zilongwang/ReadingBank huggingface dataset:
1(b) Product and Service Offerings Does the Bank or service any of the following products? Add-On Product (e.g., identity protection or credit protection) Secured / Subprime Credit Cards Subprime or High Cost Mortgages Non-Traditional Mortgages negative amortization) Gift Cards Fee-Based Overdraft Protection Plans Payday, Deposit Advance or Tax Refund Anticipation Loans Prepaid (e.g., Gift, Travel or Payroll cards) Reverse Mortgages Student Loans Other new and non-traditional banking products or services Rewards or Bonuses Remittances Balance transfer credit cards through Independent Service Organizations (transfer of or charged-off consumer debt) Unsecured loans originated through a debt-relief third party Age-based deposit product with a credit feature Do different products or services penetrate geographic or consumer markets differently? Does the bank have an aggressive sales or cross-selling culture? Does the bank set sales goals and sales incentives? Are there significant repercussions for not meeting sales goals? Can consumers apply for a specific product or service and end-up with a different product or service than that requested? Does the bank place holds on any deposits? 1(c) Complexity of Products and Services Does the bank offer inexpensive basic checking and savings products? Does the bank’s product mix include any that are complex in nature? Do any of the bank’s products require customers to jump through complex or non-transparent hoops to obtain a benefit? Does the bank offer any traditional products or services with non-typical features or requirements? Is pricing structured or products bundled in a way that makes it difficult for consumers to understand? 1(d) Delivery Channels How does the bank distribute its products? Third Parties Subsidiaries or Loan Production Offices Any which generate business outside its retail footprint? Is the bank utilizing any new delivery channels? due
NCEL TPDs Shanthi Shanmugalingam Barnet General Hospital TDP for Basildon University Hospital, The Lister Hospital, Queen Elizabeth II Hospital, Luton and Dunstable Hospital, Mid Essex Hospital, Broomfield Hospital, The Princess Alexandra Hospital and Watford General Hospital Supporting trainees’ subgroup, trainees and OOP enquiries Sunita Rao Whittington Health TPD for The Whittington Hospital, King George’s Hospital and Queen’s Hospital sunita.rao@nhs.net Olu Wilkey North Middlesex Hospital TPD for North Middlesex Hospital, Homerton University Hospital and St. Leonard’s Hospital Quality assurance Sandhia Naik The Royal London Hospital TPD for The Royal London Hospital, Whipps Cross University Hospital, Newham General Hospital, Wellington Way Health Centre Programme management/placements ST1-5 Ian Sanderson Barts Health and The Royal London Hospital Academic lead Su Laurent Barnet General Hospital TPD for University College Hospital, The Royal Free Hospital, Barnet General Hospital, Great Ormond Street Hospital and Institute of Child Health, London School of Hygiene & Tropical Medicine Training programme management committee (TPMC) Chair
The cabinet is heavy. Removing the cabinet from its carton requires a minimum of two people. If installing optional EBP(S), make sure to install the EBP(S) directly below the UPS so that all wiring between the cabinets is installed behind the front covers and inaccessible to users. NOTE Mounting are required for each individual cabinet (1)To install the rail kit Assemble the left and right rails to the rear rails as shown in Figure1.Do not tighten the screws. Adjust each rail size for the depth of your rack. Figure 1 Securing the Rails Select the proper size in the rack for positioning the UPS (see Figure 2). The rail occupies four positions on the front and rear of the rack. Tighten four M5 Umbrella Nuts in the side of rail assembly (see Figure 1). Fix one rail assembly to the front of the rack with one M5×12 pan-head screw and one M5 cage nut. Using two M5 cage nuts and two M5×12 pan-head screws, to fix the rail assembly to the rear of the rack. Figure 2 Fixing the Rails Repeat Steps 3 and 4 for the other rail assembly. Tighten the four butterfly nuts in the middle of each rail assembly. If installing optional cabinets, repeat Step 1 through Step 6 for each rail kit. Place the UPS on a flat, stable surface with the front of the cabinet facing to you. Align the mounting brackets with the screw holes on each side of the UPS and fix with the supplied M4×8 flat-head screws(see Figure 3) Figure 3 Installing the Mounting Brackets If installing optional cabinets, repeat Step 8 and 9 for each cabinet. Slide the UPS and any other optional cabinets into the rack. Secure the of the UPS to the rack using one M5×12 pan-head screws and one M5 cage nuts on each side(see Figure 4).Install the bottom screw on each side through the bottom hole of mounting bracket and the bottom hole of the rail. Repeat for any optional cabinets. Figure 4 Securing the Front of the Cabinet Continue to the following section, “Rackmount Wiring Installation. (2)Rackmount Wiring Installation Installing the UPS, including connecting the UPS internal batteries Connecting any Optional EBP(S)
the next setting. 05 Battery EOD voltae setting Press Enter button to change the setting (1.60/1.70/1.75/1.80). UP button ▲ to select the previous setting. Press DOWN button ▼ to select the next setting. 06 Bypass voltage upper limit setting Press Enter button to change the setting(The bypass voltage upper limit range is 230-264Vac ). Press UP button ▲ to select the previous setting. Press DOWN button ▼ to select the next setting. 07 Bypass voltage lower limit setting Press Enter button to change the setting(The bypass voltage lower limit range is 170-220Vac). Press UP button to select the previous setting. Press DOWN button to select the next setting. 08 Mute setting Press Enter button to change the setting(ON or OFF). Press UP button to select the previous setting. Press DOWN button to save and exit the setup. 09 BYPASS enable/disable setting Press Enter button to change the setting(ON or OFF). Press UP button ▲ to select the previous setting. Press DOWN button ▼ to save and exit the setup. Operational Status and Mode(s) item Content Displayed 1 Initialized
July 5, 2012 1:00-3:00 P.M. AGENDA, Page 1 AGENDA ITEM COMMENTS BY RECOMMENDED ACTION ATTACHMENTS 1. Call to Order 2. Roll Call Crawford, OES 3. Call for Public Input Chair Action as Necessary None 4. SHSG Spending Plan Holly Crawford, OES Approval of State Homeland Security Grant Spending Plan 5. Close Meeting Chair Adjourn None Documents distributed to the UDC less than 72 hours before the meeting will be provided for public inspection at and at Building 19, 5555 Overland Ave., San Diego, California. Documents distributed by staff to the UDC at the meeting will be provided for public inspection at the meeting. Documents distributed at the meeting by persons other than staff or the UDC will be made available as soon as practicable after the meeting. (NOTE: Building 19 is behind a security gate. You may use the buzzer to request access.)
spike. Independent recessive mutations in each of these genes caused cell wall thickening in a highly specific grain ‘disarticulation zone’, converting the brittle floral axis (the rachis) of the wild-type into a tough, form that promoted grain retention. The authors hypothize that anthropogenic selection operated in of mutations in two adjacent complementary dominant genes, the products of which are suggestive of a signal transducing receptor and its protein ligand. The two genes products, BRT1 and BRT2, act together to control the cell wall thickening in the disarticulation zone of the rachis node through a molecular mechanism using comparative DNA sequence information and archaeo botanical data. The authors demonstrated independent origin of barley domestication. Two ‘‘transition zones’’ were found, where major frequency changes between btr1- and btr2-types occur: the region between Iran and Afghanistan and the Levant and the southern part of the Mediterranean Sea. Besides these two transition zones, btr1-types were found to predominate in India and Ethiopia. While possible that btr1- and btr2-type barleys may be better adapted to different eco-climatic zones, an alternative scenario is that their current distribution is a direct result of human migration.
sdw5.be (q6HT4) Semidwarf 5 6H bin05 3985790 + 35.98 Canela Mexico Semidwarf gene in cultivars 4189414 + Keel Australia 3931643 + ari-e.GP Breviaristatum-e 5H bin06 4186599 + 50.00 Golden Promise England awned semidwarf mutant from Maythorpe 3273517 + 3273238 + uzu1.a (HvBRI1) Uzu 1 3H bin06 Gene not present Winter China Degree of dwarfing is temperature sensitive, short awns Coordinator’s report: Wheat-barley genetic stocks A.K.M.R. Islam Faculty of Agriculture, Food & Wine The University of Adelaide, Campus, Glen Osmond, SA 5064, Australia e-mail: akm.islam@adelaide.edu.au It has been possible to produce five disomic addition lines (2H,3H,4H,6H,7H) of six-rowed Ukrainian winter barley cultivar ‘Manas’ to ‘Asakazi’ wheat ( Marta Molnar- Lang et al 2012). Furthermore, new wheat x barley hybrids (wheat Mr9kr1 x barley Igri; wheat Mr9kr1 x barley Betzes; wheat Asakaze komugi x barley Manas have been produced by (M.Molnar-Lang et al 2000, E.Szakacs et al 2007, I. Molnar et al 2007) Partial sets of addition, substitution and translocation lines were then developed from these hybrids. Tatyana et al (2013) reported the production of ditelosomic 7HL(7D) and monotelosomic 7HL(7A) and 7HL(7B) substitution lines of Hordeum marinum ssp gassoneanum to common wheat cv. Saratovskaya. References: Efremova, T., A. Valentina, N. Trubacheeva, T. Ocadchaya, E. Chumanova, and L. Pershina. 2012. Substitution of Hordeum marinum ssp. Gassoneanum chromosome 7HL into wheat homoeologous group-7. Euphytica, Vol.192 No.2, pp. 251-257.
1 continued BGS no. Locus Symbol* Rec. Prev. Chr. loc.† name or phenotype Descr. vol. p. GSHO no.‡ 733 rpr4 γ08-114; R36-37#1 Required for Puccinia graminis resistance 4 45:245 3697 734 rpr5 γ08-117; R42-33#5 Required for Puccinia graminis resistance 5 45:246 3699 735 rpr6 γ08-119; R47-23#1 Required for Puccinia graminis resistance 6 45:247 3700 736 rpr7 γ08-115; R3-18#3 Required for Puccinia graminis resistance 7 45:248 3701 737 rcr1 γ08-122; R4-29 Required for resistance to Cochliobolus sativus 1 45:249 3702 738 rcr2 γ08-123; R4-40 Required for resistance to Cochliobolus sativus 2 45:250 3703 739 rcr3 γ08-124 Required for resistance to Cochliobolus sativus 3 45:251 3704 * Recommended locus symbols are based on utilization of a three letter code for barley genes as approved at the business meeting of the Seventh International Barley Genetics Symposium at Saskatoon, Saskatchewan, Canada, on 05 August 1996. † Chromosome numbers and arm designations are based on a resolution passed at the business meeting of the Seventh International Barley Genetics Symposium at Saskatoon, Saskatchewan, Canada, on 05 August 1996. The Burnham and Hagberg (1956) designations of barley chromosomes were 1 2 3 4 5 6 and 7 while new designations based on the Triticeae system are 7H 2H 3H 4H 1H 6H and 5H, respectively. ‡ The seed stock associated with each BGS number is held as a GSHO stock number in the Barley Genetics Stock Collection at the USDA-ARS National Grains Germplasm Research Facility, Aberdeen, Idaho, USA.
[6] The penalty for dealing in cocaine is stipulated in the Abuse of Dependence Producing Substances and Rehabilitations Act 41 of 1971, section 2 (d) (i), provides: “in the case of a fist conviction for a contravention of any provision of paragraph (a) or (c), to a fine not exceeding thirty thousand rand or to imprisonment for a period not exceeding 15 years or to both such fine and such imprisonment.” [7] Dealing in cocaine is a serious crime. In S v Sibonyoni 2001 NR 22 at 25 Hoff AJ (as he then was) said the following: “there can be no doubt that dealing in cocaine is a serious crime and that drug dealers are unscrupulous criminals and further that the courts have a duty to protect members of society from exploitation by these elements but a court in considering an appropriate sentence must be mindful also of the personal circumstances of the accused and the maximum penalties prescribed by the legislature” [8] From the record, it is very clear that the presiding officer considered the personal circumstances of the appellant and other relevant factors. The appellant in his grounds of appeal further stated that ‘this was a trap situation’ and that ‘there is no evidence whatsoever placed before court that appellant was a drug dealer and that there was no reason whatsoever to have set a trap for him’ Unfortunately for the appellant, he pleaded guilty and his appeal is against sentence and not against conviction and the court is bound by his notice of appeal against sentence only. [9] The scourge of drug abuse is on the increase in our society and the devastating effect of drug abuse on members of our society is there for everyone to see. The courts must join forces with law enforcement agencies in combating that evil by imposing harsh sentences on drug dealers and by so doing send a strong message to drug dealers that they will be dealt with severely. [10] In my view the magistrate exercised his discretion judicially in sentencing the appellant and the sentence imposed is not startlingly inappropriate nor does it induces a sense of shock considering the seriousness of the crime. In fact the appellant was lucky to have been sentenced as he was considering that he committed the offence twice and also considering the sentences imposed in similar cases by this Court.
2007 Board of Directors, Advisory Committee for the International Association for the Study of the Commons, Indiana University 2004 Advisory Board. Catholic Charities, Gary, IN 2006 Parent Leadership Committee. Thea Bowman Leadership Academy, Gary, IN DISSERTATION COMMITTEE 2013 – 2015. Kamasa-Quashie, Cynthia. Dissertation title “The Impact that Institutional Support and Relationships with other students, faculty, and administrative personnel have on the academic success of first-generation college students at public Historically Black Colleges and University.” Union University. RESEARCH PROJECTS 2011-2013. Lead Researcher. Allenton Heights Choice Neighborhoods (Department of Housing & Urban Development), Jackson, TN. 2000. Independent Research Project. Designed a training module outlining sexual harassment laws and policies to be used during professional development training for school leaders and as an in-school reference manual. 1999. Research Team Member. The Monroe County School District, Bloomington, IN. Assisted in developing a school safety module. 1996. Research Assistant. The National of Mental Health Research Project, Indianapolis, IN. “Social and Cultural Characteristics in Predicting Emergency Room Utilization Patterns of Women and Men.” Bernice Pescosolido, Principal Investigator. BOOK REVIEW & RESEARCH ARTICLE 2006. Curtain, M. Issues of culture in teacher preparation and teaching experiences. Journal of the Indiana Academy of the Social Sciences, Volume X: 30-39. 1999. Curtain, M. Reflections on Common Property Theory & Research. International Association for the Commons, www.iasc-commons.org. 1997. Stockard, J. Sociology: Discovering Society. Belmont: Wadsworth Publishing Company. CONFERENCES & OTHER PRESENTATIONS Stewart, M. 2017. Shattering the Glass Ceiling: Female Leaders in Higher Education. Jackson State Community College, Jackson, TN
Big office HQs – days numbered Consequences of Smart Phones Getting a sense of where towns and cities are going and to steer the way. Value of Urban Design This is still an area that needs to be developed and promoted Added value that a better place can bring to clients and community Recruitment and employment of urban design skills Design Facilitation/Review Aid - Possibility of “Design Aid” Hampshire Design Panel – has been updated and is now a design review panel. – understood that major schemes are referred to a new panel populated by members The professional panel is functioning primarily in relation to smaller schemes Themes could be developed looking at how a town or city is changing and needs to change long term. Importance of good design needs to be communicated to LA Chief Exec level particularly at a time of ongoing budget cuts, other agendas and priorities can be addressed e.g. Wellbeing – social need Post war housing estates Quality of physical environment Routes Crime Data Examples of damage done, social and economic costs, cost of maintenance. poll in quality of streets, open spaces and parks – 82 per cent thought that this was the most important service that the council provided . Led to major change in focus Cost of mowing unusable ground Crime – encouraged by poor design Social costs - Post occupancy evaluation – a requirement for larger schemes. Relating to predicted performance National Report National Conference 2013 – Possible theme – role of urban design in Regeneration Awards - nearly200 people had attended – possibly the largest UDG event to date. Live webcasting was being trialled for events in the Gallery NPPF Guidance – Consultation – a response had been submitted by UDG and Design London, and a survey of members views had been carried out to back up the response. Apps / Smart phones – a number of mini workshops had been held to exchange views and knowledge on Apps and the impact they might have on towns and cities and the practice of urban design.
8 Office Staff/Administrator Collect signatures of representatives of organizations using the school acknowledging receipt of CERP after it’s provided 4.d As needed 9 Certified Instructor (District or School Staff) Provide CPR/AED training/renewal for the entire CERT plus (#) (#) coaches, and (#) physical education staff 5.a.1-3, 1.c-d September, January 10 Administrator and CERT Implement at least two Cardiac Emergency Response Drills 5.b, 4.c October, March 11 CERT Member Coordinate with and provide an updated copy of the CERP to the local emergency response agencies 6.a-c August, As needed 12 CERT Submit the completed annual CERP evaluation to administration for the School Improvement Plan documentation 7.a-c June
2.8.1 c Where a car parking lot must be located between the building frontage and the street, arrange the parking space to maintain a visual connection between the building and the street. Tip: A 22m setback allows for two rows of 90 degree parking with single vehicle access way between, landscaping along the street edge and pedestrian paths serving the parking. A setback of up to 22m will maintain a visual connection from the building to the street, whereas greater distances can compromise visual connection. 2.8.1 d Where a car parking lot must be located between the building frontage and the street, arrange the site to allow for future development options. 2.8.1 e Lay out car parking lots to minimise noise, fumes and lighting impacts into adjacent properties. Objective 2.8.2 To ensure safe and convenient movement for pedestrians and vehicles in car parking lots Pedestrians will look for the most direct route to their destination. This preferred direct route, called a desire-line, may cross vehicle lanes and garden beds, putting pedestrians at risk and damaging landscaping. 2.8.2 a In large car parking lots, position dedicated direct paths to take pedestrians from car parking spaces to main building entries. Tip: If a car park lies between the building entrance and the street, people need a convenient path from the street to the building entrance. 2.8.2 b Locate pedestrian as close as possible to anticipated pedestrian desire-lines. Tip: When direct pedestrian desire-lines are not taken into account, people make their own informal direct path. 2.8.2 c In busy car parking lots, orient the parking aisles perpendicular (900) to the building entrance or other pedestrian destinations. 2.8.2 d Arrange parking spaces to provide effective sightlines for drivers when turning and reversing. 2.8.2 e Provide clear sightlines at entries and exits to car parking lots.
June 2017 (Big Bear Football) 1 2 3 Weights 1:15-2:10 Practice 2:30-4:30 Physicals TBA Weights 1:15-2:10 4 5 6 7 8 9 10 Weights 1:15-2:10 Practice 4pm-6pm Practice 1:30-3:30 Weights 1:15-2:10 Practice 2:30-4:30 Weights 1:15-2:10 Passing Games @ Silver Valley 3:30 Weights 1:15-2:10 11 12 13 14 15 16 17 Weights 1:15-2:10 Weights & Speed Work 12:20pm-2pm Weights & Speed Work 12:20pm-2pm Weights 10:15-11:10 18 19 20 21 22 23 24 Freshmen Camp & Weight Room 7-on-7 7pm-8pm Freshmen Camp & Weight Room 5pm-7pm 7pm-8pm Freshmen Camp & Weight Room 7-on-7 7pm-8pm Freshmen Camp & Weight Room 5pm- Passing Games vs Silver Valley Here (3pm?) Granite Hills Passing Tournament (Varsity Only) 25 26 27 28 29 30 Dead Period (OFF) Dead Period (OFF) Dead Period (OFF) Dead Period (OFF) Dead Period (OFF)
August 2017 (Big Bear Football) 1 2 3 4 5 Practice 4-7 (Helmets) Practice 2:30-5:30 (Helmets) Practice 4-7 (Full Pads) Practice 2:30-5:30 (Full Pads) Practice 9-12 (Full Pads) 6 7 8 9 10 11 12 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Squad Scrimmage @ Middle School 9-12 13 14 15 16 17 18 19 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Practice 2:30-5:30 Varsity Team Dinner “Paw Ceremony” Scrimmage @ Boron Practice 1-4 20 21 22 23 24 25 26 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Practice 2:30-5:30 Varsity Team Dinner 5:30-7:30 Aquinas There OFF 27 28 29 30 31 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Practice 2:30-5:30
October 2017 (Big Bear Football) 1 2 3 4 5 6 7 Practice 2:30-5:30 Practice 4-7 Practice 2:30-5:30 Practice 2:30-5:30 Varsity Team Dinner 5:30-7:00 Rio Prep There OFF 8 9 10 11 12 13 14 FALL BREAK OFF FALL BREAK OFF FALL BREAK OFF FALL Team Pictures Practice FALL BREAK Practice 8am-11am Bye Week OFF 15 16 17 18 19 20 21 FALL BREAK Practice 3pm-6pm FALL BREAK Practice 3pm-6pm FALL Practice 3pm-6pm FALL BREAK Practice 3pm-6pm FALL BREAK Practice 2:30-5:30 Team Dinner 5:30-7 Silver Valley Here 22 23 24 25 26 27 28 Practice 2:30-5:30 Practice 2:30-5:30 Practice 2:30-5:30 Practice 2:30-5:30 Practice 2:30-5:30 Team Dinner 5:30-7 Excelsior Here 29 30 31 Practice 2:30-5:30 Practice 2:30-5:30
up from New York City through Kingston in October 2017 – again, the possibility is there. A rail connection offering service directly into the Catskills once more would be huge. At the same Chamber of Commerce breakfast where Hein spoke of his high quality people, he also talked up his efforts to upgrade the county’s roads and bridges. Apparently, railroads are not part of his vision when it comes to preparing Ulster County transportation infrastructure for the 21st Century. There is no other developed country in the world that is choosing to convert rail lines into trails the way America is doing – and the smart ones are investing heavily in new rail. Hein pointed with pride to the solar power array at a local landfill, soon to be switched on. The Netherlands operate their rail system using electricity from wind power; those solar panels could be powering streetcars in Kingston at the very least. While Hein is promoting his administration’s efforts to make Ulster County ‘green’, ignoring the energy efficiency of steel wheels on steel rails is ignoring a way of reducing the county’s carbon load and puts the county on the same side as fossil fuel interests. The Hein administration refuses to answer any questions ongoing litigation. Considering the consequences of the position the administration has taken, it appears increasingly unlikely they have any good answers. The taxpayers of Ulster County are the ones who are going to have to foot the bill and live with the long-term consequences. They should demand answers, as should the county legislature. The U&D Railway Revitalization Corporation has been looking at the bigger picture, above and beyond immediate political considerations. We believe restoring the rail corridor in light of the above information is more important than ever. We see this as an investment in the long-term future of the region that rises far and away above any benefits to be gained from any trail by itself – and we include trails as part of that future, a future big enough for everyone. Additional Resources WAMC news story about Marist College Commuter Study: Marist Cuomo Metro North Proposal: Amtrak 2017 Autumn Express: Dutch trains run on 100% wind power
Biography for Dr. Don Davis: Cultural Humility Cultural Humility vs. Cultural Competence Humble Leadership Traits of Humble Leaders Semester 1, Week 7 Date: November 16, 2016 Topic: Influence, Persuasion and Motivation Presenter: Dr. Steve Truscott Location: Urban Life 203 Competencies Addressed: 2,3,4,8,9,10,11,12 Primary Questions: How do effective leaders utilize the concepts of influence, persuasion and motivation to obtain and maintain power? What are the 5 Types of Power? What are Cialdini’s Principles of Persuasion?
Week 1 Introduction to UDL UDL in Public Policy Learner Variability Text: Hall, Rose and Meyer: Universal Design for Learning: Theory and Practice Public policy excerpts: Meyer, Rose & Gordon (2013) Complete a 3-2-1 Reflection each day of the Summer Institute - understand the UDL framework. - identify the UDL principles and corresponding neural networks. - understand the variability in learners - identify assumptions of UDL (focus on learner variability) Week 2: Part 1 UDL Summer Institute Website: Complete a 3-2-1 Reflection each day of the Summer Institute - best practices for delivering UDL instruction Week 2: Part 2 Learner Variability The UDL Framework Exploring the Guidelines Text: Hall, Rose and Meyer: Universal Design for Learning: Theory and Practice , UDLinks app, , Rose & Gordon (2013) Complete one Compass Reflection for all three readings. -understand the variability in learners - understand the structure of the UDL guidelines -apply the UDL principles to teaching Week 3 UDL and Curriculum Text: Hall, Rose and Meyer: Universal Design for Learning: Theory and Practice Rose, D. & Gravel, J. (2010). . Complete the Your Turn portions for each section (Goals, Materials, Methods, and Assessments) . -address barriers in current curriculum (science, ss, math, ELA) -identify UDL options to remove barriers in curriculum
(15 points) Meets criteria for being measurable and observable. Variability Address how you will account for learner variability by offering options for representation, action and expression, and engagement. 10 Assessments (15 points) Formative Assessment(s) Identify how you will assess learners during the course of instruction/PD. 10 Summative Assessment(s) Identify how you will assess learners at the end of the unit, lesson, PD. 5 Instructional Methods (25 points) *Note: Describe exactly what you will do during each part of the lesson or PD. This should be very detailed! Opening Select from “hook,” “anticipatory set,” or “introduction.” 5 Instruction Outline how you will and/or introduce new skills. (5 points) Describe how you will offer learners an opportunity for guided practice. (5 points) Identify how you have planned to provide learners with independent practice. (5 points) 15 Closing 1 Materials (15 points) Materials/Supplies List List all of the materials (including technology) required to implement the lesson. 5 Upload Resources Attach all teacher-created (or modified) resources, including student worksheets, PD materials, lesson assessments. Attach any links to websites, videos or other sources that would need to be accessed during the lesson/PD. 10 Additional Components (15 points) Integrated Use of Technology Use of low/mid/high technology evident in multiple components of the lesson plan. 5 Incorporated Principles of UDL UDL guidelines evident throughout the lesson plan. UDL principles are clearly marked (for grading purposes). 5 Professionalism 5
the region of 12 ha. Further, based on an assumed household family size of 4,8 members per family unit, the total affected population of labour tenants is equal to 216, 000. The value of the land, based on Land Restitution figures as at 2015, equals R11 148,83 per ha, meaning that the estimated value of land per affected household residing in communal areas is estimated in the region of R133 786,01. 42 gives a breakdown of the best case scenario data used to conduct the macroeconomic impact assessment. Table 42: Cost Summary: Labour Tenants Bill Item Total Estimated Cost Source Assumptions Cost to Government for the validation of LT rights R450 000 000.00 Surveyor-General (SG) Office Validation period of 10 years Cost of validation per household of R10 000 Validation of 100% of claims Total number of households at 45 000 Registration of land to LT's R73 102 000.00 SG Office; Hall, R. (2004) Transferable land of 540 000 ha Transfer period of 10 years R0 land transfer cost for erf below R750k Cost of GP's R291 398 000.00 The South African Council for Professional and Technical Surveyors (PLATO) 2 years after validation of rights process Survey cost of 12ha plot at R12 951 Survey period of 10 years Cost of appointment of a Registrar R4 649 000.00 DRDLR Annual administration budget of R25 000 Cost of the establishment of a R40 571 000.00 Ingonyama Trust Start 1 year after validation of rights Period of 10 years Total (2016-2022) R859 720 000.00 Table 4-2 above reflects the total costs associated with the implementation of the Bill for existing labour tenants. The first cost component – validation of LT rights – is estimated to cost a total of
Use contractions in embedded computer notation such as email addresses. Numbers [6] Numeric indicator # carries over: digits numeric space " decimal (period) 4 simple fraction line / comma 1 line continuation indicators " and "" Miscellaneous Symbols [3] asterisk * "9 degree ° ^j bullet • _4 dollar $ @s cent ¢ @c percent % .0 Basic Arithmetic [3.17] plus + "6 minus − "- multiplication × "8 division ÷ "/ equals = "7 Fractions [11.3] simple numeric fraction line / general fraction open and ( ) general fraction line ./ Subscripts and Superscripts [11.4] level change down (subscript, base) 5 level change up (superscript, exponent, power) 9 braille grouping open and close < > Other Technical [3.17, 4.5, 11.5, 11.6, 11.9] less than < @< greater than > @> Greek letter pi π .p radical (square root) open and close √ % + right arrow \o Spatial Arrangements [6.8, 6.9] horizontal line mode indicator "3 horizontal line segment 3 vertical line segment _ numeric passage indicator ## numeric terminator #'
COMPREHENSIVE LESSON PLAN TEMPLATE Instructor Name: Date Submitted: Class Location: LESSON BASICS Meaningful Topic: Student Types/Group: ABE College Prep ESL SPOKES Computer Lit Other: Length of Lesson: Standard(s): Depth of Knowledge: 1. Recall and Reproduction 2. Skills and Concepts 3. Short-term Strategic Thinking 4. Extended Thinking Essential Question: Objective(s): Required Materials/Equipment/Technology/Community Resources: Prior Knowledge/ Connections: Required Vocabulary: Instructional Methods: Large Group Small Group Cooperative Learning Project-based Independent Study Computer-assisted One-on-One Tutorial Individualized Guest Speaker Trip
Share/Reflect (5 minutes) students have had a chance to measure and record the measurements of at least five objects, have the whole class will meet on the floor. Ask students who are willing to tell the class a fact they have learned about measurement. Have students show their understanding through a quick ‘thumb survey’. Students will close their eyes and participate in the thumb survey. Thumbs up means they really get it, thumbs to the side means they kind of get it, and thumbs down means they don’t quite get it yet. feedback 5.3 Build fluencies with graduated levels of support for practice & performance 9.3 Develop & reflection After the lesson 10-15 minutes – Students will choose one of the following prompts and respond to it in their Math journals, and use words numbers and pictures to explain their ideas: Would I need more paperclips or markers to measure the SMART board? How do you know? What be longer, 10 shoes or 10 book bags? Explain your thinking. Explain how to measure something with as many details as you can. moving or rotating an object change its measurement? Explain. Notes/Reflections
Investigation-Solving a word problem with multiplication, write in numbers, words, and/or pictures Journal- Create and solve (using your own strategy) your own word problem with multiplication Exit Slip- Where would you place yourself on learning of Multiplication facts and strategies? 1 -Novice, 2- developing, 3-proficient 4 –exceeds (see (for Lesson 5(40-60 minutes) Mini-Lesson: Connecting multiplication to division. Have them divide the grade 4s (or other group of students) into equal groups Investigation: provide students with a number of items and then have them put them in a specific number of groups (can be done hands-on or on the smart board /computer)(Teacher circulating taking notes, recording observations for next steps) Journal/Reflection of learning: How are multiplication and division the same, and how are they different? 3.1 activate or supply background knowledge 5.1 use multiple media for communication 5.2 Use multiple tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community 6.4 Enhance capacity for monitoring progress 1 provide multiple means of representation 3.1 activate or supply background knowledge 5.1 use multiple media for communication 5.2 Use multiple tools for construction and composition 7.1 Optimize individual choice and autonomy 8.3 Foster collaboration and community After the lesson Following the lesson students will work in groups or on their own to create a product to demonstrate their knowledge of multiplication. Students will also do the summative assessment for the achievement indicator N11. Teacher will look over the assessment data to see what the next steps should/will be. Reflections
Create an electronic archive of course materials for student reference. Consider adopting a approach to teaching. Structure classes so that students take on multiple roles: facilitator, recorder, presenter, etc. For writing assignments, allow for drafts and revisions; consider using peer review. Adopt instructional technologies that help achieve learning opportunities. Make learning relevant. Draw on examples whenever possible. Provide digital equivalents of all hardcopy handouts. Expression Describe objectives in ways that are measurable and achievable Provide options for students to express what they Provide options for building skills Use assessments that measure skill development Set goals and objectives that guide instruction and assessment. Consider accepting alternative project formats: oral presentations, videos, newspaper articles, photo essays, radio documentaries, community research, web publications, etc. Emphasize time on task. Create assignments that require students to practice recalling and utilizing information. Brain research confirms the adage “Practice makes perfect.” Allow students to submit assignments electronically, as appropriate. Define expectations at the beginning of the course so that support services can be arranged if needed. Adopt instructional technologies that increase communication and allow for alternate modes of expression. Allow students to grasp material in their preferred learning style and at their own pace. Give prompt, ongoing, and instructive feedback to support learning and Key Concept: Provide students with multiple ways to express their comprehension and mastery of a topic. Communicate high expectations for all students, while expressing your willingness to make “appropriate accommodations” for students with disabilities. Provide ample time for online assignments to allow for technical malfunction. Help students in determine how they learn. Learning styles include (reading and writing), (graphs and pictures), auditory (listening), or kinesthetic (touching and moving). The Neuroscience: "Strategic networks Require students to find and rate web resources using criteria you’ve established. Begin each class with an essential question that you will address throughout the class. Have students answer the question at the end of class. The Goal: Skill building Capture students' attention to pique their interest in the topic. Allow students to work in pairs in labs where physical effort may disadvantage someone with a disability.
BIOMECHANICS & KINESIOLOGY ESSENTIAL CONCEPTS Motion and forces, Axis and planes, Mechanical lever, Lever in Human body. Force distribution – linear force, resultant force & Equilibrium, parallel force in one concurrent force. Newton’s laws – Gravity and its effects on human body Moments Forces and moments in action Concepts of static equilibrium and dynamic equilibrium Composition and resolution of forces Friction KINEMATICAL CONCEPTS KINETIC ASPECTS OF LIMB MOVEMENT: Biomechanics of Upper Extremity Scapulo – shoulder Elbow joint Wrist joint & Hand Motion of hip & pelvis Force of hip & pelvis Motion of knee joint Force of knee joint Patello femoral joint Ankle and foot Kinematics Motion of of ankle joint Temporomandibular joint BIOMECHANICS OF GAIT: Gait Parameters of gait Mykinetics of human gait Gait deviations Crutch and cane exercises POSTURE: Anatomical aspects of posture Factors affecting posture Assessment of posture Types of posture Postural deviation BOT, Part-THIRD BACHELOR OF OCCUPATIONAL THERAPY (1 year Duration)
Carebro – vascular diseases Cerebral vascular accident Acute infection of C N S Parkinsonism and other extra- pyramidal disorder. M S & other disease. ALS (amyotrophic lateral sclerosis) and motor neuron diseases. Diseases of peripheral nerves, cranial nerves, G.B.S. including peripheral nerve injury Myasthenia Gravis Diseases of muscles (polymyositis muscular dystrophy) Cervical and lumbar spondylosis and disc prolapsed. Neuro – surgical Intensive care Neurosurgery Head injury – Cause and mechanism of head injury subdural, epidural and intracranial bleeding, types of neurological, disorder following head injury. Personality disorder, epilepsy. Pharmacology of drug used Management of head injury in acute stage Tumors of neurological system management. Cranial & spinal cord legion management. Paraplegia, hemiplegia, quadriplegia management. Neurogenic bladder – classification – management. Pediatric conditions – meningocoele, spinal tumors. Peripheral lesion, management. Surgical management of brain disease and CVA. PARCTICAL: Clinical exposure to various conditions. General Viva BOT, Part-THIRD BACHELOR OF OCCUPATIONAL THERAPY (1 year Duration) PSYCHIATRY Definition / criteria of Normality and abnormality and factor contributing to normal mental health.
Rubrics for ARTV3676 Final Project — Character Animation Hannah Ueno (ARTV) Criteria Excellent (5) Good, Fair (4~3) Need Work (2~1) Missing (0) Deadline Presentation Print Digital Finished project was submitted on time. You came to class well prepared. Neat and organized file submitted. Finished project was submitted after class on the same day it was due. Project was submitted within 5 days from the due date, OR incomplete project was submitted. No work has been submitted, or work was submitted more than 6 days late. Character Design and Model Construction of proportion, detail All objects are well formed. All objects are believable and appropriately proportioned. Excellent detail work such as eyes, ears, neck, and fingers. Most objects are well formed with few flows. Most objects are appropriately proportioned but 1~2 aspect need work. Good to fair detail work such as eyes, ears, neck, and fingers. There were several flows in object construction. Several objects proportion is off in relative to the whole model. Need more detail work done such as eyes, ears, neck, and fingers. Need more work in craftsmanship. There is lack of, or, appropriate detail work. Texture Mapping Appropriateness, and proportion, material description Texture is proportionally applied to the model and is realistic. Appropriate images are used. Excellent attention to detail. Appropriate images are used for the texture. Minor flows detected in a few objects. Textures in several objects need more work. Please to the feedback and suggestions from the critique. Missing or simple default material library is utilized without much custom adjustment. Need more effort in this area. Creativity, Originality Design is complex, and uniquely innovative. Clearly an original concept. Design is relatively complex and creative. Fair and acceptable concept. Design is basic. Need to develop creative and original concept. Need more effort in developing ideas. Lighting Color and intensity, Shadow balance Lighting effectively illuminates the scene and objects. Realistic and believable light Lighting illuminates the scene and objects. Position and/or lighting attributes need Default lighting is utilized in the scene but need more work in position, distance, and value as discussed in critique. Default lighting is utilized without much custom adjustment for the scene. Need more effort in this area.
Celene Krauss. “Challenging Power: Toxic Waste Protests and the Politicization of White, Working Class Women.” In Community Activism and Feminist Politics: Organizing Across Race, Class and Gender. Nancy Naples (ed). New York: Routledge, 1998). “Women Spend 374 Hours Each Year Collecting Firewood in India, Study Finds” Global Alliance for Clean Cookstoves. May 5, 2015: Tuesday, February 20: Urbanization and Growth Pulido. “Rethinking Environmental Racism: White Privilege and Urban Development in Southern California” Annals of the Association of American Geographers. , 90(1), 2000, p. 12–40 Michael “L.A. is Resegregating -- And Whites are a Major Reason Why,” Los Angeles Times, April 1, 2016 Thursday, February 22: Housing and Where we Live Sherman Alexie. “Gentrification” American Poetry Review. vol. 38 | no. 02 Rebecca Solnit, “Gentrification’s Toll: It’s You or the Bottom Line,” The Guardian, May 13, 2016 Southern California Association of NonProfit Housing (SCANPH). ”LA: Out of Reach in 2016 M.J. Aboelata, R. Bennett, E. Yañez, A.Bonilla, & N. Akhavan. Excerpts from Healthy Development Without Displacement: Realizing the Vision of Healthy Communities for All. pgs 9-17. Prevention Institute. 2017 Peter Marcuse. “The Housing Change We Need” Shelterforce. Winter 2008. December 22, 2008. Tuesday, February 27: Transportation and Mobility Martin Wachs. “Evolution of Transportation Policy in Los Angeles” in The City. pgs. 106-157 Eric Jaffe. . The Atlantic. January/February 2015
Monday April 16 Tuesday April 17 Wednesday April 18 Thursday April 19 Friday 20 Room: E-213 2:45 – 4:15 pm Tech room 2:45 – 4:30 After School Detention Room: E104 Room: E-213 1:00 – 2:45 pm Collaboration Day 1:00 pm Level Meeting Room: E-213 1:00 – 2:45 Tech room 1:00 – 2:45 After School Detention Room: E104 Room: E-213 1:00 – 2:45 pm JPSC Room: E-213 2:45 – 4:15 pm 7th/8th grade STATE TESTING Your turn to take the test, 7th and 8th grade Bulldogs. You got this! Good luck! Early Dismissal REMINDER that Tuesday, Wednesday and Thursday students will be released at 1 pm. DC Student Mandatory Meeting There is MANDATORY a DC trip meeting on Wednesday, during lunch, in room E204.
Recruitment, Retention and Navigation Membership Follow-up Calls Research Calls What is/are the goal(s) of this project? Improve HealthStreet’s assessment of the community’s health concerns through the implementation of innovative program practices. Effectively engage community members and build support for program outcomes. Help to create better health care outcomes. List 3-5 project objectives. Assist in improving program efficiency through innovative management practices and protocols. Plan, develop and promote public health programs and activities through HealthStreet. Support development of funding proposals and progress reports. What is the significance of this project and its outcome(s) to practice or research? HealthStreet aims to better the health of the local community, while promoting diverse representation in research. Interns play an active role in these positive outcomes. They will apply learned concepts that assist in optimizing organization performance and will also gain a wealth of experience in the fields of health research, public health and community engagement through the HealthStreet model. What is the preferred starting time of the project? How many hours per week will this project require? What is the length of this project (i.e. 6 3 months, ongoing, etc.)? Date: Open per week: 30-40 hours per week Length: 1 or more semesters Develop a timetable (if possible) for this project to assist student planning. Please attach timetable to this form. Identify equipment and resources needed on-site to complete the project. Are they available? The interns are not expected to provide any equipment or resources. HealthStreet will provide all that is necessary. Is this internship paid? (Yes/No) If yes, what is the stipend amount? No What public health concentration area would best suit this project? (More than one area may be circled) Biostatistics Environmental Health Epidemiology X Health Management & Policy X Social & Behavioral Science X What knowledge and/or skills are you looking for in a student? Professionalism Team Collaboration Innovative Thinking and Idea Generation Effective Communication Technical skills, such as proficiency in Microsoft Office Suite
Market Readiness (30 points) The AII selection process will favor technologies that can be adopted with a reasonable amount of effort and cost, commensurate with the payoff potential. What actions another organization need to take to adopt this technology? Set up a process on the organization’s current tools (such as UDOT's electronic bid system and a tiered selection committee) that allows for concealing the identity of Proposers until such time that a blinded selection is made. What is the estimated cost, effort, and length of time required to deploy the technology in another organization? There may be resource/personnel costs associated with reviewing current selection processes, adapting processes to include blinding and formalizing processes (manuals of instruction, etc.) What resources—such as technical specifications, training materials, and user guides—are already available to assist deployment? UDOT has developed a basic Design Build Selection Manual of Instruction that contains details of the Blinded Design Build Selection Process that could be adapted to other organizations’ processes. What organizations currently supply and provide technical support for the technology? UDOT Construction Division and UDOT Department of Technology Services Please describe any legal, environmental, social, intellectual property, or other barriers that might affect ease of implementation. This process must be evaluated to ensure that it conforms with state, local or other applicable procurement/selection laws. Submit Completed form to http://web.transportation.org/tig_solicitation/Submit.aspx
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