zilongwang/ReadingBank huggingface dataset:
Chapter 10 U.S. Army Cadet Command (USACC) 10-1. Mission of USACC The USACC partners with universities to recruit, educate, develop, and inspire Senior ROTC Cadets in order to commission officers of character for the Total Army; and partners with high schools to conduct Junior ROTC in order to develop citizens of character for a lifetime of commitment and service to our Nation. 10-2. Organization of USACC The USACC consists of a HQ element and eight subordinate brigades that command and control Senior and Junior ROTC programs. The CG, USACC exercises OPCON of the 104th Training Division (USAR). 10-3. Supported Responsibilities of USACC USACC has the following supported organization responsibilities: a. CFL responsibilities: None. b. major responsibilities/functions: (1) Officer Accessions. USACC recruits, selects, retains, develops and commissions ROTC cadets to meet the assigned HQDA officer commission mission for the active Army, the ARNG, and the USAR. USACC receives mission guidance from HQDA G-1 in accordance with an MOA between CG, TRADOC and the Assistant Secretary of the Army, (Manpower & Reserve Affairs) (ASA(M&RA)) (March 2012). (2) administers the Army’s ROTC scholarship program. Execution of this function continues to evolve as of the date of this regulation. TRADOC coordinates with ASA(M&RA) to ensure adequate resources are provided to execute USACC’s Senior and Junior ROTC missions. (3) OPCON of 104th Training Division. The 104th Training Division (Leader Training) is OPCON to CG, USACC to provide Professor of Military Science and Assistant Professor of Military Science cadre and adjunct faculty support to USAR priority Senior ROTC programs; and provide instructor and Drill Sergeant capability for Cadet Summer Training programs. On order, the 104th Training Division provides instructor and administrative/logistics reception capability to the United States Military Academy new cadet training and Sandhurst competition. 10-4. Supporting Responsibilities of USACC USACC has the following supporting organization responsibilities: a. CFL support responsibilities: None b. major responsibilities/functions: (1) Leader development. USACC trains and educates Senior ROTC Cadets in the Army’s required competencies and outcomes. Develops and conducts Senior ROTC Cadet Summer Training to develop cadet leadership abilities, critical thinking and adaptability. USACC instills
Exploring many different frames of an issue (not a topic—much more narrow) The beginning of an argument Often good inquiry will lead you to a good research question (which is just a question that is debatable that you choose to answer in a particular way with particular support) The answer to the research question turns into your thesis statement/claim for the argument you wish to present into the conversation Example: Theme Topic Issue Inquiry Question Women Rights Women and Competitive Sports -Steroid use among adolescent girls involved in competitive sports -Women’s NBA lacking the funds that the NBA brings in - Which competitive sports do girls most likely abuse steroids in? - How much are the adults involved in steroid abuse in teen girls? -What are some side-effects of steroid use in teens? College College Admissions -impact of college admissions standards on the makeup of US colleges and universities -impact of waiving requirements in order to meet a particular “quota” - What are the current admissions policies at State Universities across the nation, and how does CSU compare? -Should CSU make admission harder to achieve? Internet and Social Media Privacy -Social Network providers sell personal information to marketing companies so as to “tailor” advertisement to meet individual users. -Every website, social network, etc…has different privacy controls and settings. -Whose responsibility is it to understand the privacy controls and settings? The user or the provider? -Is it ethical for the provider of a social network, say
References AS/NZS IEC 2014. Safety of laser products - Equipment classification and requirements. Standards Australia Sydney and Standards New Zealand Wellington. Australian Bureau of Statistics, 2016. 3101.0–Australian Demographic Statistics. Available from [Last updated December2016] Australian Radiation Protection and Nuclear Safety Agency (ARPANSA), 2015. Regulatory Impact Pulsed Light sources (IPLs) and Lasers for Cosmetic or Beauty Therapy Consultation Draft – May 2015.
13:55:26 12/12/2013 Unresolved 14:55:26 12/12/2013 Unresolved 15:55:26 12/12/2013 711 34.2 5.7 40 1.4 35 179 1.7 65 16:55:26 12/12/2013 Unresolved Mean 536 26 5.7 38 1.4 33 179 1.7 67 1 SD Dose Conversion Factors Results The RDP activity weighted dose conversion factors were calculated from the CDB results both the RADEP-derived and the HPA2012-derived dose conversion factors, for those measurement results where the distributions were assessed as meaningful. The results for each sampling location are summarised in Tables 5.1 to 5.6. Table 5.1 RDP activity weighted dose conversion factors from the CDB results using the RADEP-derived and the HPA2012-derived dose conversion factors Location ID 1 420 Maintenance Workshop Time RADEP96 HPA2012 mSv/(J.h.m-3) mSv/WLM mSv/(J.h.m-3) mSv/WLM 10:16:32 AM 6705 23.5 6200 21.8 11:16:32 AM 6876 24.1 6326 22.2 12:16:32 PM 6676 23.4 6192 21.7 1:16:32 PM 6884 24.2 6436 22.6 2:16:32 PM 7658 26.9 7116 25.0 3:16:32 PM 7374 25.9 6903 24.2 4:18:32 PM 7467 26.2 6901 24.2 5:18:32 PM 7007 24.6 6553 23.0 Mean 7080 24.8 6580 23.1 1 SD 370 1.3 350 1.2
THERE WILL BE A CONCESSION STAND AVAILABLE OF EVENTS RUNNING EVENTS - All Running Events at 4:00 55 Hurdles – Girls 55 Meter Hurdles – Boys 200 Meter Dash – Girls 200 Meter Dash – Boys 1500 Meter Run – Girls 1500 Meter Run – Boys 100 Meter Dash – Girls 100 Meter Dash – Boys 400 Meter Dash – Girls 400 Meter Dash – Boys 200 Meter Hurdles – Girls 200 Meter Hurdles – Boys 800 Meter Run – Girls 800 Meter Run – Boys 4 X 200 Meter Relay – Girls 4 X 200 Relay – Boys 4 X 100 Meter Relay – Girls 4 X100 Meter Relay – Boys 4 X 400 Meter Relay – Girls 4 X 400 Meter Relay - Boys FIELD EVENTS – All Field Events begin at 4:00 Pole – Co-ed continuous bar (start at 5’ and goes up by 6”) High Jump – Girls – South Pit (start at 3’3” and go up by 3”) Boys – North Pit (start at 3’6” and go up by 3”) Long Jump – Girls, followed by Boys (Infield Pit) Triple Jump – Boys, followed by Girls (North Pit) Discus – followed by Boys Shot Put – Boys, followed by Girls
Setting the Agenda Educational Video Setting the supervision/coaching agenda $195 Supervision Coaching Session Supervisor 1:1 coaching session with an Amovita supervisor/coach (up to 1.5 hours) ** $235 Policy Review Review and written report of annual review/appraisal policy $295 Policy Development Development of professional supervision/coaching policy $495 Supervision Observation Verbal Supervision/coaching observation in your workplace, including verbal evaluation $375 Supervision Observation Report Supervision observation in your workplace, including comprehensive assessment and report Upon Request Masterclass Supervision Masterclass 1:1 or small group (up to 3 people) Upon Request Train The Trainer Accreditation Program Amovita’s Train the Trainer Program including: All resources and documents Up to 6 hours of coaching for each trainer on an annual basis Train the Trainer manual updates Banners, posters, laminated resources for each selected model Annual licensed agreement meeting phone, skype and facetime professional supervisor assist 3 or 5 year licensed agreement All trainers engage in a developmental annual evaluation process Access to Amovita’s supervisor training accreditation program (STAR) – supervisor becomes fully accredited in providing supervision Upon Request Coaching One day coaching session on Amovita’s Coaching & Supervision Models Upon Request
Supervisor Accreditation Program Amovita offers a supervisor accreditation program. Supervisors have attended Amovita’s 2-day intermediate training program and have previously or are currently providing supervision. Supervisors are observed in engaging in supervision and are evaluated against Amovita’s supervision accreditation program Amovita has a range of gift and appreciation cards for supervisors to provide to staff in the workplace. Cards have visuals of Italy and France. Individual $4.95 Or $39.95 for a 10 card set Values Cards Set of approx. 79 values cards to use in individual and group supervision. The values are a helpful way of encouraging reflective discussion, ensuring the values of the team align with the organisations values and enables staff to discuss what values are important in their roles and as a professional. $29.95 CASETM Values Cards Set of approx. 79 values to use in individual and group supervision. The values are a helpful way of encouraging reflective discussion, ensuring the values of the team align with the organisations values and enables staff to discuss what values are important in their roles and as a professional. $29.95 Flip Amovita’s Flip Chart incorporates a range of A1 size supervision resources including: all supervision models with quadrant detail and a range of frameworks, including reflective practice frameworks, self-care strategy, wheel, PASETM questioning framework, CAPES Framework, ethical decision making framework, ethical navigation process framework $495.00
Appendix 2 Teen REACH – Activity Calendar Please complete this form per the NOFO instructions. You will need to complete a minimum of one calendar per program site. If your annual plan for your program includes a significant variance, please include and additional calendar per site to demonstrate that planned variance. Example: School-year programming vs. Summer Programming. This will be indicated in the “Example Type” section of the heading along with the corresponding site name. Agency Name Site Name/Location Example Type: Day/Date Time of Program Hours Total Program Sports/ Recreation Life Skills Academics Parent Involvement Mentoring Service- Learning Snacks/ Meals Monday Time: Time: Time: Time: Time: Time: Time: Tuesday Time: Time: Time: Time: Time: Time: Time: Wednesday Time: Time: Time: Time: Time: Time: Time: Thursday Time: Time: Time: Time: Time: Time: Time: Friday Time: Time: Time: Time: Time: Time: Time: Saturday Time: Time: Time: Time: Time: Time: Time: Sunday Time: Time: Time: Time: Time: Time: Time: Total Hours
which uses ordinary ASCII letters to aid in recognizing sequences of letters as words instead of products of individual symbols. Such usage corresponds to identifiers as discussed elsewhere in this report. The period (U+002E FULL STOP) and U+002C COMMA are widely used as numerical punctuation, however, their meaning depends on local conventions. See []. For Arabic, U+066B ARABIC DECIMAL SEPARATOR or U+002C COMMA are used. Note that U+0660 ARABIC-INDIC DIGIT ZERO is easily confused with a period, which leads to the fact that it is often spelled out. Negations Many negated forms, particularly of relations, can be encoded by using the base symbol, together with a combining overlay. Occasionally, both a vertical and a slanted negation are used; which one is often a matter of style. Sometimes the negation is indicated for only part of a symbol. In these cases, the negated relations are encoded directly, and variants can be accessed via the variation selector method described in the next section. Table 2.7 lists the currently encoded negated mathematical relations for which a variant can be realized via composition, by using U+20D2 combining long vertical line overlay together with a base character. In the table, the part of the description in small caps is the character name of the corresponding standard character; the part in lowercase indicates the variation in appearance. 2.7 Negated Relations Using Vertical Line Overlay Std Symbol Alternate Symbol Description of alternate symbol 2209 2208,20D2 not an element of with vertical stroke 220C 220B,20D2 does not contain as member with vertical stroke 2241 223C,20D2 not tilde with vertical stroke 2244 2243,20D2 not asymptotically equal to with vertical stroke 2247 2245,20D2 neither approximately
nor actually to with vertical stroke 2249 2248,20D2 not almost equal to with vertical stroke 2260 003D,20D2 not equal to with vertical stroke 2262 2261,20D2 not identical to with vertical stroke 226D 224D,20D2 not equivalent to with vertical stroke 226E 003C,20D2 not less-than with vertical stroke 226F 003E,20D2 not with vertical stroke 2270 2264,20D2 neither nor equal to with vertical stroke 2271 2265,20D2 neither greater-than nor equal to with vertical stroke 2278 2276,20D2 neither nor greater-than with vertical stroke (*) 2279 2277,20D2 neither greater-than nor less-than with
the lower leg 2273 + VS1 OR EQUIVALENT TO - following the slant of the lower leg 228A + VS1 SUBSET OF WITH NOT EQUAL TO - variant with stroke through bottom members 228B + VS1 SUPERSET OF WITH NOT EQUAL TO - variant with stroke through bottom members 2293 + VS1 SQUARE CAP with serifs 2294 + VS1 SQUARE CUP with serifs 2295 + VS1 CIRCLED PLUS with white rim 2297 + VS1 CIRCLED TIMES with white rim 229C + VS1 CIRCLED EQUALS - sign inside and touching the circle 22DA + VS1 LESS-THAN slanted TO OR 22DB + VS1 slanted
In the limit of large atc the function f(atc)1, and hence eq. (11), gives the cross-over time as a 2/3rd power law in the equilibrium penetration length, i.e. tcxe2/3. The cross-over length, xc, as a fraction of the equilibrium length, xe, can be written using the equilibrium length6, (13) 2.3. Non-dimensional analysis of the different regimes To identify the different regimes, the relationship between t/x2 and x can be used, and in order to generalize the obtained solutions the data can be plotted in a non-dimensional form as T/X2 against X=x/xe, where T=t/ and is a characteristic time motivated by the visco-gravitational solution (eq. (4)) and defined as =(a b/g2sin2φ)= axe/gsin (14) In this form, the first of the limiting regimes, in increasing value of x, is the inertial regime, which from eq. (6) is, (15) This crosses over into the Bosanquet solution (eq. (3)). The second regime, the Lucas-Washburn solution, is given from eq. (7) as, (16) and the regime, the visco-gravitational solution, is given from eq. (4) as, (17) In this form, the Xc=xc/xe, from Bosanquet to visco-gravitational is given from eq. (13) by, (18) and the defining differential equation is, (19)
(18) Das, S.; Mitra, S. K. Different regimes in vertical capillary filling. Phys. Rev. E 2013, 87, 063005. (19) Masoodi, R.; Languri, E.; Ostadhossein A. Dynamics of liquid rise in a vertical capillary tube, J. Colloid Interface Sci. 2013, 389, 268-272. (20) Popescu, M. N.; Ralston, J. S. R. Capillary rise with velocity-dependent dynamic contact angle. Langmuir 2008, 24, 12710–12716. (21) Rose, W.; R. W. Moving interfaces and contact angle rate-dependence. J. Colloid Sci. 1962, 17, 39-48. (22) Hoffman, R. L. A study of the advancing interface. I. Interface shape in liquid-gas systems. J. Colloid Interface Sci. 1975, 250, 228-241. (23) Bracke, M.; De Voeght,F.; Joos P.The kinetics of wetting: the dynamic contact angle Prog. Colloid Polym. Sci. 1989, 79, 142–149 (24) Fries, N.; Dreyer, M. Dimensionless scaling methods for capillary rise. J. Colloid Interface Sci. 2009, 338, 514–518. (25) Heshmati, M.; Piri, M., Experimental investigation of dynamic contact angle and capillary rise in tubes with circular and non-circular cross sections. Langmuir 2014, 30, 14151-14162. (26) Katoh, K.; Wakimoto, T.; Yamamoto, Y.; Ito. T. Dynamic wetting behaviour of a contact line in several experimental systems. Exp. Therm. Fluid Sci. 2015, 60, 354-360. (27) Chebbi R. Dynamics of liquid penetration into capillary tubes. J. Colloid Interface Sci. 2007, 315, 255–260.
Disability Action Plan ACCESSIBLE MARKETING AND COMMUNICATION Information about our programs, services, costs, documentation, procedures and client rights will be provided in applicable ways. Aims Actions Timeline Responsibility Status To ensure that all service users have access to information that is understandable to them and their family. Continue to develop accessible information on services, programs and activities for people with a disability. Update TRAC Website to provide additional Accessibility tab for promotion of programs and services. Continue to comply with the WCAG guidelines for the TRAC Website. Provide specific targeted marketing for disability programs and services. Ongoing November 2017 As required Marketing / Program Coordinators Marketing Team Marketing Team / Program Coordinators Encourage feedback so people’s views and experiences are heard and reported. Provide a variety of ways for all users to provide feedback in the best way to suit their communication styles. Seek feedback from key disability community groups and users, for example at the Whittlesea Disability Network. All customer feedback to be included in council’s monthly report. Ongoing Monthly Monthly All Staff Centre Manager Centre Manager PHYSICAL ACCESS Our facility will be accessible to all people of our community.
Aims Actions Timeline Responsibility Status Ensure our facility is in the best working order and as accessible as possible Monitor IPAD and customer feedback Report facility maintenance issues to council within 48 business day Work with council to increase the priority of maintenance which impacts accessibility to priority 1 Conduct facility inspections including access to the facility and equipment Communicate an relevant maintenance issues to patrons and provide alternative where possible Provide summary of maintenance issues and feedback via regular report to Council Ongoing Ongoing September 2017 Daily As required Weekly All Staff Operations Coordinator Centre Manager Duty Managers Operations Coordinator Operations Coordinator To improve our facility where applicable in order to enhance accessibility. Raise opportunities to improve accessibility at Quarterly Access meetings and incorporate strategies where applicable. Recommend to Council any capital works required to improve accessibility. Quarterly Annually Centre Manager Centre Manager / CoW Contracts Supervisor PROGRAMMING OPPORTUNITIES Our programs and services will be accessible to people of all abilities. We will be responsive to the needs of people with a disability. Aims Actions Timeline Responsibility Status
Each respondent could choose maximum three of above mentioned statuses (under (a) to (i). Each respondent answered 23 general questions and further 3 to 17 module-specific questions (in case of three modules there can be as many as 51 module-specific questions, depending on the combination of modules). The information, collected through interviews, is supplemented by the data from the EMIS databse. Respondents were informed about the anonymous character of the survey and confidential handling of any personal information. Consequently, all the collected data were anonymised for the analytical purposes. Data privacy is ensured by the secure handling of collected data and their storage at the dedicated protected servers of the MoES. The first round of tracer study was launched during the fall of 2014. Total population of VET graduates in the academic year 2012/2013 included 2881 persons, from public VET schools, that were registered in the EMIS database. The response rate of the first survey was 45 per cent. The non-response was caused by the impossibility to contact the graduates or to find out their whereabouts and by the refusal to participate in the interview. The data obtained was analyzed through „MS excel“and „SPSS 21” programs. The results are classified by the main variables of interest, such as gender, type of school, type of VET program/profession, urban/rural environment, region, etc. The data allows for analysing several labour market indicators of interest, such as, for example: Job placement, Job search channels, Skills mismatch on the job, Need to acquire further skills and competencies, Income, Job satisfaction, Conditions of work, etc. These or other indicators can be studied according to various group characteristics, such as: Educational program/profession Type of school Gender / Age Current labour market status, etc. Description of the main findings
Tkibuli Mining Tehcnological Institute of the Georgian Technical University 33 2.5 N(N)PL Vocational College ,,Ikarosi“ 24 1.8 Education Management Information System 18 1.4 LEPL Vocational College „Lakada“ 15 1.1 N(N)PL Vocational College ,,Gantiadi“ 15 1.1 LEPL Shota Meskhia Zugdidi State University 9 0.7 LEPL Samtskhe-Javakheti State University 4 0.3 LEPL Batumi State Maritime Academy 3 0.2 LEPL Community College ,,Aisi“ 2 0.2 The majority of the respondents – 73.9% - are single; 24.7% - are married. The marital status of the graduates is provided in Table #3. Table #3 – The marital status of the graduates Frequency Percent Single 964 73.9% Married 322 24.7% Divorced 16 1.2% Widow 2 0.2% Total 1304 100%
Did the applicant declare the offence(s)/trace(s) on the Council’s declaration form and at the interview? Did the applicant agree that the information on the DBS Certificate was correct? Yes / No (if not why not) Age at time Offences declared by applicant circumstances behind offence Add rows if needed Question Applicable Please provide details of circumstances for each conviction
Name of Education Lead: Date risk assessment authorised: Signature: For high risk or complex Statutory Director (or for Resources & Performance – Chief Financial Officer) Outcome: Agreement to continue with offer/withdraw offer (if agreed please give details of the evidence relied upon to make this decision) Name of Director: Date risk assessment authorised: Signature:
B. Care of inner cannula The inner cannula must be removed, inspected and cleaned at least 4 hourly to prevent narrowing and blockage. Action Rationale Explain procedure to patient To gain verbal consent, co-operation and reassure the patient Apply oxygen while preparing equipment, monitor saturations if required. Oxygen should be prescribed as per policy. Target saturation as directed by medical team. To prevent hypoxia Screen bed space and prepare all equipment prior to commencing procedure. Position patient with neck slightly extended. To provide privacy and reduce interruptions. To provide patient comfort and ease procedure. Wash and dry don apron, gloves and goggles To reduce cross infection. With one hand stabilize the actual tracheostomy tube and with the other hand remove the inner cannula and insert clean inner cannula Ensure that the clean inner cannula is locked in position To maintain airway, prevent early build up of secretions and to maintain oxygenation. Clean inner cannula with sterile water/saline, use cleaning brush if heavily soiled Dry and store in a dry clean container If very heavily soiled then dispose of an place a new inner cannula at the bedside To reduce infection risk Cannula should not be left to soak in water as it is an infection risk Document procedure on tracheostomy care chart To facilitate communication and evaluation.
TRAINING: 1. The honor system is in effect regarding training rules. It is assumed that each athlete will conduct him or herself in accordance with the highest traditions of Window Rock Track and Field. 2. NO tobacco 3. NO alcohol. It is against the law in the state of Arizona for those under the age of 21. 4. NO abusive drugs, (narcotics, marijuana, etc.) We do not condone the use of performance enhancing drugs. 5. Violation of training policy is grounds for suspension and/or dismissal from the team. Follow the rules: DON’T LET YOUR TEAM DOWN. SAFETY: 1. All injuries must be reported to the coach in charge. 2. You must distinguish between pain and injury. 3. If injured, follow the routine prescribed by the coach/trainer in charge and you will be ready to compete sooner. 4. If your injury involves a doctor’s appointment, you may not return to compete until a medical release has been signed signifying this. SOCIAL MEDIA: 1. NO inappropriate social media postings or comments of yourself, teammates, other competitors, coaches or any individual at any time. 2. NO inappropriate electronic communication and/or pictures about yourself, teammates, other competitors, coaches or any individual at any time. 3. Violation of the social media policy is grounds for suspension and/or dismissal from the team. Follow the rules: DON’T LET YOUR TEAM DOWN. LOCKER ROOMS: 1. At no time will an athlete be in the locker room without a Track & Field Coach. 2. Locker rooms will be open to dress out after school for 15 minutes, and after practice for 5 minutes. 3. At any time an athlete needs to get into the locker room they will contact a coach. 4. Mobile phones are not permitted to be out while in the locker rooms. LETTERING in WR BTRACK and FIELD: An athlete is eligible to receive a letter award by achieving a qualifying standard. (SEE STANDARDS) If an athlete has not met the qualifying standards, they
Recommended for Pharmacists Recommended for Foundation Pharmacists Learner signature and date Supervisor signature and date Professional skills Decide for yourself or with your supervisor which of these topics you should undertake. Recommended for Pharmacists Recommended for Foundation Pharmacists Learner signature and date Supervisor signature and date
Class Target Allocation Long-term Expected Real Rate of Return Income 20.00% 1.70% Tangible Assets 5.00% 4.0% Real Estate 15.00% 5.80% Global Equity 37.00% 6.0% Private Equity 23.00% 9.0% The inflation component used to create the above table is 2.20 percent, and represents WSIB’s most recent long-term estimate of broad economic inflation. Discount Rate The discount rate used to measure the total pension liability was 7.50 percent. To determine the discount rate, an asset sufficiency test was completed to test whether the pension plan’s fiduciary net position was sufficient to make all projected future benefit payments of current plan members. Consistent with current law, the completed asset sufficiency test included an assumed 7.70 percent long-term discount rate to determine funding liabilities for calculating future contributions rate requirements. Consistent with the long-term expected rate of return, a 7.50 percent future investment rate of return on invested assets was assumed for the test. Contributions from plan members and employers are assumed to continue to be made at contractually required rates. Based on those assumptions, the pension plan’s fiduciary net position was projected to be available to make all projected future benefit payments of current plan members. Therefore, the long-term expected rate of return of 7.50 percent on pension plan investments was applied to determine the total pension liability. Sensitivity of the Net Pension Liability to Changes in the Discount Rate The following table presents the ____________ School District’s proportionate share of the collective net pension liability (NPL) calculated using the discount rate of 7.50 percent, as well
DOMICILIARY CARE (INCLUDING DOMESTIC TASKS) ALTOGETHER CARE, VERWOOD – 01202 823863 APEXCARE, FERNDOWN – 0845 6034743 ENTERPRISE CARE, WILTSHIRE – 01725 510166 PRIORITY HOME CARE, THREE LEGGED CROSS – 01202 813819 AGINCARE, FERNDOWN – 01202 897770 ALWAYS HELP AT HAND, WIMBORNE – 01202 883503 PRAMACARE, FERNDOWN – 612087 SURECARE, FERNDOWN – 01202 862310 CARE HOMES BROOKVIEW, WEST MOORS – 01202 891333 DENEWOOD, WEST MOORS – 01202 892008 FIVE GABLES, WEST MOORS – 01202 875130 OAKDENE, THREE LEGGED CROSS – 01202 813586 SUMMERHILL, WEST – 01202 870935 CHESTNUT LODGE, WEST MOORS – 01202 892116 FAIRLAWNS, FERNDOWN – 01202 877277 FOXES MOON, RINGWOOD – 01425 474347 OAKMOUNT, RINGWOOD – 01425 479492 WATERLOO CARE HOME, THREE LEGGED CROSS – 01202 829586
Student name: Tasha Walters Year group: 7 Subject: English Milestone: (please circle below) 1 2 3 4 5 6 Title- Novel Study. Main focus- Reading. At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum is: Secure Beyond Secure Excelling Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle below: red, amber or green) Student Student Teacher GREEN 1 To sometimes understand the meaning of a text on my own R A G R A G R A G GREEN 2 To pick out the basic information from a text R A G R A G R A G GREEN 4 To choose some of the best evidence from a text R A G R A G R A G GREEN 6 To start to find examples of similarities and differences between texts R A G R A G R A G GREEN 7 To understand why it is important to know when a text is written R A G R A G R A G GREEN 8 To show knowledge of different word types R A G R A G R A G Stretch criteria: YELLOW 6 To skim and scan a text, commenting on language choices The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Rapid Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW: EBI:
Student name: Year group: 8 Subject: PE Milestone: (please circle below) 1 2 3 4 5 6 Topic Title- Gymnastics At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum is: Secure Beyond Secure Excelling Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle below: red, amber or green) Student Student Teacher There are few errors even under pressure, skills are selected frequently and appropriately – perform in front of an audience with confidence. R A G R A G R A G Their role/position is completely understood R A G R A G R A G Performance is consistent and rarely breaks down R A G R A G R A G A full range of advanced skills/techniques are consistently performed with considerable accuracy, precision, control and fluency R A G R A G R A G Performance hardly ever breaks down and can always be recovered R A G R A G R A G Adapt and respond to complex and changing circumstances whilst maintaining high levels of consistency, proficiency and quality – working in a group, adapting routine, trialling ideas, making decisions, etc R A G R A G R A G Demonstrate flair and originality when employing advanced skills and techniques to outwit opponents whilst hardly ever being outwitted themselves R A G R A G R A G The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Rapid Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW:
Student name: Year group: 7 Subject: PE Milestone: (please circle 1 2 3 4 5 6 Topic Title- Dance At the end of KS3, my target in this subject in relation to what is expected in the National Curriculum is: Secure Beyond Secure Excelling Personal Learning Checklist Through my learning this half term I aim to develop the following Knowledge and Skills. Assessment of attainment (circle below: red, amber or green) Student Student Teacher Demonstrate some control when performing basic skills – Jump, turn, travel, stillness, gesture, transfer of weight. R A G R A G R A G Link simple skills showing some control and fluency R A G R A G R A G Use simple compositional to be successful – unison, canon, repetition, change in direction. R A G R A G R A G Select simple skills, techniques and ideas showing more consistent control and fluency R A G R A G R A G Demonstrate confidence and commitment when developing their learning – being creative with the theme of the dance R A G R A G R A G Select and link simple skills, techniques and showing precision, control and fluency on a consistent basis R A G R A G R A G Observe and make suggestions upon own and others performance to aid improvement R A G R A G R A G Can take full responsibility for their own and others safety when taking part in activity R A G R A G R A G The assessment boxes below are to be completed at the end of the milestone by your teacher: Overall your progress this half term has been: Slow Steady Good Rapid Overall your attainment this half term has been: Emerging Approaching Secure Secure Beyond Secure Excelling Attitude to learning: 1 2 3 4 WWW:
Reflective Binocular System LaRocca Refractive Monocular System Desired Device FOV 10 degrees 7 degrees 7 degrees Handheld No Yes Yes Probe/scanner weight ~50 pounds 94 grams Ideally <20 pounds Must be <50 pounds Cost N/A N/A <$35,000 #scanning mirrors 2 1 2 (one for each eye) Battery Powered No No Yes Wavelength (nm) 840 840 852 Table 1: Comparison of the two devices that are motivation and the device that needs to be designed. System Overview Design Constraints/Performance The system needs to be able to generate a 512x512 pixel image Wavelength: 852 nm Retinal scan ± 3.5 degrees Diffraction limited imaging Device Layout Figure 3: Device Schematic showing the optical components required for imaging both eyes simultaneously. The components are all labeled and the key can be found in the lower left corner. Identical components are labeled with the same abbreviations. In the current system, we have a Keplerian telescope with a 3.5x magnification, that expands the beam it is incident on the MEMS scanner and expands the beam diameter. The magnification was determined by the clear aperture (CA) of the MEMS scanner and the desired 3 mm beam diameter at the surface of the eye. Though the CA of the MEMS is 1.2 mm, the usable portion is about two thirds of the total CA as the MEMS is positioned at a 45 angle to the incident beam. The MEMS is placed at the entrance pupil of the telescope as it allows the angle of the beam incident on the eye to be controlled. The angle at which the light enters the telescope is equal to the angle exiting the telescope. There is also a fold mirror at the intermediate image plane allowing for another degree of freedom when aligning the system for retinal tracking as it can be used to reposition the beam on the retina. While it is not shown in the above schematic, we have made the decision to add an aperture prior to the beam splitter to clip the beam rather than using the MEMS to clip the beam as light could reflect from the area surrounding the MEMS introducing stray light to the system.
Depth of Impact: Note: please only fill out those that are appropriate to the project Issue Output Depth if Impact Connect Improve Transform e.g. Economic Development: the Port offers work experience placements to long-term unemployed people to improve employability skills No. of people provided with placements The no. reporting a better understanding of how to look for work The no. reporting improved job seeking results (e.g. getting more interviews) The no. getting a job Totals e.g 175 20 120 25 Type of Impact: Note: please only fill out that are appropriate to the project Project Area Impact Type: Behaviour or attitude Change Skills or personal effectiveness Quality of life or well being e.g. Enterprise inspiration 600 students inspired about the potential of setting up a business 575 students develop skills through workshops or shadowing
Websites/Blogs/Discussion Forums Author(s) Individuals or organizations (Date) Title of Web Document (Report or Catalogue No.) if applicable Retrieval date & full URL Mothers Against Driving (n.d.) Donate Now! Support MADD Canada! Retrieved 9, 2014, from 1 2 3 4 5 PowerPoint Presentation or Lecture (online or student portal) Author(s) Individuals or organizations (Date) of Presentation or Lecture [Type of format] Retrieval date & full URL OR Retrieval date & Portal Name Davidson, D. (2014) Five Key Tips for Staging Houses [lecture notes] Retrieved May 5, 2014, from Desire2Learn 1 2 3
Books, Edited Books, & Reference Texts (Print) Author(s) Individuals or organizations (Date) Title of Chapter/Article when there is a separate author Editor(s) for edited book Title of Book (ed.) pages Location: City, Country Publisher Anderson, M. (2006) Communication Techniques Toronto, Canada Smith & Parsons Fetzer, S. J., & Castelein, P. (2010) Signs P. A. Potter, A. G. Perry, J. C. & M. J. Wood Canadian Fundamentals of Nursing 4th 493 - 539 Toronto, Canada Elsevier Canada 1 2 3 4 Books, Edited Books & Reference Texts (Electronic) Author(s) Individuals or organizations (Date) Title of Chapter/Article when there is a separate author Editor(s) for edited book Title of Book (ed.) pages Retrieval date & URL/Database name Lee, H. J., & McDonagh, M. K. (2010) Updating the Rural Nursing Theory Base Winters, C. A., & Lee, H. J. Nursing: Concepts, Theory, and Practice 3rd 19-40 Retrieved July 11, 2014, from eBook Collection database 1 2 3
TRACKING SUPREME COURT CASES TITLE OF CASE FACTS OF CASE SUPREME COURT RULING (not just numerical vote) AMENDMENT(S) INVOLVED IN THE CASE 24a. United States v. Eichman 24b. Texas v. Johnson 25. Bethel School District #403 v. Fraser TRACKING SUPREME COURT CASES TITLE OF CASE FACTS OF CASE SUPREME COURT RULING (not just numerical vote) AMENDMENT(S) INVOLVED IN THE CASE 26. Sheppard v. Maxwell (1966)
Tracklayer -Meet with tracklayers and assign test fields -Distribute articles -Distribute -Get times for laying tracks on test day from judges and communicate to tracklayers -Check with tracklayers on test day and log tracklaying times -Make sure all flags collected after tests
Citations An important part of using sources is providing appropriate citations. Proper citations allow your reader to: Follow your research path and access your sources Evaluate your credibility as a writer and researcher Distinguish your ideas from those of others Give appropriate credit for ideas and words Share resources with collaborators Citation management software Citation management software can help you keep track of your sources, as well as help you: build and organize your own database import citations from your favorite databases and websites save and organize PDFs, screenshots, graphs, images, and other files for your research format bibliographies format citations for papers annotate articles in your database share articles and annotations Organizing sources: IDENTIFYING THEMES AND PATTERNS A literature review is not a list describing or summarizing one piece of literature after another. You are describing your analysis of the work that has been done and making an argument. To use your sources effectively, you need to identify patterns and relationships; finding patterns provides structure that allows you to evaluate and synthesize the information your sources. To evaluate sources effectively, you need to have a system to keep track of your sources and to take notes. You need a consistent format that allows you to identify: similarities/differences strengths/weaknesses key findings the source of the information One useful system to keep track of information and take notes is a table. Sample sources table: Impact of 2004 Thailand Tsunami Source Impact on: Measurement Time period Amount of impact Jones et al. 2011 Tourists Hotel numbers 2004 vs 2010 30% decrease Smith et al. 2013 Fishermen # fishermen # fish caught 2004 vs 2008 40% decrease 55 % decrease Smith et al. 2013 Fishermen # fishmen # fish caught 2008 vs 2011 10% increase 25 % increase Brown et al. 2012 Tourists Hotel numbers 2003 vs 2006 60 % decrease et al. 2012 Fishermen # fishermen 2003 vs 2006 60 % decrease Using the Patterns and Themes as Evidence In a literature review or a manuscript, you present an argument and support it with evidence/data. Identifying patterns and themes allows you to shape your argument, so often you present these patterns and themes to support your argument; the patterns and themes are your evidence.
Included Self Catering Day 2: Kaias Fountain Wild Camp, Damaraland Day Itinerary Spend and the day in the area, looking for wildlife and enjoying the scenery. Included Self Catering Day 3: Hoanib River Wild Camping, Skeleton Coast Known by the Bushmen as the "land God made in anger" the Skeleton Coast is remoteness at its best. Thousands of miles of sandy desert dotted with shipwrecks meet with the cold waters on the Atlantic and somehow an amazing array of wildlife and flora manages to survive in this harsh but beautiful environment. Day Itinerary After breakfast enjoy a short hike for a brief inspection of the night's game activities around camp. The journey continues into the upper Mudorib River with a good chance of encountering black rhino or desert elephant in this dry and harsh desert environment. Arrive in the Hoanib River, a dry river bed densely overgrown with nutritious acacia trees providing the necessary fodder for the desert adapted elephant. Optimal chances to encounter one of the breeding herds of these giant creatures during the following game viewing drives through the valleys and side arms of this unique natural paradise Overnight: Hoanib River Wild Camping The Hoanib River Wild camp is situated close to the Hoanib River, in a remote region of Africa, where the desert landscapes of Kaokoland meet the Skeleton Coast. The camp provides a relaxed haven from where guests can explore the land. The rugged mountains and canyons of the Hoanib River provide a refuge for some of the continent's unique wildlife. Included Self Catering Day 4: Gai–As Fountain Wild Camping, Damaraland
Tracking 2016/17 Baby Nest Our Under 2’s are tracked in the three Prime curriculum areas of Personal, Social and Emotional Development (PSED), Communication and Language and Physical Development. In 87% of the Prime curriculum areas children made accelerated progress in Baby Nest, with the other 13% making expected progress. Groups that we track Children in receipt of Pupil Premium made 44% accelerated progress and 38% expected progress in 2017/17. Children with identified Special Educational Needs or Disabilities (SEND) made 49% accelerated progress, 18% expected progress and 33% below expected progress. NB Sometimes children with SEND can make significant progress that is not captured in the tracking process. Often these steps are significant for the individual and these are planned for, identified and celebrated through their Short Term Plans. Comparisons of girls and boys progress did not reveal any significant differences in progress made or final outcomes. Curriculum focus- Problem Solving As part of our Nursery Development Plan we identify an area of the curriculum to focus on developing over a period of two years. Over the past year our focus has been Problem Solving. This does not equate to a specific area of the Early Years curriculum. However, we have seen significant improvements in our results in Communication and Language and Understanding the World this year, two areas closely linked to the higher order thinking skills that we support through this project.
– confirmed CA 6/22/10 Fee Simulation for Increased Care Management Call 7/13/10 with CMS; Call with Kathy Hall 7/14ish Use data from 2009, calculating the total # of person-months of coverage times the change in PMPM payment to determine the increased costs that must be offset with reductions in E&M fees. Then we will calculate the total E&M payments for 2009 and apply an across the board % reduction in fees that maintains budget neutrality. 7/19/10 – Dr. Moon confirmed that analysis is for Patient 1st clients only 7/21/10 8/26/10 to KH Alabama Medicaid Analysis of Increased PMPM Care Management Payments for the Patient Program As of 10/6/10 – No response from Medicaid Dental Savings Recommendations by Dental Workgroup 7/14/10 – Hall; call 7/20/10 to clarify need Medicaid to stop paying for a series of services and increase services for other procedures - FY07 thru FY10 (projected) 7/20/10 – we have a list of procedure codes with pt. age groups; initial run for Pt. 1st only 8/9/10 – 8/25/10 query runs Initial sent 8/23/10 – C. Akin wants all patients and not just Pt. 1st – rerun all queries NOT selecting for Program type 8/25/10 Multiple correspondence b/w Mdcd & JB end August, mid-Sept. 9/16/10
Medicaid Expansion with PPACT using the American Community Survey (ACS) data from 2009 10/13/10 – call with Janet and Medicaid - KH 11/12/10 Hall is contacting Dr. Moon to get his input Re: JB 12/09; call with Chris McInnish 2/17/11 ongoing 3/17/11 to Chris McInnish 3/24/11 4/20/11 Oral Health Analysis Fall 2010 – Overview of three 6-month periods of service utilization; changes in restorations; & on transition from PMPs to Dentists within 1 year 9/13/10 email to Janet with request; correspondence on transition Qs 11/8/10; 11/17/10 12/09/10 – call with Dr. Mayer, C. Akin, N. Hoadley 12/13/10 4/20/11 No response Perform an analysis of hip and knee replacement surgery for the non-dual Medicaid population 6/21/11 Call Friday 7/8/11 MM, MK, SE 7/28/11 8/5/11 – email from KH approved without edits; IC, JJ, SH assisted with qry needs 8/05/11 1. Hip/Knee procs 2. Eligibility files 3. Claims recips with H/K IC, JJ, SH with qry Request for Proposal Alabama HIE Cooperative Agreement Program Evaluation 6/30/11 - 7/8/11 – Call with KDA, KH, RM at Mdcd; MM, SE, NM, SM at UAB; Proposal draft submitted 8/19/11
Incomplete or discontinued projects Maternity Care Program – Smoking Cessation: Impact of CE/CME on Smoking Cessation among pregnant smokers Call 4/1/10 – KDA, K. Hall, R. Moon, R Rawlins Measuring impact of cost sharing savings in Patient First Call 4/1/10 – KDA, K. Hall, R. Moon, R Rawlins Project rerouted to analyst at BCBS
Tier 2 (Secondary) Interventions Tracking Tool School Name: _____________________________ School Total Pop as of October 1:________ Interventions Check-in Check-out (CICO) Lunch Buddies Homework Club # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding # Students Participating # Students Responding July August September October November December January February March May June Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth ‘response’ for each of the six levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks. Responding to Check-in Check-out (CICO): Responding to Lunch Buddies: Responding to Homework Club: Responding to….
First set of social Data First Social Data Scalability Issues Created Dedicated Server for Social Data Integration Week 9: March 16th – March 22nd General Codebase Cleanup Evaluating Pre-Launch Issues with the Player Evaluating Crawler Requirement to select appropriate language Selected GO Became major issue down the road Week 10: March 23rd – March 29th Card UI Redesign to current “dark” theme Added graphic heavy UI with massive album artwork Simplified the buttons to create sleeker look Week 11: 30th – April 5th Testing & Debugging of the Player UI components pre-launch First GO based crawler unusable for production due to scalability issues Facebook rate limits exceeded constantly Unpredictable crashes (concurrency issues?) Week 12: April 6th – 12th Instant playback of content from platforms Single click find the same song on our streaming platforms by providing only a title and artist to the search function Week 13: April 13th – April 19th Ensured event tracking functional within TrackPunch Player Improved Database Schema performance by adding necessary indexes Week 14: April 20th – April 26th Rewrote Crawler in PHP using Beanstalkd Card API to power “Public” and “Friends” Stream Integrated Crawler and Card API into the TrackPunch Player Week 15: April 27th – May 3rd Preparing for launch (testing) Launched TrackPunch.com on April 29th. Acknowledgments: