zilongwang/ReadingBank huggingface dataset:
Science Inquiry Skills (continued) Communicating (ALL SECTIONS) • coherent use of appropriate language and accurate representations to communicate science methods and findings in a range of text types • use of appropriate language and representations to communicate science ideas, methods and findings in a range of text types • use of everyday language and representations to communicate science methods and findings • fragmented use of language and representations to communicate science ideas, methods and findings
5. Observe and be able to identify at 20 species of wild birds. Prepare a field notebook, making a separate entry for each species, and record the following information from your field observations and other references. Species 1: a. Note the date and time. b. Note the location and habitat. c. Describe the bird's main feeding habitat and list two of food that the bird is likely to eat. d. Note whether the bird is a migrant or a summer, winter, or year-round resident of your area. Species 2: a. Note the date and time. b. Note the location and habitat. c. Describe the bird's main feeding habitat and list two types of food that the bird is likely to eat. d. Note whether the bird is a migrant or a summer, winter, or year-round resident of your area. Species 3: a. Note the date and time. b. Note the location and habitat. c. Describe the bird's main feeding habitat and list two types of food that the bird is likely to eat. d. Note whether the bird is a migrant or a summer, winter, or year-round resident of your area. Species 4: a. Note the date and time. b. Note the location and habitat. c. Describe the bird's main feeding habitat and list two types of food that the bird is likely to eat. d. Note whether the bird is a migrant or a summer, winter, or year-round resident of your area.
Parameter: DLL_Path Required: No Descriptors: Usage: In Type: String Format: Default: <string literal> Description: <string literal> Definition: The EDA tool is responsible for recognizing this parameter name and replacing the value declared in the .ami file with a string that contains the path to the directory where the DLL and .ami files reside. The Value specified in the .ami file shall be ignored by the EDA tool. The value of DLL_Path passed to the DLL can either be an absolute path, or a path relative to the current working directory of the process running the DLL. In this string, the path separator is the forward slash "/". Back slashes “\” are not allowed. The model is responsible for making any adjustments (for example, replacing forward slashes "/" with backslashes "\") if necessary. The last character of the value passed to the DLL shall not be a forward slash “/”. To access a supporting file, the DLL should create a file name by creating a string consisting of the value of the DLL Path, convert forward slashes “/” to backslashes “\” on operating systems that require a backslash “\” as a path separator, append a forward slash “/” or backslash “\” as appropriate to the operating systems, and then append the name of the file. If the EDA tool choses to pass a relative path and if the current working directory (CWD) is where the DLL resides then DLL_Path should be a period “.”. Usage Rules: Other Notes: A DLL should not rely on the current working directory (CWD) set by the EDA tool or simulator to determine the locations of files. If DLL_Path is a relative path name then the DLL shall assume that it is a relative path from the CWD, and the EDA tool is responsible for setting the CWD to ensure that the relative DLL_Path is correct. The DLL shall not change the CWD. Example: (DLL_Path (Usage In)(Type String)(Value "") (Description "Path to where the DLL is located")) Parameter: DLL_ID Required: No Descriptors: Usage: In Type: String Format: Value
Keyword: [File Name] Required: Yes Description: Specifies the name of the .ibs file. Usage Rules: The file name must conform to the rules in paragraph 3 of Section 3, "GENERAL SYNTAX RULES AND GUIDELINES". In addition, the file name must use the extension “.ibs”, “.pkg”, or “.ebd”. The file name must be the actual name of the file. Keyword: [File Name] Required: Yes Description: Specifies the filename Usage Rules: The filename conform to the rules in 3 of Section 3, "SYNTAX RULES
Fig xxx Receiver Analog Circuit Ports 1, 2, 3 and 4 of the 4-port network are between the nodes 1, 2, 3 and 4 and the common reference node Ref, respectively. Ports 1 and 3 are the receiver analog buffer model’s input, and the waveforms at ports 2 and 4 are the differential input of the Rx algorithmic model. Furthermore, ports 1 and 2 correspond to the non-inverting signal path and ports 3 and 4 to the inverting signal path. The reference node, represented by the triangle reference symbol in the above figure is the reference node A_gnd as defined in this specification. For Rx models that have the reserved parameter Ts4file, the reserved parameter Rx_R is optional (default is open circuit). For an Rx buffer, the receiver circuit defines the analog buffer model between the buffer terminals and the high impedance input of the Rx Algorithmic model. By definition, the placement of the Ts4file information within .ami files makes the Ts4file data exclusively limited to AMI applications. If the same electrical behavior is desired for non-AMI applications of the same IBIS model (the one referencing the Algorithmic Model) the model maker can optionally provide an equivalent description using the [External Model] keyword. However, the latter is not needed if the model is intended for AMI applications only. Parameter: Ts4file Required: No Direction: Tx, Rx Descriptors: Info, Dep Type: String Format: Value, List, Corner Default: <string literal> Description: <string> Definition: This parameter provides the file reference for a 4-port Touchstone file to be used in the Analog Circuit. See the Analog Circuit definitions above for the port order associated with the Touchstone file data. Example: (Ts4file (Usage Info)(Type String)(Corner “typ.s4p” “min.s4p” “max.s4p”))
Rings composed of hard, calcified matrix surrounding the central canals are known as Canaliculi MPO 2.2 Lacunae Concentric lamellae Trabeculae The process of bones increasing in width is known as MPO 2.2 Appositional growth Closing of the epiphyseal plate Long bones reaching adult length and width d. Concentric growth Yellow bone marrow contains a large percentage of MPO 2.2 Fat forming cells Elastic tissue Bile Normal bone formation and growth are dependent on the adequate intake of MPO 3.3 Sodium, calcium, and vitamin E Potassium, phosphate, and vitamin D Calcium, phosphate, and vitamin D Vitamin D, phosphate, and chloride A canaliculus of compact bone contains MPO 2.2 Nerves Blood vessels An abundance of collagen fibers A process of an osteocyte What structure allows the diaphysis of the bone to increase in length? MPO 2.2 Lacunae Epiphyseal plate Collagen Trabeculae Most bones of the extremities are MPO 2.2 Flat bones Spongy bones Long Irregular bones
Meso avoidance, quantified by comparing the observed distribution of bird track density (measured as track length per unit area) inside the rotor swept zone (considering a 10 m buffer) within the wind farm, with an hypothetical pre-construction situation in which the same bird track density would have been observed in the whole area (inside and outside to rotor swept zone and buffer). Micro avoidance considered bird movement in relation to the rotor. It was quantified by calculating the proportion of birds adjusting flight pattern/behaviour in response to the presence of blades. The BCA study is now in the final phase, and the project steering group and expert panel have seen drafts of the final report. The SNCBs think that further work is required in order to understand how best to use the outputs from the ORJIP BCA study. We can envisage two options for how to best make use of the ORJIP BCA outputs; The ORJIP BCA study provides another piece of evidence to sit alongside that summarised in Cook et al (2014), for avoidance rates which should be used within Band (2012). A new and innovative means of assessing likely impact can be developed using the evidence from the ORJIP BCA work. This contract involves assessing the evidence resulting from the ORJIP BCA project with regards to OWF impact assessment and estimation of collision risk or magnitude from proposed OWF developments. It should directly aid the SNCBs in making the most appropriate use of the ORJIP BCA project outputs. Project Objectives The objectives of this project are to: Provide a clear assessment of how the empirically estimated avoidance rates such as those estimated as part of the ORJIP BCA project should (or should not) be fed into a Band (2012) basic, and/or Band (2012) extended, model. Suggest innovative solution(s) for the most appropriate use of the BCA project outputs within risk assessment, with worked example(s) if time allows. Work elements There are broadly two elements to this work, although we remain open to suggestions about pieces of work that can contribute towards meeting the aim and objectives of this project. An exploration of the Band 2012 model, providing a breakdown with reference to empirically estimated avoidance rates such as those measured in ORJIP BCA project. This can be further broken down onto two sub-elements:
the key findings. Draft final report JNCC, NE and SNH will receive a draft final report. 21nd March 2018 Invoice to be received by JNCC JNCC must be invoiced for this work by no later than JNCC may hold back up to 20% of payment (most likely around 10%) until the final report, with all comments addressed, has been received. 26th March 2018 Comments on report delivered Comments on the draft report will be sent to the Contractor. 6th April 2018 Final report JNCC, NE and SNH will receive the final report with all comments addressed. 30th 2018 invoicing Any outstanding payments (e.g. a held back 10%) to be invoiced. May 2018
Data Table: D = Dominant Hand ND = Non – dominant Hand Beak Types # of worms (D) # of worms (ND) # of bugs (D) # of bugs (ND) # of fruits (D) # of fruits (ND) # of seeds (D) # of seeds (ND) Clamps Bobby Pins Plastic Spoons Popsicle Sticks Analysis and Conclusion: (Use a separate piece of paper to answer the following questions) What bird or birds seemed best adapted to: /4 Eat worms Eat fruits Eat seeds Eat bugs How did variations in bird beak types affect survival of the birds? /3 In this lab, what is the selective pressure? (What caused the adaptations to /3 How is this lab an example of evolution by natural selection? /3 How does this lab relate to practiced and non – practiced adaptations? /3 How might the results of this activity change if you tried using each bird’s beak for more than thirty seconds and how would doing that relate to natural selection? /4 Suppose a drought caused the local extinction of all worms, fruits and seeds. This allowed the drought – resistant “bug” to grow in their absence, which lives 12 centimetres underground. Using your knowledge of the steps of natural selection and beak variations used in this lab, explain how the change in the environment would affect the populations of birds. /5
-Incubation period (4) Research Report Perfectly formatted scientific purpose, question, and hypothesis. Contains detailed procedures that are either by step numbers or detailed in phases with explanations. Data collected is well organized and speaks directly to the hypothesis. The conclusion goes into detail using the analysis questions provided. Research report is 4+ pages. Formatting of purpose, question, or hypothesis has errors. Procedures not adequately documented to give a clear picture of steps taken or phases chosen. Data representation is not clear or professional. Conclusion is too brief to be considered beyond expectation. Research report is 2-3 pages. Purpose, question, and hypothesis are incorrectly formatted or missing. Data representation is weak and does not give a clear picture of what occurred during the build. Conclusions are incomplete or largely missing. Shows an apparent lack of effort for what the project demanded. Total points /40
Bar Schedule Ref: Drawing Number Sheet Number Revision Letter Status Date Revised:_________ Job No. ___________________ Date prepared:______________ Prepared by:________________ Checked by:_________________ Site ref:_____________________________________________________ Member (MBR) Bar Mark Type & Size No. Of MBRs No. In Each Total No. Length of each Bar mm Shape Code Dimensions of standard shape A mm B mm C mm D mm E/R mm Rev Shape if not standard form This Schedule Conforms with Latest Revision of BS 8666
The subunits (monomers) of the following biomolecules: Organic Molecule Monomer Examples of each polymer What they do/ Functions Carbohydrate Monosaccharides Such as: Glucose Fructose Galactose Starch Cellulose Glycogen Chitin A polymer of glucose used by plants to store energy, typically found in stems and roots A polymer of glucose used by plants to make their cell walls A polymer of glucose used by animals to energy A polymer of glucose used by to make their cell walls Lipid Fatty acids & Glycerol Phospholipids Steroids Triglycerides Make up cell membranes Cholesterol, Testosterone, & Estrogen are used for energy storage & include Fats & oils which can be Saturated or unsaturated Protein A biologically functional molecule consisting of 1 or more polypeptides coiled & folded into a unique 3D shape acids (there are 20) Enzymes Marker proteins Receptor proteins Transport proteins Speed up chemical reactions by lowering activation energy Identify cell type Aid in cell communication Lets things into and out of the cell, or carry them around the body Nucleic Acid A polymer of nucleotides that serves as the blueprint for proteins, & through the actions of proteins controls all cellular activities Nucleotides are 5) Each has a -sugar -phosphate group -nitrogen base (A,T,C,G, & U) Deoxyribonucleic Acid (DNA) Ribonucleic Acid (RNA) A double stranded molecule that stores the information needed to make proteins, and is inherited from parents. Composed of the sugar deoxyribose and the nitrogen bases A,T,C,&G A single stranded molecule used in the making of proteins. Composed of the sugar ribose and the nitrogen bases A,U,C,&G The structure of an amino acid (carboxyl group, amino group, R group/variable group) The relationship between the type and sequence of amino acids and the formation of different proteins There are 20 amino acids to choose from and it’s the type & # of amino acids that makes each protein different Activation Energy The energy needed to start a chemical reaction The function of enzymes/catalysts
Researcher Development Statement (RDS): At a glance Skills are broken down into 4 domains, each with 3 sub-domains Domain A: Knowledge and intellectual abilities A1 - Knowledge Base A2 - Cognitive Abilities A3 - Creativity Domain B: Personal effectiveness B1 – Personal Qualities B2 – Self Management B3 – Professional and Career Development Domain C: Research governance and organisation C1 – Professional Conduct C2 – Research Management C3 – Finance, Funding and Resources Domain D: Engagement, influence and impact D1 – Working with others D2 – Communication and Dissemination D3 – Engagement and Impact For more details please refer to .
Bjerke, Jennifer: Geography** MA and M.Phil. Committees (**completed program) (active – 1) Bezborodko, Ekaterina**, Rutgers Danza, Daniel**, Rutgers Donovan, Robert**, Rutgers Gable, Jacob**, Rutgers Mohammed, Michael**, Rutgers Pavlovic, Nathan**, UIUC Zaimi, Rea, UIUC Undergraduate student mentoring Advisor Bahl, Clay: James Scholars Honors Credit, Titled: “Laudato Si in the Discipline of Human Ecology.” Spring 2016. University of Illinois at Urbana-Champaign. Pond, Ann: James Scholars Honors Credit, Titled: “Water Privatization and Re-municipalization in France.” Spring 2014. University of Illinois at Urbana-Champaign. Foltz-Morrison, Andrew: Honors Project, Titled: “Vague Objects: The Generative Role of Geographic Objects.” Completed May 2013. Rutgers. Clement, Marion: Honors Project, Titled: “New Opportunities in Mapping Ethnic Settlement: A Case of Mapping Census Ancestry in Middlesex, New Jersey using ArcGIS and Google Earth.” Winner of the Henry Rutgers Scholars Award. Completed May 2012. Rutgers. Hannigan, Honors Project, Titled: “What is an Environmental Refugee? A Case Study from Bangladesh.” Completed May 2009. Rutgers. Committees Yamane, Kae: Honors Project, Titled: “THE MAP AS MUSE: Exploring the World of Artists’ Maps.” Completed May 2013. Rutgers. Suto, Timmothy: Honors Project, Titled: “The Geographical Context of Foodborne Illness: Geospatial and Statistical Mitigation Strategies.” Completed May 2012. Rutgers. V: SERVICE University of Illinois at Urbana-Champaign Service Department of Geography and Geographic Information Science SESE Executive Committee, Representative (2015-2018) Capricious Grading Committee, Member (2015-2016) Colloquium Series, Organizer (2014-2017)
Pedigree’s For: Bellingham’s Fantastic Harmony Bellingham’s Painted Birmingham Sire BHM Magicman Sire Kiamichi's Black Magic Sire CH The Magic of Oz Von Skauton Sire CH Rockinhollow's Oz Von Skauton Dam Matilda Von Skauton Dam Ellie Mae of Corkey Sire Sir Buck Of Corkey Hill Dam Daisy Of Corkey Hill Dam Showmes Shock O' The Centory Sire CH. Showmes Top Of the Line Sire Showmes Cadilac Style Dam Showmes Nebraska Rose Dam Pretty Rocky Maddy Fritts Sire Brutus of Rocky Ridge Dam Pretty Reba McGuire Dam Bagatelle Von Hollandheim Sire Sam Van Hollandheim Sire CH. Roamanbay Ringmaster Sire Grayshaw Gary Owen Dam Andyne Overture to Roamanbay Dam Carry-on Hollandheim Sire Info Coming Soon Dam Info Coming Soon Dam Escapade V. Hollandheim Sire CH. Norris V. Hollandheim Sire CH Sonny Olde Fashion Spumoni Dam CH Deborah V. Hollandheim Dam CH. Karipat Ziggy-Zig Sire CH Switherland Design Dam Karipat Mary Poppins
YES NO Certification and Benefit Issuance – Validation of the SFA certification of students eligibility for free or reduced-price meals Finding Detail: Verification – Validation of the process used by the SFA to confirm selected students’ eligibility for free and reduced-price meals Finding Detail: Meal Counting and Claiming – Validation of the SFA meal counting and claiming system that accurately counts, records, consolidates, and reports the number of reimbursable meals claimed, by category Finding Detail: Meal Patterns and Nutritional Quality YES NO Meal Components and Quantities – Validation that meals claimed for reimbursement contain the required meal components (also referred to as food components) and quantities Finding Detail: Offer versus Serve (provision that allows students to decline some of the food components offered) – Validation of SFA compliance with OVS requirements if applicable Finding Detail: Dietary Specifications and Nutrient Analysis – Validation that meals offered to children through the school meal programs are consistent with federal standards for calories, saturated fat, sodium, and trans fat Finding Detail: School Nutrition Environment YES NO Food Safety – Validation that all selected schools meet the food safety and storage requirements, and comply with the Buy American provisions specified by regulation Finding Detail: Local School Wellness Policy – Review of the SFA’s established Local School Wellness Policy Finding Detail: Competitive Foods – Validation of the SFA compliance with regulations for all food and beverages to students outside of the reimbursable meal Finding Detail: Professional Standards – Validation of SFA compliance with required hiring standards and annual training requirements Finding Detail: D. Civil Rights YES NO
Colombia Turkey Qatar Ethical procurement in global supply chains International seminar 2017 London Recruits Calendar of international days – a branch resource for your diary International committee priorities for 2017 The NEC International Committee agreed its work programme for 2017 at its meeting in January. The Committee has prioritised work on Palestine, Colombia, Turkey, Qatar, global supply chains and public services in the global south for this year. Palestine 2017 marks the 50th anniversary of the illegal occupation of the West Bank and East Jerusalem, the 10th anniversary of the blockade of Gaza and the centenary of the Balfour declaration. UNISON will be working with the Palestine Solidarity Campaign to use these anniversaries to highlight the continuing denial of human and workers rights to the Palestinian people. Since the inauguration of Donald Trump the Israeli government have committed to build even more settlements on Palestinian land; 566 in East Jerusalem and 2,500 in the West Bank. Demolitions of Palestinian homes have also increased. On Thursday 9th of February, MPs have a chance to take part in a parliamentary debate about Israel's illegal and immoral settlements. Please take part and circulate the and ask your MP to speak out about the impact of settlement building on Palestinian lives and ask the government to take concrete steps to cease all trade and financial ties with settlements. Colombia The peace agreement means we have to redouble our support for the Colombian trade union movement. The peace agreement between the FARC guerrillas and the Colombian government was approved by the Colombian parliament at the end of 2016 bringing the end of over 50 years of armed conflict even closer. Peace talks with the much smaller ELN guerrillas are underway. The civil war has meant that Colombia has been the most dangerous country in the world to be a trade unionist as human rights defenders, environmentalists, peasant activists and trade unionists have all been targeted by the government and rightwing paramilitaries. The trade union movement in Britain and Ireland responded by setting up Justice for Colombia to highlight attacks on trade unions and to campaign for social and
ie. fraud or dishonesty insurance policy covers any Councillor, Clerk or employee. Cheques require two signatories. There is no petty cash May 2017 Non-negotiable Money Negotiable Cash/Uncrossed cheques held at Clerk’s/Councillors home Low Covered by Parish Council insurance policy The Parish Council does not hold any Petty Cash nor does it receive any payments by uncrossed cheque. The Council has Financial Regulations which set out the requirements for banking, cheques and reconciliation of accounts. Accounts are annually reviewed by the auditor May 2017 Employers Liability Low Covered by Parish Council insurance policy May 2017 Personal Accident to Councillors, Clerk, employee or voluntary worker Low Covered by Parish Council insurance policy May 2017 Libel and Slander Low Covered by Parish Council insurance policy May 2017 Legal Expenses Low Covered by Parish Council insurance policy May 2017 Electronic Records Low Electronic documentation is backed up to ‘Drop Box’ regularly. Can be accessed by Councillors. Ongoing Council not being able to continue its business due to an unexpected or tragic circumstance Low All files and recent records are kept at the clerk’s home. The clerk makes a back up of files to ‘Drop Box’. In the event of the clerk being indisposed one of the Councillors will take the minutes Ongoing
Illegal activity or payments Low All activity and payments made within the powers of the Parish Council and to be resolved and clearly minuted. No working parties exist within the Parish Council. Existing procedures adequate Ongoing Documents Accuracy and legality Non compliance with statutory requirements Low Minutes and agendas are produced in the prescribed method and adhere to requirements Minutes are approved and signed at next meeting Minutes and agendas are displayed according to legal requirements Ongoing Employer Liability - Non compliance with employment law Low Seek advice from Yorkshire Local Councils Associations / District Council where necessary Ongoing Members Interests Conflict of interest Register of Members Interests Low Councillors have a duty to declare any interest at the start of the meeting Register of Members Interests form to be reviewed at least annually. Members to take responsibility to update their register Last reviewed September 2017 Use of Contractors Low The Council requires contractors to carry 3rd party liability insurance cover and give notice of his/her self employment number to cover the PAYE risk Ongoing
Where Should Women Give Birth? Date Assignments and Events 4/4 Time Period: 1750-1930s Secondary Sources Lara Marks, “Mothers, babies, and hospitals: ‘The London’ and the provision of maternity care in East London, 1870-1939” in Lara Marks and Hilary Marland (eds.), Women and Children First: International Maternal and Infant Welfare, 1870-1945, (London: Routledge, 1992). Judith Leavitt, Brought to Bed: Childbearing in America 1750-1950 (New York: Oxford University Press, 1986), Chapter 7 Primary Sources An Account of the Middlesex Hospital, for the Reception of Sick and Lame, and for Lying-in Married Women, in Windmill-Street, Road (London, 1761) “Rats in the Hospital”, Harper’s Weekly 4 (1860) Ann Rivington, “Motherhood – Third Class” American Mercury (Feb. 1934) and “Motherhood – Third Class – A Reply” American Mercury (April 1934) Royal College of Midwives, “The Midwife’s Tale Oral History Collection Videos” [Esther Silverton 2 and Alice Forrest] Topics: lying-in hospitals in the U.S. and England, hospital births for the “rich” and the “poor” 4/6 Time Period: 1950-1980 Secondary Sources Angela Davis. Modern Motherhood: Women and Family in England, x. 1945-2000 (Manchester: Manchester University Press, 2012), Chapter 4 Angela Danzi, From Home to Hospital: Jewish and Italian American Women and Childbirth, 1920-1940, Chapter 6 Secondary/Primary Sources M.F. Ashley Montagu, “Babies Should be Born at Home!” Ladies Home Journal (August 1955) Edward Cope and M. Margaret Gimblett. “Home Birth or Hospital?” The Times (London, Feb. 12, 1960) “Choice in the Maternity Service” (London, June 1, 1964) Topics: increased hospital birth Before next class Online Reflection Posts Post 3 due 4/8 by 8PM Comments on reflection online posts posts due 4/9 by 8PM 4/11 Perspective Paper Proposals due (in-class peer review) ECF-FG from Eberly Center (Megan Sanders)
Coalition meets regularly and has an agenda and leadership that is addressing the identified issues. Coalition meets, but is supported by only some of the stakeholders and meets only irregularly. Coalition meets, but no strong leader has emerged or has been selected. An early childhood coalition has not been convened.
Brochures, websites, and face-to-face opportunities to connect families to schools and childcare entities are available and are in the home languages of the majority of the children in the community. In addition to printed and online information, parents have face-to-face opportunities to learn the best ways to support their children. Brochures and/or informational videos and a website are available to inform parents about upcoming transitions or events for their children. No formal plan is in place to connect families to schools and childcare entities.
Building 3. Ongoing Formative and Summative Assessments A. The infrastructure is in for full implementation of screening and diagnostic assessments. Fully Operational Operational Emergent Not Addressed Screenings and diagnostic assessments, where indicated, are done on a regular basis and parents and children are connected to the appropriate resources when needed. Staff and caregivers regularly screen children, but connecting parents and children to resources is still not fully operational. Screening and diagnostic instruments have been researched and identified for monitoring physical, cognitive, and language growth and development, but they are not in use. Planning for screening and diagnostic assessments has not formally begun. B. The results of formative assessments are used to adjust intervention to meet the needs of children and students.
Building Block 6. Professional Learning and Resources A. Community partners receive professional learning in the development of early literacy. Fully Operational Operational Emergent Not Addressed Using technology and community participation to overcome barriers such as lack of transportation and English proficiency, community partners regularly participate in a full range of professional learning in the development of early literacy. Professional learning has been offered but barriers such as lack of time, transportation or English proficiency have precluded participation by a majority of community partners. Some community partners have shared expertise and knowledge at early childhood coalition meetings, but attendance has been low. No formal efforts have to provide professional learning in the development of early literacy to community partners. B. In-service personnel receive professional learning in the development of early literacy. Fully Operational Operational Emergent Not Addressed
Birthday and Holiday Celebrations We encourage healthy foods and snacks here at Pennsylvania Avenue School #27. Below are some items we suggest are brought in if you choose to celebrate your child’s birthday in school. Fruits and Vegetables Pretzels/Goldfish Graham crackers and animal crackers Dried fruits Whole grain crackers All items must be store bought, with the ingredient label visible. Sugar cannot be the first ingredient listed. Homemade items and Dunkin Donut products are not permitted. If you choose to send in an item, please limit it to ONE item. Suggestions for non-food items are: Stickers Pencils Crayons Erasers Notepads Books Bubbles Balls
We hope you have a wonderful birthday and look forward to a continued great year ahead! Happy Birthday! Best wishes! ROOM REP(S) NAME(S) BIRTHDAY LETTER 2(1) / ADOPTED STAFF -- EMAIL TO PARENTS -- Here is an email to send to your parents 1-2 weeks prior to adopted staff’s birthday. Send in envelopes to go home with students as well. Feel free to edit and personalize! Dear Parents, As a sign of our appreciation, we will be collecting money for a special birthday treat for our classroom’s adopted staff member - ADOPTED STAFF’S NAME. HE/SHE serves as a POSITION at OSE and provides generous love and support to our students and school. We hope to provide a small gift as a token of our school’s appreciation. Our class hopes to purchase a GIFT/GIFT CARD and present it to them on BIRTHDAY. As always, any monetary donation you contribute is voluntary. We will send home an envelope for you to kindly consider sending in a donation by DATE with attention to Room Rep, RR NAME. {IF YOUR ADOPTED STAFF IS A FAMILIAR STAFF MEMBER (SUCH AS A FINE ARTS), YOU MIGHT ASK YOUR TEACHER TO HAVE THE CHILDREN CREATE A BIRTHDAY CARD AND FORWARD ON AS WELL.} You may also find a list of “favorites” at . Thank you for your donation! Please return donation to school by DATE.
Planning Sheet for Theme Birthday Party Areas to Address Possible Content or Play Activities Toys or Materials Cognitive Memory -Ability to dramatize or recreate a birthday party -Ability to fill in words to song “Happy Birthday” -Understand the sequence of events at birthday party (light candles, sing song, blow out candles) - Talk about their birthday or friend’s birthday party (for memory and LP) - Hide an object in one of the presents and have child locate - Ask child who they want to invite to their party (remember names of friends and family members) Nesting cake set or playdough or wooden cake with Velcro slices, toppings, and candles Bakeware (bowls, pans, mixer), cake mix box Velcro cake with candles and toppings Plates, utensils Nesting presents Books: Birthday Parties & Celebrations Writing: paper, writing utensils Problem solving -Position words: on the cake, in the oven -Wrap present using diverse materials -Ask child to cut cake using knife - Assemble puzzle Wrapping paper, tape, bows, nametags Materials chosen for cake Form board (sugar cookie puzzle - School Specialty) Interlocking puzzle Social Cognition -Understand when someone is pretending to eat or -How feel about it being a birthday party (happy, excited) - Play Facilitator talks about favorite type of cookie/cake and see if child responds Materials listed above Book can help with eliciting feelings
Regulation Does the child discriminate between appropriate roles and behaviors? Internal conflicts, if concern Is there withdrawal/anxiety associated with previous experiences? Social interactions -What is the play level of the child? Cooperative, associative, parallel? -How much prompting does the child need? -Is the child the leader or the follower, or do they alternate? - Blow up a balloon and hit back and forth (also would address gross motor, vision, pragmatics) - Share cake/drink with others (independently or on request?) - Balloons
Birthday comments from our guest: Everything was great ! Thank You! __M. Olney Thank You! Not our first party at Dynasty Lanes and probably not our last” __ J. Dials We had an awesome time. Attendant came out and checked on us several times which was great. Food was yummy and everyone had fun.! Thank you for a good experience. __R. Randler “Everyone was very helpful! We will do this again!” __ N. Martin “Everyone was wonderful. Made for a very fun experience.” __ A. Trimmer “Thank You! The kids had a blast. Perfect place to have a party” __ K. Curren The staff was so wonderful! They kept up with all the lanes and happily helped usthe entire time. Great time and we will definitely be back!” __ Unknown “KEEP UP THE GOOD WORK!” __ T. Trimble You! Best Bowling Birthday Party we ever had!” __ M. Brown “It was GREAT!” __ R & B Scott “We had a wonderful time!” __K. Ratlife “Party was great. Kids loved it”. Thanks. __J. Jenkins “Very Impressed. Very Pleased” __A. Johnson “You Guys Rock!!” __A. Branham “You did a great job. Thank You!!!”__T. Jayes “As always we had an amazing time tonight as they threw together a birthday party for my daughter with no notice. We will be back for our next birthday party! Thank You so much!” __T. Hainline
Birthday Host Expectations & Responsibilities Birthday host is expected to perform the following tasks. Expectations for room & host are listed below. Responsibilities: Clean and prepare the party room with the necessary tables, chairs, and supplies based on the size of the party and the party package. Host should birthday parent upon arrival and offer use of rolling cart for party items brought into museum from car. Host should offer assistance to birthday parent for setup. Host must enforce time limits of party and make sure that the party is moving along at proper pace to fit time limit. Host should help pack birthday parents belongings and load cart. Parents responsibility after party is over is to determine food saving/ disposal. Host should offer to help pack food. Host should clean up the party room and prepare for the next party. Parents should not be cleaning the party room. Host should always offer rolling cart after party. Help roll cart and load cart upon request form birthday parent. Host must remind parent to check out in the Great Stuff Gift shop post- party and go over rental count sheet with them. If complaint is received during host should attempt to solve the problem on their own. If birthday parent is still unhappy, they should be referred to the manager on duty. Host is responsible for maintaining the birthday supply cabinets. Cabinets should be kept organized and inventory should be pre-sorted upon arrival. Host is responsible for informing Chel when supplies are running low. We must keep enough supplies in stock for at least 4 parties in each color. When there is a show or activity the host is required to conduct and ensure the show or activity is entertaining. Always provide assistance if you see a child struggling. Expectations: Party room should always be cleaned prior to and after each party. Floor should be vacuumed at beginning and end of each day, and should be spot vacuumed between parties to clean up noticeable or large messes. If you are offered any food from the party, please say no. It is never acceptable to eat food in the party room with the guest. When the party is over if they offer food that they do not want to take home, you are more than welcome to say yes and bring it into the break room to enjoy.
Biological Sciences Advisory Committee Members Director Informatics Division Department of Pathology University of Alabama at Birmingham 619 19th Street S. Birmingham, AL 35249-7331 Biographical Sketch Off/Fax: (205) 975-8160 Current Appointment Term: 10/10-9/13 Dr. David J. Asai Director Precollege and Undergraduate Science Education Howard Hughes Medical Institute 4000 Jones Bridge Road Chevy Chase, MD 20815 Email: Biographical Sketch Off/Fax: (301) 215-8874 Current Appointment Term: 3/11-3/14 Dr. Brewer Professor Emeritus of Biological Sciences University of Montana 705 7th Street Berthoud, CO 80513 E-mail: Biographical Sketch Off/Fax: (406) 370-1239 Current Appointment Term: 3/11-3/14 Professor of Biology Boston College Department of Biology 423 Higgins Hall 140 Commonwealth Ave Chestnut Hill, MA 02167-3811 Email: Biographical Sketch Off/Fax: (617) 552-1606/552-1340 Current Appointment Term: 10/10-9/13 Dean of Arts and Sciences and Professor of Chemistry Oberlin College Cox Administration 101 Oberlin, OH 44074 Email: Biographical Sketch Office: (440) 775-8410 Current Appointment Term: 10/10-9/13 University Distinguished Professor of Plant Biology Director, W.K. Kellogg Biological Station Michigan State University Hickory Corners, MI 49060 E-mail : grossk@kbs.msu.edu Biographical Sketch Off/Fax: (269) 671-2235/671-2104 Current Appointment Term: 3/11-3/14 Alexander Agassiz Professor of Zoology Departments of Organismic and Evolutionary Biology and of Molecular and Cellular Biology Harvard University 26 Oxford St. Cambridge, MA E-mail: Biographical Sketch Off/Fax: (617) 496-9040 Current Appointment Term: 11/11-9/14 Associate Provost Graduate Medical Sciences and Professor, Department of Microbiology Boston University School of Medicine 72 East Concord Street Boston, MA Email: Biographical Sketch Off/Fax: (617) 638-5138 Current Appointment Term: 10/11-9/14 Professor Rutgers University Department of Molecular Biology & Biochemistry
* If your party is booked on our Cow on the Hill Restaurant this will be served with the existing tables, table cloths are not required All our buffets include sandwiches, wraps, mixed salad, coleslaw & potato salad. Please choose an additional four items from the below selection: Onion bhajis with mint yoghurt dip Spicy chicken wings Chinese spring rolls with sweet chilli dip Cajun chicken drumsticks Cod Goujons with tartar sauce Battered chicken strips with garlic dip Vegetable samosas with mint yoghurt dip Cheese & Onion quiche Pizza slices Mini sausages with honey & mustard glaze Garlic bread Spicy potato wedges Nachos topped with cheese & jalapenos Sausage rolls Mini chocolate éclairs or Mini fruit meringues Should you wish to add additional items to your evening buffet, these would be £2.00 per person supplement.
Birthday Candles Three Act Task Big Idea: Subtraction with numbers to 10 can be modelled concretely, pictorially, and symbolically to develop computational fluency. Curricular Competencies: Reasoning and Analyzing use reasoning to explore and make connections estimating reasonably developing mental math strategies and abilities to make sense of quantities model mathematics in contextualized experiences and explore the utility of mathematics as a tool for solving real-life problems Understanding and Solving visualizing to explore mathematical concepts develop, demonstrate and mathematical understanding through play, inquiry and problem solving. develop and use multiple strategies to engage in problem solving Communicating and Representing communicate mathematical thinking in many ways explain and justify represent mathematical ideas in concrete, pictorial, and symbolic forms Connecting and Reflecting reflect on mathematical thinking connect mathematical concepts to each other Content: Subtraction to 10; estimating sums and differences; using various strategies; using different models such as an open number line and ten frames; using subtraction in problem-based situations. ACT ONE:
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Hepatitis B Vaccine Information Statement must be given to mother for her review prior to administering vaccine and HBIG Administer single antigen hepatitis B vaccine and hepatitis B immune globulin (HBIG) to infant within 12 hours of birth. Record date and time of administration of vaccine and HBIG in infant’s medical record. Provide hepatitis B information to mother: May breastfeed; Modes of transmission of hepatitis B; Testing and vaccination (if needed) of susceptible household, sexual and needle-sharing contacts; Substance abuse treatment, if appropriate; Medical management and treatment. Complete Infant Information Form and mail or fax (804/864-725) to the VPHBP Program PERFORM HBSAG TESTING ASAP ON WOMEN WHO PRESENT FOR DELIVERY who: Do not have documented HBsAg test result; Have a negative test result but are determined to be at high-risk for hepatitis B infection during current pregnancy: More than one sex partner in past 6 months; Has been evaluated or treated for an STD; Has a recent (or current) history of Injection Drug Use;
Multiple regression Any combination of variables to predict baby length After controlling for gestational age, does mothers pre-pregnancy weight have an effect on birthweight Logistic regression Predicting probability of low birth weight (binary low < 6lbs) using any independent variables Chi-squared Is there a relationship between smoking and low baby weight? (use binary variables for both) Is a relationship between over 35’s and low baby weight? (use binary variables for both) Checking normality Baby weight is normally distributed. Number of cigarettes smoked per day is not. Cluster analysis Cluster analysis on the variables shows a clear split on variables relating to the babies and the parents
4. Deaths Newborn Deaths. Delivered at the Center and Died within Seven Days of Life. Do not include clients transferred more than 48 hours before birth. Date Birth Weight, Grams Death Occurred at Cause of Death Reported to Medical Examiner, Y/N Center Hospital Home Other Stillborn/Fetal Deaths. Delivered at the Birth Center only. Date Birth Weight, Grams Death Occurred Cause of Death Reported to Medical Examiner, Y/N Before Labor During Labor During Delivery 5. Signature The information presented on this form is true and correct. Prepared by: Date of Submission: Signature Title Printed Name Telephone RETURN THIS COMPLETED FORM TO Fax: (850) 488-5897 Email: Agency for Health Care Administration Hospital and Outpatient Services Unit 2727 Mahan Dr., MS 31 Tallahassee, FL 32308-5407
TAQ 1: Part 1: Part 2: “Respiratory system component” “Structure” “Function(s)” Part 3: “Digestive system organ” “Structure” “Function(s)” TAQ 2: TAQ 3: TAQ 4: Part 1: Part 2: Part 3:
BIR/PhilipsTrainee Award for Excellence Application form Applicants are invited to submit an educational resource that can be made available via our website to our multi-disciplinary membership. The prize will be awarded to the best multi-disciplinary trainee collaborative effort for a post or PowerPoint presentation, paper or MCQ questions. Applications will be accepted from groups of two or more (with at least two of the group coming from different disciplines). The topic must be related to the theory and practice of radiology and radiation oncology. The resource should be submitted in electronic format. Only trainee members are eligible to apply for award. Details of applicant(s): Please fill in full details of the lead applicant and provide the names of any other contributors below: Lead applicant: Prof/Dr/Mr/Mrs/Ms Surname: Other names: Email address: BIR membership no: Current post: Name of employer/training scheme/hospital: Address: City: Postcode: Other contributors: Name: Job title: Name: Job title: Name: Job Name: Job Name: Job title: Title and summary of resource (no more than 500 words):
Belton Iris Society 2013 Rhizome Sale 68 different named Tall Bearded iris rhizomes to choose from. (F) Fragrant, (H) Historic, (R) Rebloomer Alcazar (H) Alice Harding (F) (H) Alpine Butterfly Alpine Harmony Ascent of Angels (F) Auntie Claudia (F) Autumn Circus (R) Barbara Jean Belton Beauty (H) ☺ Beth's Blessing (F) Better Than Butter (F) Betty Zimmerman Blue (F) Bombay Eyes Cardinal Rule Carnival of Color (F) Casino Cruiser (F) Cheap Frills (F) Christmas Present Clarence Class Clown (F) (R) Clothed in Glory (F) Coffee Trader (F) Creative Urge (F) Crystal Fountain Doo Wop Memories (F) Double Platinum (R) Dragon King (F) Eagles Spirit (F)** Enter the Dragon Fifty is Nifty (F) Frilled to Bits (F) Gallery (F) Grain Exchange (F) Grand Classic (F) Days (H) Harvest of Memories (F) (R) Hattie Emma Ida Red (H) Inspired (F) Judy Nunn La Scala Midnight Passion Naples (F) Nouveau Out of the Dark (F) Paul Clute (F) Peggy Sue (F) Plastic Money Pursuit of Happiness (F) Revision Rich Girl (F) Roper's Revenge (F) School Marm's Blush Sharp Dressed Man (F) Show Your Colours (F) Snapshot (F) Snow Lion (F) Softly Waiting (F) Sorbonne Sordid Lives Sunset Plaza Sunset Point (F) Sweet Latte (F) Ty Blue (F) Up in Flames (F) Valentine Romance (F) Puppy (F) (**on last page)
Complete the CCEL’s Time Record through Weber Connect that documents your hours and activities with the agency. Write an audit report detailing what you did each day during your project so that another person could replicate your project. Produce a 10 page literature review addressing all three academic disciplines related to your service endeavors. The purpose is to show how you have used best theory and practice as you have implemented your service project. Provide an analysis of your learning and experience. At the end of your time with the agency, you will complete the Personal and Professional Growth Assessment with your supervisor at the agency as a way to evaluate your performance. For your Capstone Defense, prepare your Service Learning Report containing the following, your: Audit trail describing the process of implementing and concluding your service learning 10 page literature review describe key research, theory, and/or application from all three discipline perspectives Analysis of your service learning implementing suggestions listed above Appendices of your CCEL: documents, BIS Service Learning Contract, and Personal and Professional Growth Assessment. WEBER STATE UNIVERSITY BIS Community Engagement Contract Name of Organization: ________________________________________________ Site Supervisor’s Name: ________________________________________________ Student’s Name: ________________________________________________ Dates of Service: ________________________________________________ With your Site Supervisor, please complete the following contract. Give a copy of this contract to your supervisor, submit a copy to the BIS office, and keep a copy for yourself: Describe the specific project you will be with and for this agency: