this week? I am learning about argument and how writers construct strong arguments. Why am I learning this? Argument is everywhere! Good readers know how to recognize, respond to, and write arguments. How will I know that I learned it? I will read and analyze (and successfully answer questions) on an argumentative speech and several argumentative essays. Give Argument pre-assessment (in One Note) Introduce Argument : possibilities Interactive site on argument that you can click on and get more information lesson on evaluating an argument Use the RTTL strategy to read and analyze “Wild Animals Aren’t Pets” and “Let People Own Exotic Animals” ****Pull your non-readers/2 grades below readers to a table and read with them SCREADY practice Week Five (5 days) Standards Focus: RI.11.1Identify text features and structures that support an author’s ideas or claims. RL 11.2 Trace and evaluate the argument and specific claims that are supported by reasons and evidence from claims that are not. What am I learning this week? I am learning about argument and how writers construct strong arguments. Why am I learning this? Argument is everywhere! Good readers know how to recognize, respond to, and write arguments. How will I know that I learned it? I will read and analyze (and successfully answer questions) on an argumentative speech and several argumentative essays.
Walking With Monsters – Before the Dinosaurs Episode 2 “Age of Reptiles” Carboniferous Period, 300 million years ago Describe the plant-life and atmosphere of the Earth during this period. What physical changes have reptiles undergone compared to fish, and amphibians that gives them a much greater range on land? Incredibly large arthropods, such as Mesothelae, Meganeurid, and Arthropleura lived during this time. What modern arthropods do they resemble? Mesothelae – Meganeurid – Arthropleura – Why were arthropods able to get so unusually during the carboniferous period? What advantage did the Petrolacosaurus have that allowed it to survive the huge fire? Describe how the climate changed moving into the next time period. Which group of animals did this favor? Why? Early Permian Period, 418 Million Years Ago
IV. Vocabulary Check 1. W 21. H 2. KK 22. L 3. LL 23. T 4. D 24. M 5. Q 25. V 6. R 26. J 7. CC 27. U 8. GG 28. E 9. K 29. HH 10. JJ 30. Y 11. F 31. II 12. NN 32. Z 13. BB 33. FF 14. DD 34. I 15. AA 35. C 16. G 36. X 17. S 37. MM 18. P 38. A 19. EE 39. N 20. D 40. B V. DNA Content 1. C 2. H 3. D, J 4. I, J, K (and by the end of H) VI. Chromosome Number 1. 4 6. 4 2. 4 7. 4 3. 2 8. 2 4. 8 9. 2 5. 8 10. 4 VII. Identification 1. anaphase II 6. anaphase 2. prophase I 7. prophase 3. telophase II 8. metaphase I 4. metaphase II 9. anaphase I 5. telophase 10. metaphase
where at t = 0, Q0 = CE. , then the magnitude of the current as a function of time is given by: I = Since ∆VR = IR, then ∆VR as a function of time is ∆VR = Since ∆VC = Q/C, then ∆VC as a function of time is ∆VC = (V-23 #3) In the same way that we did for the charging circuit, find the following: I (at t = 0) = ____________ Q (at t = 0) = ____________ ∆VR (at t = 0) = ____________ ∆VC (at t = 0) = ____________ (V-24 #1) After a long time (t ~ ∞) I (at t = 0) = ____________ Q (at t = 0) = ____________ ∆VR (at t = 0) = ____________ ∆VC (at t = 0) = ____________ (V-24 #2) Again these should correspond to the limiting values of these quantities on your graphs at the bottom of page V-20. The RC Time Constant  (Greek letter tau) A useful parameter for describing RC circuits is the time required for the exponential term to become e-1. This occurs when t = RC. This time is defined as “” the RC time constant,  = RC. It is a measure of the speed with which the current and voltage change in an RC circuit. For example, in discharging a capacitor, in one time constant (when t =  = RC) the charge becomes Q = Q0(e-1) = Q0/e 0.37Q0 In words, in one , Q has decreased to ~37% of it’s original value. Similarly, in charging a capacitor, in 1 the charge becomes Q = Q0(1 – e-1) 0.63Q0 or 63% of its maximum value.
8 V-23 1 2 3 , , In-Text Fill-In Answers Page Fill-In # Fill-In Answer V-24 1 I = E/R, Q = Q0 = CE, VR = VC = E 2 I = Q = ∆VR = ∆VC = 0 3 End of Unit Problems A circular dielectric disk has a uniform surface charge density 1 µC/m2. If the disk has a radius of 10 cm, at what angular speed must the disk be rotated to produce a current of 50 nA across a straight line extending from the center of the disk to the rim? [Ans: 10 rad/s]
Knowledge of the difference between the minute and hour hands and their purposes Knowledge of concept of and half-hours Knowledge that there are intervals between each number on the clock face following: quarter till ___, quarter after ___, ten till ___, ten after ___, and half past ___. Students should understand that there are 2 cycles of 12 hours in a day - a.m. and p.m. Recording their daily actions in a journal would be helpful for making real-world connections and understanding the difference between these two cycles. An interactive whiteboard or document camera may be used to help students demonstrate their thinking. Examples of possible questions about time: Will it take longer to walk to the door or to write your name? Will it take longer to walk to the park? Why do you think so? You are measuring how much time it to [eat your lunch]. What are you counting? Show me how you are measuring. 2.MD.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Essential Skills and Knowledge Ability to identify both sides of currency Ability to count money (dollar bills, quarters, dimes, nickels, and pennies) Ability to count mixed sets of currency Ability to count on Knowledge of and ability to apply possible strategies such as drawing pictures, using coins, using a number grid, using a number line, using symbols and/or numbers Since money is not specifically addressed in kindergarten, first grade, or third grade, students should have multiple opportunities to identify, count, recognize, and use coins and bills in and out of context. They should also experience making equivalent amounts using both coins and bills. “Dollar bills” should include denominations up to one hundred ($1.00, $5.00, $10.00, $20.00, $100.00). Students should solve story problems connecting the different representations. These representations may include objects, pictures, charts, tables, words, and/or numbers. Students should communicate their mathematical thinking
9 Fiscal Literacy Chapter 3 Portfolio Assignment Personal Budget 10 Goal Setting & Motivation Chapter 4 Portfolio Assignment SMART Goals & Personal Statement 11 12 Test Taking Strategies Chapter 6 13 Information Literacy (Varies UNIV section) Chapter 7 Portfolio Assignment Library Research Assignment 14 Spring 2017 Registration Portfolio Assignment Week-At-A-Glance Fall Semester Spring 2017 Registration 15 Service Learning Presentation See Rubric 16 Portfolio Submissions See Rubric .
10) 16 and 18 October 9) Time Management, Test taking and stress reduction. Read Chapter 10. 11) 23 and 25 October 10) Try the Strategies and Have Fun! Film viewing 12) 30 October and 1 November Research project overview and workshopping. Continue work on the Research Project. 13) 6 and 8 November Workshopping on Research Project. Continue work on the Research Project. 14) 13 and 15 November Workshopping on Research Project. Continue work on the Research Project. 20 and 22 November no class meetings Workshopping on Research Project. Continue work on the Research Project. 15) 27 and 29 November Research project is due. Note: The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be necessary.
Wk 4 UNIV Lesson Plan Lesson in Syllabus: Destination: UConn Group Presentations Materials: grading rubric (6 copies – 1 per group) Lesson Component Facilitator Description Learning Outcomes (Observable and Measurable) FYE Core Learning Objectives Assignment Due Opening Dairy Bar Order Form Pass around . Primary Content Group Presentations Destination: UConn Group Presentations Students will educate each other on various departments/resources on campus that offer specific student services and practice their public speaking skills. LO3: Students will recognize and engage with social and academic support services and enrichment opportunities offered at UConn. Closing Debrief on presentations if time allows. Explain to students how there will be an expert-led presentation next class. Follow Up / Assessment None
Wk 12 UNIV Lesson Plan Lesson Title in Syllabus: Student’s Choice Materials: Vary, based on topic chosen for this week. Lesson Component Facilitator Description Learning Outcomes (Observable and Measurable) FYE Core Learning Objectives Assignments Due HuskyCT Post Mentor-Supported Assignment Opening Ice Breakers (Mentor) Sit in a circle and have your mentor begin by saying their name and at least one high and one low about their week so far. This progresses through the circle until it gets to you. Students will practice speaking in front of the class and reflecting on their college experiences. LO2: Students will recognize their strengths and weaknesses and reflect on their personal growth as UConn students. Primary Content Student’s Choice TBD-Student’s Choice Follow Up / Assessment HuskyCT Post Due Remind students HuskyCT posts are due next class. .
9/19 Design Thinking Team Project Day 1 Build Empathy Pre Reflection Attend First Look Fair – September 14 and 15 9/26 Design Thinking Team Project Day 2 Brainstorm Team Contract Reflection 1 Interview Summary Who’s your User Quick Team Assessment Schedule meeting with your academic advisor 10/3 Design Thinking Team Project Day 3 Test Solution 10/10 Design Thinking Team Project Day 4 Presentation and Reflection Fearless Mission Statement Day 1 Pitch Presentation FMS 1 10/17 Fearless Mission Statement Day 2 Faculty Panel Reflection 2 How to Contact Email FMS 1 Ungoogleable Ques 10/24 Fearless Mission Statement Day 3 Resume Discussion Reflection 3 FMS 2 10/31 Academic Programs and Planning Campus Resources Unique Academic Experiences Interviews due FMS3 Schedule meeting with your academic advisor – Look for Mid Semester Grades Testudo 11/7 Fearless Mission Statement 5 Intro to Elevator Pitch Unique Academic Experiences Reflection 4 Interviews due FMS 4 Last Day to Drop a Course with a “W” – November 7 11/14 Course Wrap Up Thanksgiving Elevator Pitch Reflection Course reflection due 11/18 4-Semester Plan submitted to and accepted by academic advisor. This is required for grade submission Elevator Pitch Presentation Interview Take away
In a couple and either of you are 25 or over £498.89 Extra amounts You may get more money on top of your standard allowance if you are eligible. Monthly amount For your first child £277.08 For your second and other children £231.67 per child If you need help with 85% of your costs (up to £646.35 for one child and £1,108.04 for 2 or more children) If you have a disabled or severely disabled child £357.78 to £645 If you’re disabled or have a health condition £126.11 to £315.60 If you care for a disabled person £150.39 Housing costs
Occasional Papers are essays or reports which ACCAN considers contributions to the debate on specific issues related to communications in Australia. Occasional Papers published by ACCAN may be based on work carried out by external experts or other activities organised or supported by ACCAN. Occasional Papers reflect the views of their authors. “The future of the Universal Service Obligation (USO)” Authored by John de Ridder Published in 2015 The operation of the Australian Communications Consumer Action Network is made possible by funding provided by the Commonwealth of Australia section 593 of the Telecommunications Act 1997. This funding is recovered from charges on telecommunications carriers. De Ridder Consulting Pty Ltd Website: www.deridder.com.au Email: Telephone: +61 409 804 278 Australian Communications Consumer Action Network Website: www.accan.org.au Email: research@accan.org.au Telephone: 02 9288 4000 TTY: 02 9281 5322 ISBN: 978-1-921974-35-9 Cover: Richard Van Der Male. Image: Shutterstock, 2015 This work is copyright, licensed under the Creative Commons Attribution 3.0 Australia Licence. You are free to cite, copy, communicate and adapt this work, so long as you attribute “John de Ridder and the Australian Communications Consumer Action Network (ACCAN)”. To view a copy of this licence, visit http://creativecommons.org/licenses/by/3.0/au/ This work can be cited as: “De Ridder, John. 2015, The future of the Universal Service Obligation (USO)”, Australian Communications Consumer Action Network, Sydney.
Essential Criteria Desirable Criteria Method of Assessment Key Skills and abilities IT skills ..…include any specific skills…. Basic literacy and numeracy Communication skills – ability to communicate effectively at all levels, internally and externally Application Form, Interview, Personal Attributes Contributes effectively to team effort. Sensitive to people’s needs. Develops strong relationships at work. Builds rapport quickly and easily. Self-aware and continually eager to learn. Motivated to do what needs to be done. Application Form, Interview Core Competencies: Continuous Improvement: Continually strive for improvement Take responsibility Resource Planning: Manages resources to achieve plans, objectives and priorities Driving projects to achieve results Customer Led: Takes a proactive approach to meeting the needs of all Is approachable and helpful when dealing with all Acts with honesty, integrity and discretion Takes ownership Adaptability: Aligns behaviour to the needs/ priorities/ goals of the organisation. Deals and copes with change Recognises and manages pressure Ability to work alone as well as part of a team Application Form, Interview
Math Analysis CP Assignment Sheet 2019 Unit 4: Trig Identities Date Classwork Homework 10/11 Algebra with Trig Notes WS 1 - Algebra Review 10/12 Identities Notes WS 2 - Simplifying/Basic Identities 10/15 Proving Trig Identities Day 1 Notes WS 3 - Trig Identity Proofs 10/16 Sum and Difference Identities Notes WS 5 - #1, 3, 4, 7 and 10 only 10/17 Double Angle Identities Notes WS 5 - #2, 5, 6, 8, 9 only 10/18 Proving Trig Identities Day 2 Classwork Practice WS 4 - Extra Practice A 10/19 Proving Trig Identities Day 3 Classwork Practice WS 4 - Extra Practice B 10/22 Review Classwork Practice WS 6 - Review (Evens Only) 10/23 Review Classwork Practice WS 6 - Review (Odds) 10/24 Review Mrs.Tabbal will be back : ) Study for Test! 10/25 Review Study for Test! 10/26 Unit 4 Test Pg.A33 #37-58, 73-77 Unit 4 HW Quiz Monday
6.8.1 In such circumstances, tenants will be required to submit a separate claim for Discretionary Housing Payment (DHP) to cover the shortfall. DHP claims are administered by Glasgow City Council. 6.8.2 The Scottish Government intend to abolish the above reductions (Social Size Criteria) though the Social Security (Scotland) Act 2018. 6.9 Universal Credit is assessed monthly and paid monthly in arrears. The payment should usually be received 1 month and 7 days after a claim is made. 6.10 In situations where tenants who are being moved onto UC are already claiming Housing Benefit, they will receive an additional two weeks Housing Benefit to assist with the transition over to UC. 6.11 Claimants can ask for a ‘Universal Credit New Claim Advance’ if they are in financial need and are unable to manage until their first monthly payment is received. This will be recoverable from future UC payments, normally over a twelve month period. 6.12 Where tenants are being moved onto UC, the DWP are expected to notify the Association. This will in turn allow the Association to contact the tenant to advise of available support and if required, confirm the payment amount. We will also discuss rent payment options with the tenant. 6.13 UC can be paid on two homes if: Liability for two homes has arisen because of fear of violence in the normal home. In this case, both rents can be paid for up to 12 months as long as there is an intention to return to the original property; A disabled person can’t move into a new home because it needs adaptations. In this case, the claimant must show that the delay is reasonable and if so, both rents can be paid for up to 1 month; or Someone cannot move into accommodation immediately because they are in hospital or a care home then the UC additional amount for housing costs can be paid on the new accommodation for up to 1 month. 7.0 UNIVERSAL CREDIT SUPPORT 7.1 The Association’s Financial Inclusion Service and Money Advice Service is available to all Spire View households and helps tenants to submit benefit claims; identify any other unclaimed benefits; challenge DWP sanctions; check benefit awards and provide representation at benefit appeal hearings. The service’s overall aim is to maximise household incomes, which in turn assists tenants’ ability to pay their rent.
RESA Special Education Directors WV Universal Pre-K Leadership System of Support Schedule of Events Date Event September 14, 2017 New Administrator Overview – for new County Collaborative Early Childhood Core Team Members Location TBA 9:00 am – 3:00 pm September 28, 2017 WV Pre-K Leadership Institute Embassy Suites, Charleston WV January 12, 2018 WV Pre-K Leadership – System of Support Webinar 10:00 am (60 minutes) Topics - TBA February 9, 2018 Spring 2018 WV Pre-K Leadership Spring Meetings (April/May- TBA)
communication techniques used with individuals different needs to overcome different challenges. C. P5- Explain the benefits of promoting personalisation when overcoming challenges faced by individuals with different needs. A. M1- Analyse the impact of preventing discrimination for individuals with different needs. A. M2- Assess different methods professionals might use when building relationships and establishing trust with individuals with needs. B. M3- Analyse how an ethical approach to providing support would benefit specific individuals with different needs. C. M4- Assess the strategies and communication techniques used to overcome different challenges faced by individuals with different care and support needs. A. D1- Evaluate the success of promoting anti-discriminatory practice for specific individuals with different needs. BC. D2- Justify the strategies and techniques used to overcome ethical issues and challenges experienced by individuals with
ASSESSMENT RECORD SHEET Programme BTEC Level 3 National Diploma/ Extended Diploma in Health and Social Care Learner name Assignment title The Role of the Professional Assessor name Unit no. & title Unit 5: Meeting Individual Care and Support Needs Targeted learning aims/assessment criteria Learning Aim D: Investigate the roles of professionals and how they work together to provide the care and support necessary to meet individual needs. First Submission Deadline Date submitted Targeted criteria Criteria achieved? (Yes / No) Assessment comments D. P6- Explain why meeting the needs of the individuals requires the involvement of different agencies. D. P7- Explain the roles and responsibilities of different members of the multidisciplinary team in meeting the needs of specific individuals. D. P8- Explain the arrangements for managing information between professionals. D. M5- Assess the benefits of multidisciplinary and working for specific individuals with care and support needs. D. M6- Analyse the impact of legislation and codes of practice relating to information
Prob 1: How fast will an be falling when it hits the earth if it is dropped from a distance of 1.0 earth radius above the surface as shown? Use the conservation of energy approach. ME = 6.0 x 1024 kg and RE = 6.4 x 106 m. Step 2: Assume there is no funny business (ignore atmospheric effects.) Apply the conservation of mechanical energy. Use our newfound gravitational potential energy. Step 3: solve for vf. Note: your solution for vf will be the same as the speed of an object required for low earth orbit: vf = (GME/RE)^1/2. Is that what you found? Prob 2: What if you were to drop the apple in the problem above from an infinite distance away from the Earth? Find the impact speed on earth in this case. Follow the same careful steps you did in prob 1.
(Insert School Name)’s Plan for Reinforcing School-wide Expected Behaviors for Students and Name of Reinforcer Criteria for obtaining (insert name)__ Process for delivering Positive Feedback (What, When, By Whom, How How Many, Where) EXAMPLE: School-wide Formal Reinforcement System* “BEST Bucks” When students follow expectations in ALL settings When a student demonstrates a specific positive behavior related to the School-wide Expectations, immediately give positive and explicit verbal feedback and hand the student a “BEST Buck”. School-wide Formal Reinforcement System Classroom Reinforcement system Individual Student Level Reinforcement system Staff Reinforcement system Sustainability: What is the procedure to inform new staff/students of the various reward systems. *The Classroom, Individual and Staff Reinforcement System should intentionally connect to the established School-wide Reinforcement System
DISHES AND THEIR ALLERGEN CONTENT – MAIN COURSE WEEK 3 APRIL 2018 DISHES Celery Cereals containing gluten Crustaceans Eggs Fish Lupin Milk Mollusc Mustard Nuts Peanuts Sesame seeds Soya Dioxide Halal beef meatballs Pork meatballs Quorn meatballs Roasted Halloumi cheese and vegetable flat bread Halal crispy chicken wrap Lemon and herb chicken wrap Halal roast chicken Roast Turkey Savoury mince Cheese and tomato omelette Marinated chicken Breaded Haddock Popcorn chicken Vegetable frittata Review date: APRIL 2018 Reviewed by: A.Johnson
Emergency Contact Details: Name: __________________________ Relationship: ____________________Phone #: ___________ Name: __________________________ Relationship: ____________________Phone #: ___________ PERSONAL INFORMATIOM Gender: Male □ Female □ Height: _______ Weight: ______ Hair Color: _______ Eye Color: ________ Identifying Marks or Features: ______________________________________________________________ Ethnicity/Race: check all that apply - Answers to these questions will not affect eligibility for services □ White □ Asian or Pacific Islander □ African American □ American Indian/Alaskan □ Hispanic □ Other Religion: SENSORY SKILLS Which best describes the applicant’s hearing? □ Normal □ Mild/Moderate □ Severe/Profound loss □ Sensitivity to Noise Does the applicant use a hearing aid? □ Yes □ No Which best describes the applicant’s vision? □ Fully sighted □ Moderate impairment □ Severe impairment □ Blind Does the applicant use glasses? □ Yes □ No COMMUNICATION Check the responses that best describes the applicants method of communication □ Verbal □ Uses signs or communication device □ Uses gestures, vocalizations □ Unable to communicate AMBULATION Walks Independently Unsteady Gait Walks with Physical Assistance Requires Use of Wheelchair _____ Uses Other Adaptive Equipment to Ambulate (If yes, please describe) ___________________________ ABILITIES AND STRENGTHS Socialization: Indicate accordingly: 1. Never 2. Sometimes 3. Often 4. Always ___ Interacts with others ___ Displays affection appropriately
Universal Intake Form Participating Agency Information [Agency Name] [Address] [City, state zip] [Phone] Month / Day / Year HMIS Client ID# Housing Move-in Date Name of Head of Household (first, middle, last name, suffix (e.g., Jr, Sr, III)) Client does not know Client refused to provide Data Not Collected First Name Middle Name    Last Name Suffix   Name Data Quality: Full Name Reported  Partial, Street Name or Code name      SSN    SSN Data Quality Full SSN Reported  Approximate or partial SSN reported    Veteran Status (Collected at Record Creation) Yes No    Relationship (to HoH) SELF  Child of HOH Spouse or Partner Non-Relation Use a separate HH Member Supplemental page for each HH member  Client Location  IL- 510 (Chicago)  IL- 502 (Lake County)  IL-511 (Suburban Cook Co.)  IL- 514 (Dupage County)  IL- 506 (Will County)  IN- 502 (IN- Lake Co) Date of Birth    Gender Male Female Trans Female: (MTF or Male to Female) Trans Male: (FTM or Female to Male) Gender (i.e., not exclusively male or female)    Ethnicity Non-Hispanic/Latino Hispanic/Latino    Primary Race American Indian or Alaskan Native Asian Black/African American Native Hawaiian or Other Pacific Islander Other    Secondary Race (Leave Blank if None) American Indian or Alaskan Native Asian American White Native Hawaiian or Other Pacific Islander Other NA NA 
Primary Language English Spanish Other, specify:  Primary Disability: Start date:_____/ _____/_____ Yes No Client does not know Client refused to provide Data Not Collected Disability Determination:      If YES, expected to be of long-continued, and indefinite duration and substantially impairs ability to live independently.      Is the Above Condition going to be long term?  Yes  No End Date: _____/ _____/_____ Secondary Disability: date:_____/ _____/_____ If the client has more than 2 disability please add the information to the back of this form • RIN (Recipient Identification Number) ____________________________________ • What health plan are you enrolled in? ____________________________________ Yes No Client does not know Client refused to provide Data Not Collected Have you visited your primary care physician within the past 6 months?      • Where have you gone most often to seek medical care in the past 12 months?
Client signature: _______________________________________________________ Date: ___________________ Agency Representative Name (print): ______________________________________ Agency Representative Signature: _________________________________________ Date: ___________________
UNIVERSAL JOINTS LIST Size Type Part # 14 x 36mm DIN U/J 204.01 15 x 38mm STEERING U/J SEALED FOR LIFE GU1538L 15 x 40mm STEERING U/J SEALED FOR LIFE GU1540L 15 x 41mm DIN U/J 473.1 16 x 24.5mm IC KAWASAKI U/J GUKW.7 16 x 38mm STEERING U/J SEALED FOR LIFE GU1638L 16 x 40mm STEERING U/J SEALED FOR LIFE GU1640L 17 x 41mm DIN U/J CENTRAL LUBE 105.01 17 x 41mm DIN U/J LUBE IN CUP 105.012 18 x 47mm U/J 19.00.00 CENTRAL LUBE GUA1 19 x 44mm STEERING U/J LUBE VERSION C/W CIRCLIPS GU1944 19 x 44mm STAKED U/J GENUINE BMW SEALED FOR LIFE GU1944LBMW 19 x 48mm DIN U/J CENTRAL LUBE 106.01 19 x 48mm STEERING U/J LUBE VERSION GU1948 19 x 48mm STEERING U/J SEALED FOR LIFE GU1948L 19 x 52mm 0500 U/J CENTRAL LUBE GU350 20 x 29mm IC KAWASAKI U/J ORIGINAL CIRCLIPS GUKW.2 20 x 35mm IC NISSAN U/J GUN28 20 x 37mm IC YAMAHA U/J 20X37IC 20 x 44mm MOTO GUZZI U/J 20X44 20 x 55mm DAIHATSU U/J 4 4 4 4
43 x 128mm NISSAN U/J 213 GUN33 43 x 135.5mm NISSAN U/J 213 44 x 124.8mm MAGIRUS U/J 213 U746 44 x 126mm VOLVO 300 U/J TRIANGULAR PLATES 216 GU3800 44 x 129mm MITSUBISHI U/J 213 GUM71 44 x 134mm U/J 213 369.37 44 x T60 SCANIA U/J USE EXISTING STRAP 218 264.043 45 x 118.1mm U/J 213 U749 45 x 120.4mm MERC U/J 213 U753 45 x DIN U/J OFF-SET CROSS 213 515.021 45 x 131mm DIN U/J CENTRAL LUBE 213 116.01 45 x 152mm DIN U/J CENTRAL LUBE 213 118.01 45 x DIN U/J LUBE IN CUP 213 118.012 45.5 x 120mm DIN U/J OFF-SET CROSS 213 569.38 45.98 x 136mm ISUZU U/J 213 GUIS65 46 x MITSUBISHI U/J 213 GUM80 46 x MITSUBISHI U/J 213 GUM90 47 x 124mm HINO U/J (GUH61) 213 UJ511 47 x 131mm MAGIRUS U/J 213 U810 47 x 138mm HINO U/J (GUH62) C/W STRAPS 216 47 x 138mm HINO U/J (GUH70) C/W PLATES 216 UJ519 47 x 142mm U/J REPAIR KIT 213 369.4 47 x 144mm HINO U/J (GUH68) 216 47.6 x 135mm 1600 U/J C/W SEPARATE PLATES 216 GU4000 47.6 x 135mm 1600 U/J C/W SEPARATE PLATES 216 UJ052 47.6 x 135mm 1610 U/J 216 5.279X 47.6 x 135mm 1610 U/J 216 5.279XJ 47.6 x 135mm 1610 U/J GENUINE 216 5.279XS 47.6 x 135mm 1610 U/J HALF ROUND YOKE 216 5.438X
50 x 152.0mm DIN U/J OFF-SET CROSS 213 50X152 50 x 152.6mm VOLVO 400 U/J C/W PLATES 216 GU3810 50 x 152.6mm VOLVO 400 U/J C/W PLATES 216 U381 50 x 152.8mm DIN U/J 213 U739 50 x 159mm HINO U/J (GUH64) 216 UJ513 50 x 165mm HINO U/J (GUH73) 216 UJ518 50.8 x 150.81mm CP7N U/J 216 CP7N 52 x 133mm 587.30 U/J 213 U756 52 x 133mm 587.30 U/J NEEDLE BEARING DESIGN 213 587.3 52 x 147.2mm 687.45 U/J 213 2045 52 x 147.2mm 687.45 U/J C/W LUBE IN CUPS 213 2046 52 x 147.2mm 2045 U/J 213 687.45 52 x 153.8mm MITSUBISHI U/J 213 GUM83 53 x 135mm DIN U/J 213 U761 55 x 163.8mm NISSAN U/J 213 GUN43 55 x 163.9mm SPL170 U/J 213 SPL170X 55.5 x 205.6mm 1880 U/J 216 5.308X 55.5 x 205.6mm 1880/9C COMB U/J 220 5.326X 56 x 140.2mm BHC DAEWOO U/J 219 GUIS67 57 x 587.36 U/J 213 U813 57 x 144mm MAN U/J HIGH TEMP. 213 587.36HT 57 x 587.42 U/J 213 U763 57 x 152mm 687.55 U/J GENUINE GWB VERSION 213 2055 57 x 152mm 687.55 U/J C/W LUBE IN CUPS 213 2056 57 x 587.42 U/J NEEDLE BEARING DESIGN 213 587.42 57 x 152.6mm VOLVO 500 U/J C/W PLATES 216 778 57 x 164mm T71 SCANIA U/J NEEDLE BEARING DESIGN 218 294.385
Funding purpose This component funds additional home visits for reasons related to family violence, specifically: where family violence has previously been disclosed where family violence is suspected where there has been no prior opportunity to ask about family violence. Funding source Additional family violence visits are fully funded by DET. How funding is calculated This funding is calculated in two distinct parts: Base funding and Weighted funding. Base funding Base funding is calculated using 10 per cent of the number of enrolled children in the 0-1 age cohort, multiplied by the hours of service delivery per consultation, multiplied by the agreed hourly unit price. % of cohort being funded x # of enrolled children in LGA x of service delivery x Agreed hourly unit price 10% x 0-1 age cohort x Metro 1.0 (60 mins) x $115.57 x Rural 1.133 (68 mins) Table : Additional Family Violence Visit (Base) funding calculation method Weighted funding Weighted funding provides for consultations for a further 5 per cent of children in the 0-1 age cohort, statewide. These consultations are allocated to LGAs based on levels of disadvantage. Funding for each LGA is based on the total number of consultations statewide, multiplied by the LGA’s level of disadvantage (as a percentage of statewide disadvantage), multiplied by the hours of service delivery per consultation, multiplied by the agreed hourly unit price. See the section on Additional weightings for a description of how percentage of statewide disadvantage is calculated. % of cohort being funded x # of enrolled children in 0-1 cohort, statewide x LGA’s % of statewide disadvantage x Hours of service delivery x Agreed hourly unit price 5% x $75,994 (projected, based on March data) x #% x 1.0 (60 mins) x $115.57 x Rural 1.133 (68 mins) Table : Additional Family Violence Visit (Weighted) funding calculation method
Chapter 30 The Welshman Reports --Huck Under Fire -- The Story Circulated A New Sensation -- Hope Giving Way to Despair dogged - followed widder's - widdow's steps leading over a wall - worn out and weary Chapter 31 An Exploring Expedition--Trouble Commences--Lost in the Cave Total Darkness --Found but not Saved frescoed - blackened Niagra - waterfall stalactites - icicle shaped formations hanging from the roof of a cave stalagmite - triangular shaped formations found underneath stalactites in caves moiety - portion kite line - long string used to fly a kite in the air Chapter 33 The Fate of Injun Joe--Huck and Tom Compare Notes-- An Expedition to the Cave--Protection Against Ghosts--"An Snug Place"-- A Reception at the Widow Douglas' - faded skiff loads - small boat load Tom was touched - Tom was warmly inspired sill - flat of rock Pyramids - ancient Egyptian triangular structures Troy - Ancient city in Asia (site of the Trojan War) the Conqueror - "William the Conqueror", a king of England massacre at Lexington - battle of the Revolutionary War in 1775 lucifer matches - an early form of a striking match that was more explosive than our current matches waylay people - secretly wait for people and attack them cross - a representation of the crucifix on which Jesus died misgivings- doubts powder keg - barrel of gun powder orgies - celebrations devoted to drinking and other rough behaviors