zilongwang/ReadingBank huggingface dataset:
Bike: A machine with two wheels, you sit on it and move your legs. Skateboard: A short board with wheels, which you stand and ride. Unit 3 Ride a bike Ride a horse Skate Skateboard Play tennis Play football Riding a horse, playing tennis and playing football are (numbers – colours – sports). I can (ride – drive – fly) a bike. Can you (ride – help – skate)? Yes, I can. Rearrange :
I always have a ……………..……………..for lunch. I like eating ……………..…………..and drinking ……………..……..at McDonald’s. My favorite meal is (chicken – milkshake - orange and rice. Salad is (healthy – unhealthy). I like (milkshake – chicken – pizza) with cheese and sausages. I like eating (salad – cheese – milkshake) sandwich. Put in a sentence : 1 – Sandwich: ………………………………………………………………………………………………………………………. 2 – Bird: ………………………………………………………………………………………………………………………. 3 – Salad: ………………………………………………………………………………………………………………………. 4 – Tree: ………………………………………………………………………………………………………………………. Correct the mistake :
1 – Apples are blue. ………………………………………………………………………………………………………………………. 2 – Bananas are vegetables. ………………………………………………………………………………………………………………………. 3 – Ten, twenty and thirty are colours. ………………………………………………………………………………………………………………………. 4 – I like eating milkshake sandwich. ………………………………………………………………………………………………………………………. Art Maths English Science Music PE
1 – I can count at ……………..……………..…………….. . 2 – I use crayons at ……………..……………..…………….. . 3 - My mother likes listening to ……………..……………..…………….. . 4 – We like reading ……………..……………..…………….. stories. 5 – We learn about plants at ……………..……………..…………….. . 6 – When I go running, I put on my ……………..……………..…………….. clothes. Unit 5 1-Playground 2 - Sports field 3 - Art room 4 - Computer room 1 – The pupils are drawing in the ……………..……………..…………….. . 2 – We play computer games in the ……………..……………..…………….. . 3- On the ……………..……………..…………….. we do PE. 4 – We play, run and jump in the ……………..……………..…………….. . Put in a sentence: 1 – Draw: ……………..……………..……………………………………………………..……………..……………..…………….. .
2 – Room: ……………..……………..……………..……………..……………..………………………………………………….. . Rearrange: 1 - put on – I – clothes – PE – my. ……………..……………..…………….. ……………..……………..…………….. . 2 – like – comics – I - English – reading . ……………..……………..…………….. ……………..……………..…………….. . Correct the mistake: I like drawing, I am good at Science. ……………..……………..…………….. ……………..……………..…………….. ……………..……………..…………….. . I write with my headphones. ……………..……………..…………….. ……………..……………..…………….. ……………..……………..…………….. . We play football on the computer room. ……………..……………..…………….. ……………..……………..…………….. ……………..……………..…………….. . We jump and run in the art room.
Rearrange: 1 – toys – We – our – with – play – everyday. ………………………………………………………………………………… ………………………………………………… . 2- play – every – I – Tuesday – basketball. ………………………………………………………………………………… ………………………………………………… . 3 – much – – very – you. ………………………………………………………………………………… ………………………………………………… . 4 – now – play – I – football – can’t . ………………………………………………………………………………… ………………………………………………… . Unit 6 Listen to music Play with friends Read a book Write an E-mail I (read – listen – write) to music on the radio.
Market Cafe 8:00 p.m. – 9:30 p.m. Faculty Moot Court: Hart Auditorium Friday, August 24 7:30 a.m. – 8:30 a.m. Morning Running Group (Running maps will be provided) Meet by Clock Tower on Tower Green 10:00 a.m. – 12:00 p.m. Iced Coffee Samples – First Come, First Served Market Café 11:00 a.m. – 12:00 p.m. Mindful Lawyering: Tools for Thriving in Law School Gewirz, 12th Floor 3:15 p.m. – 4:15 p.m. Mandatory Visa Information Session for New International J.D. Students in F-1 Visa Status McDonough Hall, Room 203 Ryan Coleman, International Student Advisor 4:15 p.m. – 5:00 p.m. Reception for International J.D. Students McDonough Hall, Atrium
Note This overview forms part of the AER's draft decision on TransGrid’s revenue proposal 2015–18. It should be read with other parts of the draft decision. The draft decision includes the following documents: Overview Attachment 1 – maximum allowed revenue Attachment 2 – regulatory asset base Attachment 3 – rate of return Attachment 4 – of imputation credits Attachment 5 – regulatory depreciation Attachment 6 – capital expenditure Attachment 7 – operating expenditure Attachment 8 – corporate income tax Attachment 9 – efficiency benefit sharing scheme Attachment 10 – capital expenditure sharing scheme Attachment 11 – service target performance incentive scheme Attachment 12 – pricing methodology Attachment 13 – pass through events Attachment 14 – negotiated services
transport for the scenario. It currently takes about 16 hours (on 25 cores - Dual Xeon CPU 3.3GhZ processor) to run all of steps of TraNSIT shown in Figure 55 for the 332,000 different O-D’s across all agriculture. Figure 55 Process diagram of TraNSIT, comprising the stages from set up to running of each model component. CONTACT US t 1300 363 400 +61 3 9545 2176 e csiroenquiries@csiro.au w w We innovate for tomorrow and help improve today – for our customers, all Australians and the world. Our innovations contribute billions of dollars to the Australian economy every year. As the largest patent holder in the nation, our vast wealth of intellectual property has led to more than 150 spin-off companies. With more than 5,000 experts and a burning desire to get things done, we are Australia’s catalyst for innovation. CSIRO. WE IMAGINE. WE COLLABORATE. WE INNOVATE. Land and Water Andrew Higgins t +61 7 3833 5738 e Stephen McFallan t +61 7 3833 5722 e Adam McKeown ++61 7 4059 5009 e Chris Chilcott t +61 8 8944 8422 e Caroline Bruce t ++61 7 4059 5024 e Oswald Marinoni t++61 7 3833 5713 e Peter Stone T ++61 7 3833 5659 E Peter.Stone@csiro.au
to pursue a career in the performing arts? Then the Grade 9 Dramatic Arts course is a great place to meet some kindred spirits and learn focus and control. This course provides the basis for any type of performance work and the rewards will show up in all your other courses! Music – AMI 1O3 Instrumental Band – Beginner: If you have never played a band instrument before, this is your opportunity to learn how to play an instrument in a group setting. You will have many opportunities to create and perform in large and small ensembles. Music – AMI 1O5 Instrumental Band – Experienced: Further your instrumental skills and musical abilities through performing various styles of music, including pop and jazz. Highlights of this course include opportunities to compose music using Finale software, and performing music in a variety of ensembles. Students are strongly encouraged to take AMR1O0 as this class ensures year long playing of music in a large ensemble. Music – AMR 1O0 Band Repertoire: Instrumentalists in this class will focus on preparing a variety of music for performances in concerts and for festivals. This class ensures everyone is playing and performing at a higher level for the duration of the school year and all students must be enrolled in AMI1O5 as a co-requisite. This is a non-semestered course which runs Wednesday and Friday mornings at 7:00 a.m. throughout the school year. Music – AMV 1O0 Music: Improve and refine your vocal technique through studying and singing various styles of music. Students will gain experience by performing both solos and within small ensembles. Family Studies: Individual and Family Living – HIF1O0 This course will provide you with creative and interactive opportunities to learn about who you are – real life issues such as healthy lifestyles, social responsibilities, peer interactions, conflict resolution, different types of families, peer pressure and advertising techniques are covered, as well as a hands-on introduction to fashion and cooking.
Preparing for the high school life: Schedule a tour of the school to get familiar with the surroundings-don’t forget the cafeteria! Ask for : A student handbook A list of course offerings Sports schedule A list of Clubs Visit the school web site at Talk with students and parents involved at the high school! Introduce yourself to the principal(s)! Meet your special education teacher and locate his/her room! Attend school sporting events as a way to “scope out” the school spirit! Be ready to gain new friends! Celebrate the transition! “You will love NPHS if you get involved! There is always a new friend to make and a teacher to help you!” Gabby, Class of 2015 *TOP 10 TIPS for Success in School: BELIEVE that you can do things! “I didn’t know” is not an excuse! Ask for help when you need it! Homework is something you have to do. Get used to it! Get it in ON TIME. Be smart-follow test taking tips: Look over the entire test. READ the instructions. Come back to questions you do not know. Double check your answers. Don’t stress! Plan and be organized. Question what you read! Find the fun in learning! Eat well. Get the sleep you need! *Anoka-Hennepin Schools Making the Move to NPHS “It is the mission of the faculty and administration of North Pike High School to provide a diverse curriculum and a learning environment where students develop necessary skills to become contributing citizens in a global society.” TRANSITION-What families need to know… The challenge is to keep all students in school and engaged in meaningful educational experiences so they will be prepared for postsecondary education or training, employment, and independent living. Transition planning is required for all students with disabilities, by age 14 (or sooner, if appropriate), who qualify for special education services. Effective transition planning depends on looking at your son or daughter as he or she is today, and imagining what services and supports will be needed to achieve the dreams of tomorrow.
Transition Evaluation Toolkit Evaluation Tools Guide Strategic Partnership SP1: Partnership Meeting Observation Form Page (16) SP2: Baseline Data Evaluation – Partners Annex (2) SP3: Baseline Data Evaluation – Project Team, WLL Annex (3) SP4: Health as a Cross Cutting Theme Questionnaire Available via WLL SP5: Project Case Study Page (9)
Delivery Model – Trainer/IAG Adviser SP2: Baseline Data Evaluation (2) DM1 Trainer/IAG Adviser Reflective Log Page (10) DM2: Trainer/IAG Adviser Case Page (14) DM3: Peer Observations of One to One meeting with Learner Page (17) DM4: Observation of One to One meeting with Learner Page (18) DM5: Quality Monitoring Visit Record (Partners) Page (19) E1: Employer Survey Participants P1: Participant IAG & Session Evaluation Page (11) P2: Participant Reflective Log Page (12) P3: Participant Case Page (13) Photographs PC1: Consent Form and Guidance Page (31) Annex (1) Why evaluate the Transition project Annex (1) Evaluation Tool Person(s) Responsible Frequency Deadline for Submission SP1: Partnership Observation Form Rinova, Julie Parish or representative Every meeting Within 3 days of every meeting SP2: Baseline Data Form Evaluation: Partners All partners Once By 18th July 2012 SP3: Baseline Data Evaluation: WLL Wandsworth Lifelong Learning (WLL), project management team Once By 18th July 2012
Administrative monitoring or program success Financial viability of the program, ability of the program to meet financial goals Ongoing market viability of the program Advisory board feedback Timeline for each evaluation activity Process for reviewing program evaluation data and making programmatic decisions. Evidence of faculty and administrative involvement is required. Appendix A: Course Development Matrix Example from the Master’s in Business Administration Three terms to develop a new online course Term designated with xxx is term course is completed and undergoes online course design review Term designated with xxx is term payment for course development occurs Term immediately after xxx, first term course is taught Spr2 2013 Sum1 2013 Sum2 2013 2013 2013 Spr1 2014 Spr2 2014 Sum2 2014 Fall1 2014 Fall2 2014 Spring 2015 Sum1 2015 Sum2 2015 Fall 2015 Term dates 10/21- 12/15 1/6- 3/2 3/10- 5/4 MBA 741 J. W. xxxx MBA 731 C.C. xxxx MBA 701 V.R. xxxx MBA 776 A.G. xxxx MBA 771 D.W. xxxx MBA 761 T.M. xxxx MBA 779 TBD xxxx MBA 711 TBD xxxx MBA 779 TBD xxxx
Each local school district, as well as county-wide Kalamazoo RESA, has a Transition Coordinator on staff. It is the role of the transition coordinator to work with the schools, students and families to make connections with transition programs, provide information about available community resources, and help students to successfully transition from school life to post-school life. Service Area Districts Included in Service Area Transition Coordinator Phone Number Central Service Area Kalamazoo Veola McFerrin-Nelson 269-337-0300 x328 Eastern Service Area Climax, Comstock, Galesburg-Augusta, Parchment, Gull Lake Janan Zimmerman 269-250-8924 Southern Service Area Portage, Schoolcraft, Vicksburg Richter 269-323-5013 Kalamazoo RESA ----------------- Kai McDonald 269-250-9325 A listing of all community resources and agencies can be found on the Kalamazoo RESA Transition Services webpage: Transition Checklist created by the Kalamazoo County Wide Transition Committee: Carmela Bracco, KRESA Juvenile Home Teacher; Emma Bentley, KRESA SSW; Brenda Gagie, KRESA ASD TC; Erin Kanouse, KRESA VI TC; Kim Nelson, KRESA ASD TC; Christine Peavler, Parent; Michelle Simino, KRESA ASD TC; Rhonda Sturgeon, Valley Center Teacher; Kelly Tucker, KRESA Project Search, Bronson Hospital Accessing Community Resources Community Resource Services Offered How to Connect Kalamazoo Community Mental Health To qualify for Developmental Disabilities Services, individual must have significant impairment. Note
ETHNICITY White □ English □ Welsh □ Scottish □ Irish □ Northern Irish □ Any other White background, please specify …………………………………………………… Mixed □ and Black Caribbean □ White and Asian □ White and Black African □ Any other Mixed background, please specify …………………………………………………… Asian, Asian British, Asian English, Asian Scottish or Asian Welsh □ Indian □ Pakistani □ Bangladeshi □ Any other Asian background, please specify …………………………………………………… Black, Black British, Black English, Black Scottish or Black Welsh □ Caribbean □ African □ Any Black background, please specify …………………………………………………… Chinese, Chinese British, Chinese English, Chinese Scottish, Chinese Welsh or Other Ethnic Group □ Chinese □ Any other Chinese background, please specify ……………………………………………….. LANGUAGE What is your first language? _________________________________________________________ If English is not your first language, would you require an Interpreter at appointments? (If yes, please list what language they would need to speak)______________________________________________________________ MEDICAL Diagnosis _________________________________________________ Date of diagnosis___________________________________________
Identify your stakeholder groups/individuals and develop engagement strategies. Involve stakeholders in developing the best strategies. Stakeholder Groups of Influence Current of Support Level of Engagement Required Important Context / Issues / Risks Strategies for Engagement Relationship Manager Individuals, groups, organizations impacted by the change 1 = No decision making authority or influence 2 = Some influence but not critical 3 = Influencer but no decision making authority 4 = Medium decisions and influences decisions 5 = Key decisions and critical in influencing others Green = Whole hearted support Yellow = Supportive but with reservations or limitations Red = Not supportive/ obstructive/ incapable 1 = Inform/Educate: Provide information to stakeholders to understand issues, alternatives, opportunities and solutions. 2 = Consult: Stakeholders provide feedback on issues, alternatives, opportunities and decisions. 3 = Involve: Direct work with stakeholders to ensure issues, opportunities or solutions are considered in decision-making 4= Collaborate: Stakeholders are considered partners in the decision-making process and help to develop alternatives and identify preferred solutions 5 = Empower: Decision-making authority is delegated to stakeholders Stakeholder Grid Complete the stakeholder grid to provide you with a visual picture of your stakeholders and how you should best engage with them.
School: Transfer Review for EHCP Year Group: 1. Personal Details Full name: D.O.B: Home Address: Pupil Attendance: Telephone no: Parent/Carer/Person Responsible: Date of review meeting: Chair: 2. Contributions Persons Invited to attend and/or to contribute to the review Status Report Brief details of contribution 3. What are the Primary Needs of the Child/Young Person? (Please Tick) Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Difficulties Sensory and/or Physical Needs Self-help and Independence Give details Strengths Special Educational
and a range of community development programs. Her work has been published in a range of national and international journals. She has written for and edited two internationally respected publications jointly with Dr Catherine Patterson and Janet Robertson. Dr Fleet has taught children in Scotland and America and worked for schools in Australia. She is constantly learning from and enjoying her work with Aboriginal and Torres Strait Islander peoples who are pursuing higher degrees. Her practical experiences led her to an ongoing interest in issues associated with literacy development and the transition to school, as well as tensions between constraints and opportunities in educational settings. Associate Professor Marina Papic Associate Professor Marina Papic is the Director of the Children and Families Research Centre at Macquarie University. She is interested in all aspects of early childhood education, learning and development and is committed to maximising opportunities for young children, families and communities, particularly in rural, regional and remote communities of Australia. Marina has worked in the education field for 30 years and has held various executive roles including Head of Department, Institute of Early Childhood, Macquarie University and Executive Officer Primary of an Independent College. Marina was a member of a consortium of early childhood experts contracted to develop the national Early Years Learning Framework and a member of a multi-site team involving eleven universities investigating the mathematical thinking of preschool children in rural, regional and remote Australia. Marina currently leads an Australian Research Council Linkage Grant which works closely with rural and remote communities to enhance access to early childhood education and health as well as promote social inclusion. PROFESSIONAL DEVELOPMENT OPPORTUNITIES Supporting positive outcomes for Koorie children in prior to school settings and schools in Morwell Come and join us for a series of professional learning opportunities to explore what it takes to support the success of Koorie children in prior to school settings (kindergartens/long day care) and in schools. These professional learning programs aim to improve the capacity of educators and teachers in prior to school settings and schools to support Koorie children’s connection to Koorie culture during and after transition to school, and to create stronger connections and relationships around children’s transition to school between teachers, educators, children and families. The professional learning also provides an opportunity to build connections and support networking across sectors to strengthen transition to school initiatives. COME TO ONE OR AS MANY WORKSHOPS AS YOU LIKE! FREE EVENT: Funded by the Victorian Department of Education and Training as part of the Transition to School: Supporting Reciprocal Visits project
Region: North West by Local Area (metro/rural). Total number of participants = 44 Focus Group Meeting Locations* Total Number of Participants by Area Mallee Mildura and Swan Hill 16 Loddon (rural) Bendigo 2 Hume Moreland (metro) Broadmeadows and Brunswick 2 North Eastern Melbourne (metro) Darebin 24 North-Eastern Victoria Region: North East by Local Area (metro/rural). Total number of participants = 24 Focus Group Meeting Locations* Number of Participants by Area Murray (rural) Wangaratta and Albury Wodonga 2 Goulburn (rural) Shepparton 6 Outer Eastern Melbourne (metro) Ranges 13 Inner Eastern Melbourne (metro) Burwood 3 Victoria Region: South East by Local Area (metro/rural). Total number of participants = 19 Group Meeting Locations* Total Number of Participants by Area Outer Gippsland (rural) Lake Wellington 1 Gippsland (rural) Lake Tyers 1 Southern Melbourne Dandenong 11 Bayside Peninsula (metro) Frankston 6 South-Western Victoria Region: South West by Local Area (metro/rural). Total number of participants = 39 Focus Group Meeting Locations* Total Number of Participants by Area Western District Portland 11 Barwon (rural) Geelong and Colac 12 Central Highlands (rural) Ballarat 2 Western Melbourne (metro) Moonee Valley 4 Brimbank Melton Braybrook 10 Participant’s organisation and role The Tables below provide details of the numbers and roles of focus group participants by DET region and area.
Organisation Role Preschool Kindergarten Teacher Primary School Prep teacher Children's centres Quality Supervisor; Early Childhood Teacher Council Team Leader Maternal Child Health Nurse Specialised Training Service Early Childhood Education and Care Specialist Out of School Hours Care Early Childhood Professional Southern Melbourne Organisation Role Primary School Foundation teacher Kindergarten 4 year old group teacher Out of School Hours Care Childhood Professional Local Council Kindergarten teacher; Kindergarten Teacher / Educational Leader / Nominated Supervisor; Best Start Facilitators; Playgroup Development Officer; PSFOs; Team Leader Children's Services Support Volunteer Not-for-profit organisation Community Impact Coordinator Family Day Care providers Nominated Supervisor; Educational Leader; Team Leader; Team Leader Family Services; Early Intervention Teacher Early Learning Centres (cluster and private) Centre Director; Director Mission Australia Early Childhood Professional Children’s Service Director South-Western Victoria Western District Organisation Role Council / City Council Coordinator Maternal & Child Health/ Immunisation Services; Team Leader of Education and Care (Kindergarten Cluster); Coordinator Parenting and Child Services PreSchool, Kindergarten Directors; Director/teacher; Teacher; EC Teacher Department of Education and Training Specialist Children’s Services - Early Intervention Worker Primary School Classroom teacher; Foundation/One class teacher Child and Family Centre Educational Leader/ room Leader/ Parent Support and Child Development Officer Ozchild, Aboriginal Early Years Support Educator - (Playgroups & Home visiting model), Early Years Educator through the
2-2 Work Transfer CADD Users Manual 2-4 2-2 Multi-Operators CADD Users Manual 2-4 2-3 Drawing Life CADD Users Manual 2-4 2-3 Highway/Landscape Leveling Convention CADD Users Manual 2-4 2-3 Summary of Highway/Landscape Levels CADD Users Manual 2-4 2-4 CADD Plan Data Levels CADD Manual 2-4 2-9 Exceptions or Flexibility from the Caltrans Standard Leveling Convention CADD Users Manual 2-4 2-10 Scales & Working Area Determined by the Changing of Positional Units Obsolete 2-11 CADD Design Standards Stationing CADD Users Manual 3-6 2-11 Contour Intervals CADD Users Manual 2-4 2-12 CADD Users Manual 2-7 2-13 Line Weights CADD Users Manual 2-7 2-13 Line Codes CADD Users Manual 2-7 2-13 Dashed Lines CADD Users Manual 2-7 2-14 Line Styles and Linear Patterning CADD Users Manual 2-7 2-14 Line Symbology CADD Users Manual 2-7 2-14 Examples of Utility Symbology CADD Users Manual 2-7 2-15 CADD Line Patterns for Base Plan CADD Users Manual Appendix A4 2-17 Text CADD Users Manual 2-6 2-17 Text Size – Highway & Landscape Project Plans CADD Users Manual 2-7 2-18 Text Size at Various Scales Obsolete 2-18 Text Placement PPM Figure 2-1 2-18 General Plan Requirements PPM Section 2-2.22 2-19 Caltrans Drafting Conventions PPM Section 1-1 2-21 Drawing Codes – Highway Planting Projects 2-21 Sheet names, Plan Sheet ID, Print Sequence Code & Sheet Cell Name CADD Users Manual 2-1 2-22 Drawing Codes – Highway Construction Projects 2-22 Sheet names, Plan Sheet ID, Print Sequence Code & Sheet Cell Name CADD Users Manual 2-1 2-24 Mapping & Preliminary Drawings CADD Users Manual 2-1 2-24 Key Map Sheet 2-24 Key Map PPM Section 2-2.4 2008 Landscape PS&E Guide Manuals/LAP Website
Adding To To start At the beginning Furthermore/besides During Then While To continue Also Neither/nor…either Next Later Point of view Although As But On the contrary In spite of In fact, /as a matter of fact Without a Above all Worst Worst of all In reality The important thing is Para añadir ideas Para empezar Para comenzar Al principio Además Durante Entonces Mientras Para continuar También Tampoco Próximo Luego Punto de vista Aunque Como Pero Al contrario A pesar de De hecho Sin duda Sobretodo Lo peor Lo peor de todo En realidad Lo importante es que Expressing Emotion Fortunately Unfortunately Transitional Generally On the other hand On the one hand However Accordingly For example To illustrate To draw a conclusion Finally, in short Finally To conclude To end Because Because of this At the end In conclusion Because of this Frequency Words Never Always Once in a while Often Para expresar emoción Afortunadamente Desafortunadamente Palabras de Transición Generalmente Por otro lado Por un lado Sin embargo En efecto Por ejemplo Para ilustrar En conclusión En fin Finalmente Para concluir Para terminar Porque A cause de Al fin y al cabo En conclusión/En resumen Por eso Palabras de alta frecuencia Nunca Siempre De vez en cuando
Addition first second, secondly third last, lastly finally in addition next besides Compare (same) in the same way similarly likewise Contrast (different) yet nevertheless after all however on the other hand Purpose so that for this purpose Summary to summarize in sum to sum up Time while immediately after when soon whenever meanwhile sometimes during afterwards next following once then Intensification to repeat by all means certainly without a doubt Cause because since for that reason Effect therefore thus as a result here there nearby above below Example for example for instance to illustrate Qualification almost nearly probably never always maybe perhaps although
All Saints’ Catholic Voluntary Academy Lesson Plan Subject Lesson Title Transition Class Set 7 Lesson Period 1 Staff: Date: 16/10/17 TARGET RANGE: 2-7 WHAT HAPPENED LAST LESSON? WHAT DO STUDENTS ALREADY KNOW? Students had induction days to help them settle into secondary school life ‘BIG PICTURE’ Why are we learning this? Why To help year 7 reflect on their start at All Saints and continue to grow and develop through the changes that have occured LEARNING GOAL What are we learning today? What What is transition, how to deal with change and see it in a positive light DIFFERENTIATED LEARNING OUTCOMES How will you know you have been successful? How do we know To identify the meaning of the term Transition To be able to explain how transition is a part of life To evaluate the positives and negatives of change. PROCESS AND TIMING DIFFERENTIATION RESOURCES Prepare What should student do as soon as they enter the room Students to enter to music and the do now starter PP Connect What is the word that unites all of the images and is the title of our PSHCE lesson today? What does the song say? Peer assistance PP Share the lesson goal and learning outcomes for the lesson with the students. Students to engage with learning outcomes. Activate Teacher and students to discuss what transition means PP Demonstrate Students to list all the changes they have faced and will face in the future. Handout Review Teacher to then take feedback and justification Peer support PP Demonstrate Students to then complete the timeline of events Once this is done they then plot their emotions in another colour Higher ability students may be able to make more links PP Handout
If you wear spectacles or contact lenses you also need to reach 6/36 without your spectacles or lenses. Near vision 6/9 with both eyes together (aided). Colour vision The use of colour-correcting lenses is not acceptable. Severe colour vision deficiencies (monochromacy) are not acceptable. Mild anomalous trichromacy is acceptable. Severe anomalous dichromacy or trichromacy is also acceptable but you will need to be aware of the deficiency and make appropriate adjustments. Eye surgery Radial keratotomy, arcuate keratotomy or corneal grafts are not acceptable. Other forms of refractive surgery such as LASIK, LASEK, PRK, ICRS and epiflap are all acceptable provided that six weeks have elapsed since surgery, there are no residual side effects and the other eyesight standards are met. Fitness Test The Job Related Fitness Test consists of one element designed to test your endurance. Test 1: Endurance Test (multi stage shuttle run) Commonly called the bleep test, you will be asked to keep running between two points which are 15 metres apart. The speed you must run is dictated by a bleep, and the time allowed to run one shuttle will get shorter as the level increases. You must reach level 5.4 to pass. How to Prepare: A fitness test will be arranged after the medical assessment has been carried out and you have been deemed fit to do the fitness test. Frequently Asked Questions
FLEXIBLE CARE Flexible care means care provided in a residential or community setting through an aged care service that addresses the needs of care recipients in alternative ways to the care provided through residential care services and home care services. Section 49-3 of the Aged Care Act 1997 and Part 3.3 of the Aged Care (Transitional Provisions) Act 1997 FLEXIBLE CARE SUBSIDY Flexible care subsidy is a payment by the Australian Government to approved providers for providing flexible care to care recipients. Further information on flexible care subsidy is included in Part 3.3 of the Aged Care Act 1997 and the Subsidy Principles 2014 of the Aged Care Principles. GP General Practitioner HOME CARE PACKAGE A Home Care Package is a coordinated package of services tailored to meet a person’s specific care needs. The package is coordinated by an approved home care provider, with funding provided by the Australian Government. A range of services can be provided under a Home Care Package, including care services, support services, clinical services and other services to support a person living at home. HOME-LIKE ENVIRONMENT Providers of residential transition care services are expected to provide services that reflect the intent of the transition care programme and meet the following criteria for a more home-like environment (see Transition Care Programme Quality Standards at Attachment C). Residential transition care services are provided in a more home-like, less institutional setting, with the setting including: communal living / living room environment completely separate from sleeping areas and location of acute/subacute care provision, i.e. a space that encourages family/carers and visitors to spend time with care recipients; a dining area so care recipients are encouraged not to eat in bed; care recipients being encouraged and supported to dress every day; facilities to prepare snacks etc by the care recipient themselves or visitors; privacy particularly for personal care and bathing arrangements; space for care recipients to mobilise especially outdoors; (cont.) a model of care and staff knowledge that supports the intent of the transition care programme to promote the care recipient’s health and independence. Transition care services may also be provided in rural and remote hospitals where appropriate. The requirements for the more home-like environment may be relaxed on a case by case basis in these locations, if relevant. IN-PATIENT HOSPITAL EPISODE In relation to a care recipient, means a continuous period during which the care recipient: is an in-patient of a hospital; and is provided with acute care or subacute care or both. Section 4 Definitions of the Subsidy Principles 2014 LOW INTENSITY THERAPY In relation to a care recipient, means therapy that:
Competency E. Knowledge of program structures that use evidence-informed practices and research to establish effective programs and services. Elements My knowledge or skill level Resources to learn more Priority level E1. Knowledge of career and technical instructional strategies, models, and curricula. , including CTE E2. Knowledge of transition practices, programs, and services that produce successful outcomes. E3. Knowledge of transition laws and policies (e.g., IDEA, Rehabilitation Act, Fair Labor Standards Act). E4. Knowledge of organizations and publications relevant to the field of secondary special education and transition.
Items found under ‘Assessments’ ‘Assignments’, ‘Grades’, ‘Quizzes’, ‘Rubrics’, ‘Self Assessments’ and, ‘Competencies’ found under ‘Learning Portfolio’ ‘Learning Portfolio (Peddle)’ and, ‘Learning Portfolio (D2L)’
How to: Access Notes NOTE: * The accessing notes system does not work on Safari * Start off by choosing a desired browser of your choice. Chrome, Firefox, internet explorer. Please note that this will not work on Safari. Go to or Google SAS McMaster University and clicking on the first link Find the Student login at the top of the page, once found click Next A page will open with the widgets ‘Schedule a Test or Exam’, ‘Accommodation Letters’, ‘Schedule a Workshop’, ‘Course Notes’, ‘Notetakers’, ‘Self registration’ and, ‘my upcoming events’. At this stage you will select the ‘Course Notes’ widget Once clicked a page will display asking you to log in, please do so using your MAC ID and password, Press Login Select the Course/Notes tab at the top of the page on the left page on the course that you would like to check your notes for Once their view the date in which you are looking for and under the download tab click view notes. This will then download your notes Done!
What is a centred summary? A centred summary required you to put the child at the centre of the process. It is about listening to the child about the things that are important to them. It involves gathering information about the child and recording this in an accessible format. The information should be gathered and shared with those who are involved in the child’s life to help those individuals best support the child. It is about family, friends and professionals working together to create a holistic view of the child. When do you create a centred summary? Child centred summaries can be created at a variety of times in a child’s life. It could be that information is gathered as a child begins a setting to help practitioners get to know the child. It be that child centred summaries are created at a time of transition from one setting to the next. If a child has attended the setting for a long period of time, the summary may be updated during the child’s time within the setting, to provide an update of the child’s achievement. How do you complete a child centred summary? There is a template document available to use. The headings are as follows: What people like and admire about…? This heading helps to set the tone of the child centred summary, which is that of a positive focus. It allows those closest to the child to record all of the things that they think makes that person special. What is important to…? It is important in this section to differentiate from what is important to the and focus on this, rather than what is important for the child. We should listen to what the child says, both with their behaviour and words, to understand what is important to the child, e.g. family/toys/routines etc. How best to support… In this section it allows the child/family and those working with the child to record information which will tell others how best to support the child, or what you need to know to look after the child, whilst in their care e.g. how, where and when the child learns best/how to manage changes in routines/how to support at mealtimes etc. Areas of Learning and Development
Per: _____________________________ Benjamin Graham, President & CEO Date: Per: _____________________________ Curtis Wennberg, Vice President, Customer Service & COO Date: Per: _____________________________ Name: Title: Date: I have legal authority to bind the above named shop.
ATTACHMENT C 2017 Background Fieldwork dates: 26 May to 6 June 2017 Response numbers/rates: Figure 1: Response numbers / Category Percentage Family/Friends of ADF Member (n=33) 7% Support Organisation (n=14) 3% Current ADF Member (n=11) 2% Previous ADF Member (n=400) 87% Breakdown of “Previous ADF Member” category (87% of responses) Responses 400 Population 2900 Response rate 14% Statistical Significance 95% ±4.5pp Year left the ADF of “Previous ADF Member” category (87% of responses) Minimum 1967 Maximum 2017 Mean 2006 Median 2015 ADF Figure 2: Extent of agreement in relation to the following statements about the ADF (q3)—Base: Previous ADF member Question Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree q3e. I feel a strong personal attachment to the ADF (n=398) 26 45 15 7 7 q3a. Most of my friends are ADF members (n=397) 16 37 23 18 6 q3c. Members of the ADF community sometimes turn to me for help or support (n=386) 8 42 21 18 10 q3d. I have a lot in common with those outside the ADF (i.e. the civilian community) (n=395) 7 29 23 24 17
Aggregated purchasing demand Does the entity apply processes to identify aggregated supply opportunities? Note if: comply, under development or do not comply Asset disposal Has the entity developed an asset disposal process? Note if: comply, not comply or under development Market approach policy Market approach Has the entity adopted processes that satisfy standards of probity? Note if: comply, under development or do not comply Evaluation, negotiation and selection Has the entity developed processes to identify the optimal supplier for the required goods/services? Note if: comply, under development or do not comply Critical incidents Does the entity have a procurement process in place to operate during periods of critical incidents? Note if: comply, not comply or development Contract management and contract disclosure policy Contract Management Has the entity completed its contract management planning strategy and developed a framework for the contract management of individual procurement activity? Note if: comply, under development or do not comply
business practices for OTI based on research and personal field experience lessons learned; Provide training and mentoring on OTI program implementation for OTI staff both in Washington and the field as required; When required by the OTI Country team, represent OTI’s mission and global programs to visitors, senior officials from international organizations, bilateral donors and national and local foreign government officials; Assist the OTI team in identifying or seeking out NGOs, international donors, USG agencies and other organizations of importance to OTI programs in Washington and the field, and develop and maintain professional relationships with them; Assist in drafting documents outlining future planning and vision in the development and implementation of OTI programs and assist in developing and improving country program monitoring and evaluation systems and in providing guidance on designing and managing final evaluations; Review program budgets and propose changes and adjustments and draft any written justifications that will assist in securing quick approvals; In collaboration with the OTI Country team, update and revise, as needed, program management guides, including strategic planning and field operations materials; When required, serve as a liaison with other Bureau for Democracy, Conflict and Humanitarian Assistance (DCHA) offices, other USAID divisions and the U.S. Department of State on program and policy direction; Help ensure that OTI’s programs and activities are monitored and evaluated and that lessons learned from the activities feed into ongoing or future activities; Ensure appropriate resource allocation among OTI field offices and implementing partners; and, Perform other duties as determined by the supervisor to help ensure successful OTI program implementation. SUPERVISORY RELATIONSHIP: The OTI Transition Advisor will be supervised by the OTI Chief, Field Programs Division, and will also work under the general guidance and direction of the OTI Country Representative when in the field. SUPERVISORY CONTROLS: The Supervisor will set overall objectives. The employee and the supervisor together will develop deadlines, projects, and work to be accomplished. Work plans, timesheets, regional travel, and funding associated with support costs will be approved through OTI Washington. The incumbent is expected to take initiative, act independently, and manage his/her tasks with minimal supervision. 10. PHYSICAL DEMANDS
Diploma in Probate Law and Practice Level 6 (SQA code – GL7L 86, Ofqual code – 603/0172/7) CLC unit (or previous equivalent) New SQA unit SQA/Ofqual code Law of Wills and Succession Wills, Succession and Grants of Representation HG1A 86 / J/615/0673 Final Probate Practice The Administration of Estates HG1C 86 / K/615/0679 CLC Final Accounts Managing Client and Office Accounts (Probate) HG1D 86 / D/615/0680
NUTRITIONAL SUPPLEMENTS EMPLOYMENT SERVICES MISCELLANEOUS Section 4. fUNDING rEQUESTED SECTION 5. TIME LINE (Complete this section based on discharge planning goals) ASSESSMENT INITIAL PROVIDER MEETING DAY VISIT EVENING OVERNIGHT VISIT PROVIDER MEETING NEW STAFF HIRE ENVIRONMENTAL MODIFICATIONS LICENSING DISCHARGE DATE SECTION 6. SIGNATURES (Only original signatures permitted) The following documentation is required with application submission. For assistance obtaining this information, please contact the training center Community Integration Manager: Discharge Plan and Discussion Record Quotes for Home Modifications, equipment, and vehicle modifications
Circumstances of production or manufacture in the country named in Box 11 of this form: Insert in Box 8 wholly produced or obtained satisfying Article 2.1(a) of the Agreement WO Understanding: “WO” should be placed in Box 8 if the good is wholly produced or obtained in a Party. Goods produced entirely satisfying Article 2.1(c) of the Agreement PE Understanding: “PE” should be placed in Box 8 if the good is produced entirely in a Party exclusively from originating materials from one or more of the Parties. Not wholly produced or obtained in a Party, provided that the goods satisfy Article 4.1, i.e., all the product specific requirements listed have been met: Change in Tariff Classification CTC Understanding: “CTC” should be placed in Box 8 if the applicable origin criterion in Annex 2 is a Change in Tariff Classification, whether at the level of the chapter (“CC”), the level of a heading (“CTH”) or the level of a subheading (“CTSH”). There is no need to place the actual tariff shift. Regional Value Content Regional Value Content + Change in Tariff Classification RVC Understanding: “RVC” should be placed in Box 8 if the applicable origin criterion in Annex 2 is an RVC. e.g. “CTSH + RVC35%” Understanding: where there is a combined RVC and CTC criterion (e.g. “ RVC 35% + CTSH”) the actual PSR should be placed in Box 8. - Other, including a Specific Manufacturing or Processing Operation Other
Working in collaboration with the Multidisciplinary Curriculum Committee to develop programs and curricula which are consistent with the goals of UCMS and RIT Administration, scheduling, and management of affiliated faculty and oversight of instructional quality Supporting program assessment and review Degree and certificate certification and degree audit Management of the UCMS and Global Outreach Education and Training budgets Ensuring the necessary faculty and lecturer expertise exists in UCMS to deliver proposed courses and programs Faculty and staff development in support of RIT goals for student, faculty, and staff success. Making/submitting an annual report to the Academic Senate and to the Dean’s Council. The Center will reconstitute an external advisory board and will comply with RIT policy on Academic Centers. Incremental Resources The budgets of the Center for Multidisciplinary Studies and Global Outreach Education are established operating budgets within Academic Affairs. No incremental resources are anticipated to establish the Center as a University Center for Multidisciplinary Studies.
LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION Similarity also, in the same way, just as … so too, likewise, similarly Exception/Contrast but, however, in spite of, on the one hand … on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet Sequence/Order first, second, third, … next, then, finally Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then Example for example, for instance, namely, specifically, to illustrate Emphasis even, indeed, in fact, of course, truly
Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there Cause and Effect accordingly, consequently, hence, so, therefore, thus Additional Support or Evidence additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary
Serial No. : Full name of the Selected consultant: Period Organization or client Position Responsibilities Verification Source – contact details of the organization / client *Every selected Consultant listed in 'Section B - PEOSONAL PROFILE OF THE CONSULTANTS OF THE ORGANIZATION ' must fill in this form.
15 15 This revised chapter about writing research protocols features new information about the research process, including the use of Gantt charts (timelines) for research planning 16 16 This chapter presents information about sampling methods for common primary study designs 17 17 This chapter presents information about sample size and power estimation, including examples of how to make these calculations 18 18 This revised chapter questionnaire development features lengthy new sections about reliability and validity 19 19 This chapter presents information about how to conduct surveys and interviews when collecting primary data 20 20 This revised chapter on additional assessments features new information about ethical practices, reliability, and environmental assessment 21 23 This revised chapter on research ethics features new content on the foundational documents and principles of research ethics and expanded coverage of sensitive research questions, confidentiality, and community-based research ethics 22 24 This revised chapter on IRBs features new content on IRB documentation, exempted research, and conflicts of interest (COI) 23 21 This revised chapter features new information about research ethics, health informatics, and data mining 24 22 This new chapter presents a comprehensive overview of systematic reviews and meta-analyses, including new sections on search strings, search limiters, and statistics for pooled analysis -- 25 This new chapter on writing features sections on funding sources, finding grant opportunities, proposal writing, budgeting, and grant management 25 26 This revised chapter on data management features expanded content about recoding and calculating derived variables 26 27 This revised chapter on descriptive statistics features expanded content about variance, standard errors, and confidence intervals 27 28 This revised chapter on comparative statistics features expanded content about type 1 errors, p-values, and correlation 28 29 This new chapter focuses on regression analysis, multivariable statistics, and causal theory -- 30 This new chapter introduces several analysis tools that move beyond standard biostatistical techniques, such as GIS, mathematical modeling, and economic analysis 29 32 This revised chapter on article structure features a new emphasis on outlining and drafting strategies 30 33 This revised chapter on citing features new information about paraphrasing and comparing AMA and APA citation styles