zilongwang/ReadingBank huggingface dataset:
Local Health Board Strategic Leads Group for Youth Health Improvement April 2013 Local Board Representatives Ayrshire and Arran Borders Dumfries and Galloway Fife Jim Carle Child Health Commissioner Sanderson Health Improvement Lead for C&YP and PA Michele McCoy Consultant in Public Health Watson Consultant in Public Health Forth Valley Grampian Greater Glasgow & Clyde Highland Dr Oliver Harding Consultant in Public Health Medicine Dr Linda Leighton-Beck Head of Social Inclusion Linda Morris Health Improvement Lead - Child & Youth Cathy Steer Head of Health Improvement Lanarkshire Lothian Orkney Shetland Dr Margaret Morris Dona Milne Consultant in Public Health Medicine Hannah Casey Health Improvement Officer for Sexual Health and YP Ms Elizabeth Robinson Health Improvement Manager Tayside Western Isles Kay Fowlie Associate Director of Health Strategy Tina Burgess Senior Health Improvement Officer Scottish Government Representatives Roddy Duncan (CHAIR) Directorate for Chief Medical Officer and Public Health Elaine Bell Directorate for Medical Officer and Public Health NHS Health Scotland Representatives Emma Hogg Programme Manager – Youth Health Monica Merson Team Head – Health and Wellbeing
Drafting, focus on sentence construction and paragraph construction In-class essay with notes Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts 7-9 Exam revision Students revise the concepts learned over the year Provide students with a practice exam in the same style as the one they will be given and work through some practice questions, etc. EXAM Review of all outcomes TASK EIGHT (Receptive / Productive) 15% Examination – students complete an exam that tests their knowledge of comprehension, textual analysis and paragraph writing. Week 8/9)
(D) For questions 5 and 6, use the solution to the equation 2x – 3 = 11 below. Start: 2x – 3 = 11 Step 1: 2x – 3 + 3 = 11 + 3 Step 2: 2x = 14 Step 3: Step 4: x = 7 5. (1.7-1) In Step 1, the addition property of equality was applied. (A) True (B) False 6. (1.7-2) In Step 3, the symmetric property of equality was applied. (A) True (B) False 7. (1.8-1, 1.5, 1.6) Let the price of a meal at a restaurant be p. The tax and tip on the meal are generally a percentage of the meal’s price. The total cost of the meal is its price plus tax plus tip. (a) Write an expression for the total cost of a meal where the tax is 8% and the tip is 15%. (b) Write an expression for the total cost of a meal where the tax is x% and the tip is g%. (c) David calculates a 15% tip by dividing the meal price by 10, dividing that number by 2, and then adding the two numbers, i.e. . Explain whether or not this method is correct. 8. (2.4-1) An internet business sells U.S. flags for $16.95 each, plus $2.50 shipping per flag. Shipping is free, however, on orders where more than $100.00 of flags are purchased. Which correctly shows the number of flags f that must be purchased to get free shipping?
(C) domain: all positive integers range: all positive integers (D) domain: all integers, where 0 ≤ S ≤ 10 range: all integers, where 0 ≤ L ≤ 3 16. (3.3-4, 3.2) To fix a clogged pipe, Dripmaster Plumbing charges $75 plus $40 per hour. NoClog Plumbers charges $50 plus $70 per hour for the same service. Which function shows the difference in charges between the two companies for a repair taking h hours? (A) difference = $20 – $35h (B) difference = $25 – $30h (C) difference = $25 – $110h 17. (3.3-5) Steve borrows $4,800 from his parents to purchase a used car. No interest is charged on the loan and Steve will pay his parents $150 per month until the loan is paid off. (a) Write a function that describes the relationship between the amount Steve owes his parents and the number of months since the loan was made. (b) What are the domain and range of the function in part (a)? What do these represent in context of the situation? (c) Graph the function in part (a), identify important points, and explain why they are important. 18. (3.3-6, 3.1) Explain why the relation y = x2 is a function even though x = –2 and x = 2 both produce y = 4. 19. (3.6-1, 3.4) The first five terms of a sequence are given. 14 17 20 23 26 Which equation describes the nth term of the sequence? (A) (B) (C)
61. (5.4-4) Use the What is the equation of the function? (A) (B) (C) (D) 62. (6.1-1) The shows points on two linear functions, f and g. x –2 –1 0 1 2 3 f(x) –0.4 0.1 0.6 1.1 1.6 2.1 g(x) –7.0 –4.6 –2.2 0.2 2.6 5.0 What is the approximate x-value of the intersection of y = f(x) and y = g(x)? (A) x ≈ –1.2 (B) x ≈ 0.6 (C) x ≈ 0.9 (D) x ≈ 1.5 63. (6.1-2) What is the x-coordinate of the point of intersection of these two lines? (A) –11 (B) 1 (C) 3 (D) The lines do not intersect. 64. (6.1-3) Use this system of equations.
Time Monday Tuesday Wednesday Thursday Friday BREAKFAST CLUB School Gym 8:20am (CB) Sport Pembrokeshire BREAKFAST CLUB School Gym 8:20am (CB) Sport Pembrokeshire Year 7/8 Dodgeball School Gym (CB) Sport Pembrokeshire Year 9 Football Astro Turf (AM) Sport Pembrokeshire Year 7/8 Dodgeball School Gym (CB) Sport Pembrokeshire Year 8 Football Astro Turf (AT) Year 10 Football Astro Turf (JD) Sport Pembrokeshire Year 8 Football Astro Turf (CB) Sport Pembrokeshire Year 7 Football Astro Turf (AT) Year 10 Football Astro Turf (JD) Sport Pembrokeshire Year 7 Football Astro Turf (CB) Sport Pembrokeshire Year 9 Football Astro Turf (AM) Sport Pembrokeshire Racket Sports Year 7 - 10 Sports Hall (CBa) Sport Pembrokeshire Mixed Gymnastics Year 7 - 9 School Gym (JE) Sport Pembrokeshire Girls Football Year 7 – 11 Astro Turf (SO) Pembrokeshire ALN Football Year 7 – 9 School Gym Girls Gymnastics Year 7 - 9 School Gym (JE) Sport Pembrokeshire Netball Training Year 7, 8 & 9 Hall (HM) Netball Training Year 10 - 13 Hall (HM & LH) SCHOOL FIXTURES Boys & Girls Various Sports STAFF MEETINGS Hockey Training Year 10 - 13 Astro Turf (LH) Hockey Training Year 7 - 9 Astro Turf (LH) Girls Rollerblading Year 7 - 9 Sports Hall (SO) Sport Pembrokeshire Rugby Training Year 7, 8, 9 Field (AD & ND) Cross Fit All Years School Gym (AD & ND) Handball Year 7 & 8 School Gym (CB) Pembrokeshire
Irene McCormack Catholic College Year 9 French Assessment Outline Semester One Assessment Table Assessment Weighting Outcomes Due date and topic Speaking 10 Listening, Responding & Speaking Term 1 Week 7 (both lessons in alphabetical order) Yr 8 revision role play Listening comprehension 10 Listening & Responding Term 1 Week 9 (Second lesson) Healthy & unhealthy lifestyles Going to the doctor’s Writing Assignment 10 Writing & responding Term 2 Week 4 (Second lesson) Booklet on TV & Film preferences Reading test 20 Viewing, Reading & Responding Term 2 Week 9 (First lesson) Unit 1-3 TOTAL 50
Mobile phone production 5 The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places Identify the effects of global tourism? Identify ways in which global tourism can be made sustainable. Case study inquiry into effects of tourism ASSESSMENT TASK: In class Test 6 The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity Definition of biome and ecosystem Identify the different biomes in Australia and the world Identify the spatial distribution of biomes List the effects climate has on biomes. Understand why the preservation of biomes is important. 7 The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the Identify the differences in crop yields in different biomes Identify the factors affecting crop yields Identify how the Australian landscape been altered Identify which biomes are most productive and which are least productive. List reasons for this. Case Studies – Rice & Cacao as important crops 8 The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the world Crop yields in different biomes Identify factors affecting crop yields Identify ways in which the Australian landscape been altered Which biomes are most productive and least productive and give reasons for this. Case Studies – Rice & Cacao as important crops 9 The challenges to food production, including , shortage of fresh water, competing land uses, and , for Australia and other areas of the world The effects of the production and consumption of goods on places and environments throughout the world and including a country from Asia Identify differences in the climate and production of Bali and Sumba Identify why are there inequalities? Identify food security threats are there to the islands? Identify food security strategies have been implemented List successes and failures of these strategies
10 The capacity of the world’s environments to sustainably feed the projected future population to achieve food security for Australia and the world Identify different foods grown in different places around the world. Traditional farming – identify and describe practices Identify how have been increases in production – environmental, trade and economic factors Identify how biomes modified to produce food. TASK: Food Security Infographic Assignment
and their share of public space provision - tend to be the result of dedicated, and very political, stakeholder negotiations. This paper, in contrast, explores different options of systematized approaches in the form of policies, regulations and incentive programs. Please find hereafter a concise explanation of the different forms of physical situation and type of provision strategies. In this list we marked those strategies that found also application in the online tool. The subsequent table identifies specific case-studies as combinations of these two attributes and conditions, which in turn get briefly explained in a short paragraph at the end of the chapter. Physical situation of a newly-created publicly accessible space: open land within the urban fabric, not directly attributed to an individual building (a square or park in the classical understanding) setback spaces between the street and a building in the center of a block or building ensemble (courtyard type) within or underneath a building (skydeck or pilotis type) leading through a building or private lot (“right of way” type) on top of a building along a special geographic feature, usually waterways or hills extension of existing sidewalks (street widening) public space as, or linked to a new infrastructure (bridge or pedestrian bridge) “imaginary” space, as a visual extension of public space (on private inaccessible land) Type of provision strategy: deliberately provided by public or private landowners* implemented by the city through land purchase (based on preemptive rights or not) implemented through private owner, based on place-specific code stipulations* implemented through private owner, based on amenity-related laws* implemented through public or private owner, based on laws of ecological preservation* implemented by the city, but financed through voluntary participation of private developers in schemes that allow for bonus development capacity in return for financial contributions implemented by private owners, based on voluntary participation in incentive schemes* implemented by the city, based on public pressure through protestation and informal appropriation implemented by partnerships, through the re-organization of scattered spaces open land setback type part of building / right of way on top of building street widening related visual /
Mobile phone production 5 The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places Identify and describe the effects of global tourism Identify and describe how global tourism can be made sustainable. Case study inquiry into effects of tourism ASSESSMENT TASK: In class Test 6 The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity Definition of biome and ecosystem Identify the different biomes in Australia and the world Describe the spatial distribution of biomes Describe the effect climate has on biomes. Understand why the preservation of biomes is important. 7 The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the world Identify and describe the differences in crop yields in different biomes Identify and describe the factors affecting crop yields? Identify and describe how the Australian landscape been altered Identify and describe which biomes are most productive Case Studies – Rice & Cacao as important crops 8 The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the world Crop yields in different biomes Identify and describe factors affecting crop yields How has the Australian landscape been altered Which biomes are most productive Case Studies – Rice & as important crops 9 The challenges to food production, including , shortage of fresh water, competing land uses, and , for Australia and other areas of the world The effects of the production and consumption of goods on places and environments throughout the world and including a country from Asia Identify differences in the climate and production of Bali and Sumba Identify why are there inequalities Identify and describe food security threats are there to the islands Describe what food security strategies have been implemented Describe how successful have they been
10 The capacity of the world’s environments to sustainably feed the projected future population to achieve food security for Australia and the world Identify and describe different foods grown in different places around the world. Traditional farming – identify and describe practices Identify and describe how there have been increases in production – environmental, trade and economic factors Identify and describe how biomes modified to produce food. TASK: Food Security Infographic Assignment
Meat or Meat alternate Bread or Bread Alternate Including cereal, cold dry or cereal, hot cooked ¼ cup or 1/3 oz. ¼ cup 1/3 cup or ½ ounce ¼ cup 1 oz. ½ cup Lunch or Supper Milk Meat or Poultry or Fish Or Egg Or Cheese Or cooked dry beans or peas Or Peanut Butter and other “butters” Or nuts and Vegetable and/or Fruits (2 or more total) or Bread Alternate ½ cup 1 oz. 1 1oz. ¼ cup 2 Tbsp. ½ oz. ¼ cup ½ slice ¾ cup 1 ½ oz. 1 1 ½ oz. 3/8 cup 3 Tbsp. ¾ oz. ½ cup ½ slice 1cup 2 oz. 1 2 oz. ½ cup 4 Tbsp. 1 oz. ¾ cup 1 slice Nutrition Disclaimer: The U.S. Department of Agriculture prohibits discrimination against its customers, employees, and applicants for employment on the basis of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial, or parental status, sexual orientation, or all or part of an individual’s income is derived from any public assistance program, or protected generic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.) If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at , or at any USDA office, or call (866) 632-9992 to request a form. You may also write a letter containing all the information requested in the form. Send your completed complaint form or letter to us by mail at: U.S. Department of Agriculture, Director, Office of Adjudication 1400 Independence Avenue S.W. Washington D.C. 20250-9410
including a country from Asia Analyse and explain ways in which we connect to the countries that produce the goods we purchase Mobile phone production 5 The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of places Analyse and explain the effects of global tourism Analyse and explain ways in which global tourism can be made sustainable. Case study inquiry into effects of tourism ASSESSMENT TASK: In class Test 6 The distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity Definition and explanation of and ecosystem using examples Identify and describe the different biomes in Australia and the world Account for the spatial distribution of biomes Explain the effects climate has on biomes. Explain why the preservation of biomes is important. 7 The human alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the world Account for the differences in crop yields in different biomes Analyse and explain the factors affecting crop yields Analyse and explain how the Australian landscape been altered Account for which biomes are most productive and which are least productive. Case Studies – Rice & as important crops 8 The alteration of biomes to produce food, industrial materials and fibres, and the environmental effects of these alterations The environmental, economic and technological factors that influence crop yields in Australia and across the world Account for Crop yields in different biomes Explain factors affecting crop yields Analyse and explain ways in which the Australian landscape been altered Account for which biomes are most productive and least productive and give reasons for this. Case Studies – Rice & Cacao as important crops 9 The challenges to food production, including , shortage of fresh water, competing land uses, and , for Australia and other areas of the world The effects of the production and consumption of goods on places and environments throughout the world and including a country from Asia Account for differences in the climate and production of Bali and Sumba Analyse and explain why are there inequalities Identify and explain the food security threats there to the islands Identify and explain food security strategies have been implemented Account for successes and failures of these strategies
A Year in Cardiology 2018 BCS national symposium - Royal College of Physicians, London 7th December 2018 Morning Session - Guidelines and Hot Topics Chair: Dr Sarah Clarke 08.30 - 09.00 Registration 09.00 - 09.10 Welcome & Introduction Dr Simon Ray President BCS 2018 Clinical Practice Guidelines Updates – Key messages 09.10 - 09.25 ESC – CVD in Pregnancy Professor Catherine 09.25 – 09.40 ESC – 4th Universal Definition of MI and Myocardial Injury Professor Hans Mickley 09.40 – 09.55 ESC – Syncope Dr Tushar Salukhe 09.55 - 10.10 ESC – Arterial Hypertension Professor Adrian Brady 10.10 - 10.25 ESC – Myocardial Revascularisation Dr Al-Lamee 10.25 – 10.55 Tea & Coffee 10.55 - 11.10 NSAIDs and anticoagulants – what you need to know Dr Irina Savelieva 11.10 - 11.30 Wearables and CV disease Dr Asif Qasim 11.30 - 12.00 Ask the Experts – Chair Professor John Greenwood Floor open for questions to morning experts Panel – Morning Speakers 12.00 - 12.30 Introduction to Key Note Lecture Data, analytics and actionable insights – cardiovascular healthcare playing catch-up? Dr Simon Ray Professor Ben Bridgewater 12.30 - 13.40 Lunch A Year in Cardiology 2018
A Year in Cardiology 2018 BCS national symposium - College of Physicians, London 7th December 2018 Morning Session - Guidelines and Hot Topics Chair: Dr Sarah Clarke 08.30 - 09.00 Registration 09.00 - 09.10 Welcome & Introduction Dr Ray President BCS 2018 Clinical Practice Guidelines Updates – Key messages 09.10 - 09.25 ESC – CVD in Pregnancy Professor Catherine 09.25 – 09.40 ESC – 4th Universal Definition of MI and Myocardial Injury Professor Hans Mickley 09.40 – 09.55 ESC – Syncope Dr Tushar Salukhe 09.55 - 10.10 ESC – Arterial Hypertension Professor Adrian 10.10 - 10.25 ESC – Myocardial Revascularisation Dr Rasha Al-Lamee 10.25 – 10.55 Tea & Coffee 10.55 - 11.10 NSAIDs and anticoagulants – what you need to know Professor Paulus Kirchhoff 11.10 - 11.30 Wearables and CV disease Dr Asif Qasim 11.30 - 12.00 Ask the Experts – Chair Professor John Greenwood Floor open for questions to morning experts Panel – Morning Speakers 12.00 - 12.30 Introduction to Key Note Lecture Data, analytics and actionable insights – cardiovascular healthcare playing Dr Simon Ray Professor Ben Bridgewater 12.30 - 13.40 Lunch A Year in Cardiology 2018
____/____/2013 ☐Yes☐No ID Date Time of Calibration Full Truck Weight Empty Truck Weight Load Weight (Full- Empty) Yield Monitor Load Weight Old Monitor Calibration Number New Yield Monitor Calibration Number Avg. Moisture of Calibration Load Avg. Moisture of the Field Is corn variety BMR? lbs lbs lbs lbs % % ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ☐Yes☐No ____/____/2013 ☐Yes☐No ____/____/2013 ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No
____/____/2013 ☐Yes☐No ID Date Time of Calibration Full Truck Weight Empty Truck Weight Load Weight (Full- Empty) Yield Monitor Load Weight Old Yield Monitor Calibration Number New Yield Monitor Calibration Number Avg. Moisture of Calibration Load Avg. Moisture of the Field Is corn variety BMR? lbs lbs lbs lbs % % ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No ____/____/2013 ____:_____ ☐Yes☐No Additional
(3) Relevant group: Firms that are not directly specialized in aerospace industry, but have very close relationship with business functions of the other two groups. 4.3 Control Variables In addition to industrial heterogeneity across multiple chain phases of aerospace industry, in the context of emerging market, geographic location and institutional constraints of firms, duration of market presence as well as embeddedness in various business networks also play a crucial role determining the network positions of firms. In this research, firm’s geographic affiliation is determined by their location of official registration. Those are registered in mainland China are regarded as domestic firms, while the others are labeled as foreign. Foreign firms that are located in one of the “Advanced Economies” defined by IMF World Economic Outlook (2016) are identified from Developed Economies (DE), others are identified from Other Emerging Economies (EE). As for domestic firms, as geographic proximity and knowledge-spill over contributes to the overall network position, firm’s location within significant aerospace industrial cluster is taken into consideration, based on the calculation outcome of location quotient of employment in aerospace industry provided by Civil Aviation Industrial Yearbook 2014. Table: Summary of Firm Distribution in Partnership and Supply Chain Networks Partnership Network Supply Chain Network Firm 488 555 Country of Origin China 279 280 Developed Economies 184 244 Other Emerging Economies 25 31 Value Chain Position Upstream Supplier 125 155 Downstream Supplier 85 86
Wasserman, S. & K. 1994. Social Network Analysis: Methods and applications: Cambridge University Press. Watts, D. J. & Strogatz, S. H. 1998. Collective dynamics of ‘small-world’networks. nature, 393(6684): 440-42. Williams, T., Maull, R., & Ellis, B. 2002. Demand chain management theory: constraints and development from global aerospace supply webs. Journal of Operations Management, 20(6): 691-706. Williamson, O. E. 1985. The economic intstitutions of capitalism: Simon and Schuster. Winter, S. 1998. Knowledge and competence as strategic assets, The strategic management of intellectual capital. Woburn, MA: Butterworth-Heinemann. Witt, M. A. & Lewin, A. Y. 2007. Outward foreign direct investment as escape response to home country institutional constraints. Journal of International business studies: 579-94. Yiu, D. W., Lau, C., & Bruton, G. D. 2007. International venturing by emerging economy firms: the effects of firm capabilities, home country networks, and corporate entrepreneurship. Journal of International Business Studies, 38(4): 519-40. Zaheer, A., Gulati, R., & Nohria, N. 2000. Strategic networks. Strategic management journal, 21(3): 203. Zaheer, S. 1995. Overcoming the liability of foreignness. Academy of Management journal, 38(2): 341-63.
Lesson Development Both videos viewed by students promote a protectionist attitude towards the Peel Watershed. Discuss the following questions with students using the THINK, PAIR, SHARE strategy: Who wants to protect the Peel? Who wants to develop the Peel and why? What arguments exist for developing parts of the Peel Watershed? To what extent, if at all, is development necessary in order to facilitate economic growth in the Yukon? Choose several pairs of students to share their ideas with the class. Ask students to locate the Peel Watershed using the resource entitled “Protect Your Watershed: An interactive guide to taking action”. Instruct students to estimate the size of the Peel Watershed in relation to the entire Yukon Territory and in relation to Canada as a whole. Discuss the impact of changes to this watershed based on the size and location of the watershed. Discuss the following questions: What are the potential impacts of development in the area? Name some of the potential economic activities in this region. What the financial benefit of these activities be to the population and surrounding communities? In pairs or small groups, defend a position on the development of the Peel Watershed from the perspective of one of the stakeholders. Choices may include (but are not limited to): First Nations (can use a specific band) Oil/Gas Industry Yukon Mining Association CPAWS or The Big Wild Org. Provincial or Federal Government Brainstorm thoughts on the questions individually. Share ideas with a partner and then with the class. Locate the Peel Watershed. Engage in a class discussion of the questions/issues around the potential development of the Peel Watershed.
Use of advertising techniques including emotional appeal, bias, visual impact, tone etc. /5 Accurate map of the Peel Watershed /5 Accurate historical background provided /5 Includes a properly formatted bibliography of sources /5 Overall impact /5 Total /40 5 – exceeds expectations 4 – fully meets expectations 3 – meets expectations 1 - 2 – does not meet expectations Comments:
Sample agenda for your YL Unites Event: Time Topic Content Who 1 5 min. Welcome Welcome to the Set the tone of what to expect, generate excitement Introduce video, founder vision Host 2 3 min. Corporate video segment Content TBD Video 3 10 min. Recognition Recognise efforts of those in attendance Milestones/advancements/prize winners/retreats and qualification periods Recognise anyone who helped make the event happen Host 4 3 min. Corporate video segment Content TBD Video 5 3 min. Recap and set up Recap executive message and set up testimonial video Host 6 5 min. Corporate video segment Content TBD 7 10 min. Member experience A few members share experiences/testimonials Product focus (5 min.) Business focus (5 min.) TBD 8 5 min. Corporate video segment Content TBD Video 9 3 min. Introduce next speaker video, introduce next speaker Host 10 3 min. Introduce next speaker Recap previous presentation, introduce next presenter and topic Host 11 15 min. Live TBD Message determined by event host TBD 12 15 min. Live TBD Message determined by event host TBD 13 5 min. Corporate video segment Content TBD Video
Details of Paid Employment and Relevant Voluntary Work Current/Most Recent Post *Job Title/ Position: *Name of Employer: *Address: *Date of appointment: *Salary: *Notice required: *Outline of current responsibilities: List your previous appointments in chronological order, starting with the most recent: *Post *Organisation *Paid or Voluntary *Starting & Leaving Dates *Reason for Leaving
Rigorous College-Ready Assessments College Success Assessments In addition, schools may administer unit and lesson level assessments that provide timely data to drive instruction. State and network-wide assessments include but are not limited to: Name Purpose Administrations Grades/Content Progress-Monitoring Assessments Achieve3000 Lexile Measures student growth in Lexile. Used for evaluative educator effectiveness measure. 3 6-12, all students and contents Alliance Interim Assessments assessment that measures students' progress in Math towards meeting Common Core State Standards (CCSS). 3 6-11 ELA 6-11 Math Alliance Interim Assessments Computer‐based assessment that measures students' progress in Science towards meeting NGSS. 3 6-11 Science College-Ready Assessments Smarter Balanced Summative Assessments Standardized summative (computer-based) assessment that measures students' progress toward grade-level ELA and mathematics standards as well as readiness for college and careers standards. Aligned to Common Core State Standards. SBAC results help 1, Spring Grades 6-8, and 11 ELA and Math
educators strengthen their instruction and lets parents know how their children are doing Educators and parents can compare achievement results to school, district, state, and consortium-level results NGSS Pilot; CAST Standardized summative (computer-based) assessment that measures students' progress toward NGSS performance expectations. One grade in middle school and one grade in high school is randomly selected by the state for administration. 1, Spring Grade 8 and 11 (tentatively) CAA California Adaptive Assessment. Measures the CCSS for students with severe cognitive impairments. 1, Spring Students with identified severe cognitive impairments; Grades 6-8, and 11 ELA and Math ELPAC English Language Proficiency Assessments for California. Assesses CA’s ELD Standards, are derived from the CCSS. 1, Spring Grades 6-12, English Learners CSA California Spanish Assessment. Purposes are twofold: identify a 1, Fall Grades 6-12, Native and Spanish Speakers
Hawthorne High School Academic Requirements Rubric A-G Requirements HHS Requirements University of California (UC) & Cal University (CSU) Academic Honors at Graduation NCAA Requirements A Social Science 3 Years World History US History Gov’t/Economics A “C” or above both semesters is necessary for all courses listed in this column World History US History World History US History Gov’t/Economics History US History B English English 9 English 10 English 11 English 12 English 9 English 10 English 11 English 12 English 9 English 10 English 11 English 12 English 9 English 10 English 11 English 12 C Math 3 integrated Math 1 Integrated Math 2 Algebra 2 Integrated Math 1 Integrated Math 2 Algebra 2 4th year recommended for UC/CSU Integrated Math 1 Integrated Math 2 Algebra 2 Three years of math must include Algebra 1 *2 years for Division II D Science 2 Years Life Science Physical Science Two of a lab science (Biology, Chemistry, or Physics) 3 or more recommended for UC/CSU Two years of a lab science (Biology, Chemistry, Physics, or elective) Two years of a lab science E World Language OPTIONAL (see 2 Years (same language) Spanish 3 or more years recommended Two of the same world language One additional English, math, or lab science *3 additional for Division II F Visual and Performing Arts /Practical Arts 1 year-long course from two of three areas from World Language, Visual & Performing Arts or Practical Arts 1 Year (Visual & Performing Arts) Dance Drama Music Visual Art 1 Year (Visual & Performing Arts) Dance Drama Music Visual Art Make an appointment with your counselor if NCAA applies to your goals! G Electives Number will vary based on student schedule One year of an approved college preparatory elective from the A-G list One or more years of any of the above courses or A-G course Four additional courses from above or may include foreign language. Both Division I & II Check approved NCAA courses & eligibility at 1 P.E. 2 2 Minimum G.P.A. CSU: 2.0 in classes UC: 3.0 in above classes 3.5 in above classes only 2.3 3 Other 220 Credits SAT or ACT (SAT Subject verify with university) Earn cord/stole for graduation! Qualifying varies on division
ST. THERESE YOUTH MINISTRY CALENDAR September 2018 – May 2019 DATE PLACE: NOTRE DAME FAITH FORMATION CENTER TIME September 9 September 11 September 16 Kick Off Matthew Meal Meeting Sun., 4:00-6:00pm Tues., 4:00pm Sun., 4:00-6:00pm September 23 September 30 October 6 Painting/Work Day Meeting Voice of the Martyrs Convention Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sat., All Day October 7 October 9 NO MEETING Matthew Meal *************** Tues., 4:00pm October 14 October 21 October 27 November 4 Meeting Bowling Night PARISH FAIR Meeting Sun., 4:00-6:00pm Sun., 4:00-6:00pm Saturday all day Sun., 4:00-6:00pm November 9-11 November 13 November18 November 25 December 2 December 9 December 11 December 15 December 16 December 22 December 23 December 30 January 6 January 8 January 13 January 18 January 20 January 27 February 3 February 10 February 12 February 17 Journey Retreat – High School Only Matthew Meal Meeting NO MEETING – Thanksgiving Break Meeting Meeting Matthew Meal Living Nativity Meeting/Christmas Celebration Living Nativity – Snow Date NO MEETING NO MEETING – Christmas Break Meeting Matthew Meal Meeting for Life Meeting Meeting Meeting Meeting Matthew Meal NO MEETING – February Break All Weekend Tues., 4:00pm Sun., 4:00-6:00pm **************** Sun., 4:00-6:00pm Sun., 4:00-6:00pm Tues., 4:00pm Sat., 3:00pm HF Sun., 4:00-6:00pm Sat., 3:00pm HF **************** **************** Sun., 4:00-6:00pm Tues., 4:00pm Sun., 4:00-6:00pm TBA Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Tues., 4:00pm *******************
February 24 March 3 March 10 March 12 March 17 March 24 31 7 April 9 April 14 April 21 26-28 April 28 May 5 May 12 May 14 May 19 Meeting Meeting Meeting Matthew Meal Meeting Meeting Meeting Meeting Matthew Meal Meeting NO MEETING – Easter Youth Convention – HS only Meeting – JH only Meeting NO MEETING – Mother’s Day Matthew Meal Last Meeting Calendar subject to change! Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Tues., 4:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Sun., 4:00-6:00pm Tues., 4:00pm Sun., 4:00-6:00pm ****************** All Weekend Sun., 4:00-6:00pm Sun., 4:00-6:00pm ******************* Tues., 4:00pm Sun., 4:00-6:00pm
If you still have questions or have any additional needs that you’d like to talk to someone about, please get in touch by emailing actionforchange@girlguiding.org.uk or call 020 7834 6242 and we’d be happy to help.
Responsible to: Senior Project Officer Main Duties and Responsibilities Respond to general enquiries about the housing scheme and assist in managing referrals. Encourage residents to take responsibility for their own lives through excellent, effective SMART objectives. Assess the suitability of applicants referred to YMCA Bedfordshire using a range of needs and risk assessment tools. Be responsible for a caseload of residents. Support and guide residents to achieve targeted outcomes, ensuring tasks are carried out in a timely fashion. This can include application and receipt of benefits, sourcing training/education provisions, paying weekly personal rent, registering for additional services, keeping appointments, communicating on phone and through other mediums, managing a crisis, developing independent living skills etc. Provide on-going and practical and emotional support, guidance and signposting to residents, during and in preparation for move on from YMCA Bedfordshire Be instrumental in promoting excellent safeguarding practices in conjunction with Local Authority Safeguarding Procedures and those of YMCA Bedfordshire; and ensure full understanding of what constitutes abuse within the safeguarding arena. Respond to, and record, incidents, occurrences and complaints in accordance with agreed procedures. Implement and monitor Risk Assessments as appropriate. Hold regular key work meetings with clients to monitor progress. Carry out regular Personal Action Plan reviews with resident and any others involved in their support and guidance, as appropriate. Communicate regularly and effectively with a of external professionals who may also be working with the client. Maintain appropriate confidentiality with respect to individuals’ records and personal information. Support the work of YMCA Bedfordshire, and be involved in developing policies and procedures, paperwork, training and publicity/marketing materials e.g. Newsletters, Residents Satisfaction Surveys, manage comments/complaints, etc. Contribute to the effectiveness of communication within YMCA Bedfordshire and attend meetings, case reviews and team meetings as required. Provide an out of hours service on a rota basis with the team to support the accommodation Work within YMCA Bedfordshire Equality and Diversity Policy and Equality Plan as a member of the Housing team. Additional Duties and Responsibilities:
and providing YMCA Video and Photo Release Forms for video and photo recording for mid and end of year summary as part of the Y-USA reporting process Other duties may include those that are assigned by the Community Coordinator or supervisor Must be proficient in Microsoft Office and an excellent communicator This is a great opportunity for a college student The member will be working most days in the office and participate in outdoor events (during the week or on weekends). AmeriCorps Requirements: The AmeriCorps member will not participate in any Prohibited Activities per the Member Service Agreement. The AmeriCorps member must wear A*C identification every day. The AmeriCorps member is required to take a ½ hour lunch each day. This time does not count towards the term of service hours. The AmeriCorps member will receive a living allowance weekly for $371 on a part time term or $294 if working on a full time term. The member will receive a Education award for $4,380.55 for part time term or $ 5730 for full time term.
Senior Managers SLT Simon Nicoll Business Development & Showroom Manager 508 365 285 278 SLT Dean Bell Housing Services Manager 508 380 613 760 SLT Dan Rogers Commercial Manager 508 385 07500 788 276 Please only contact if absolutely necessary & your normal contact/volunteer co-ordinator is unavailable or in an emergency)
Example text in italics Session number and guided learning hours Syllabus unit reference number, subject title & indicative content Learner activity and learning check Equipment/Resources/ Comments Session 1 2.5 hours Unit 1/1.1,1.6,1.7,1.8,1.9,1.10 2.1,2.2 Anatomy review: Bones & Joints Active learning task – label skeleton 1 hour Learning check Skeleton diagram completion Power point/Induction Packs/Par Q YMCA Awards manual YMCA Awards elearning
Staff: To line manage up to 3 people. Sites: The YMCA Offices at Throckmorton Yard will be the primary location but regular visits to all YMCA Norfolk sites will be required. DISCRETION TO ACT The Post holder can authorise all expenditure within the service area budget approved by the Board subject to any income generation also matching the budget. ENVIRONMENT 1. YMCA Norfolk operates on a 24 hour, 365 days per year basis. The post holder will act as designated safeguarding officer participating in a duty manager’s rota. 2. Unsocial hours Covering shifts as required, occasional meetings and social events will require working evenings and weekends. 3. Risk The level of risk is assessed as low/medium. The Post holder works in a supported housing environment with those who are vulnerable and in housing need. There is a risk of violence both directed at staff, between residents, and directed by residents on themselves e.g. drug overdoses etc. The risk is managed and mitigated through a number of interventions including: training in core skills, non-managerial supervision, risk assessments and regular reviews of residents and a strong policy and procedure framework. TERMS AND CONDITIONS Pay: £14.73 per hour Hours: 15 – 20 hours per week Annual Leave: 33 days inclusive of all Public and Bank Holidays Pension Entitlement: Access to contributory stakeholder pension scheme after 3 months Period of Notice Offered and Required: 3 months Conditions of Appointment: Satisfactory medical examination, satisfactory references and satisfactory enhanced DBS check. In Service Training: Time allowed for in-service training, subject to budgetary provision.
Fall 2011 Started an Internal scan and re-creation of Summer Day Camp offerings by Association Experts on feedback, YMCA facility features and what we know we can do well. Created changes to Summer Day Camp Program Created Sample Lesson plans Use our Facilities and YMCA expertise better Invest in Water Polo and Underwater Hockey Equipment Summer 2012 Hire Camp Specific Staff Train all staff in Physical Literacy Implement new camp changes Winter/ Spring 2012 Join up with other agencies and Community Partners interested in Physical Literacy and discover Collaboration efforts. Met with Gary Shelton; Edmonton Sport Attended “Creating Fit Kids” Meeting now called PLAY Edmonton Spring 2012 and on-going 2 Association Senior Leaders (Program Manager and PCY Manager Sponsor) actively participate in PLAY Edmonton Share resources and partner on training and initiatives Summer 2012 Successful implementation of Move n Play into Day Camps and implementation of Directives 5 point gain in Satisfaction scores Winter 2013 Implementation of Stage 1 Physical Literacy Report Card for the Organization Summer / Fall 2013 Implementation of Stage 2 Physical Literacy Report Card for the Organization 2014 Implementation of Stage Physical Literacy Report Card for the Organization Engagement of YMCA Canada 2015 Assessment and Adjustments
Page 91 Fig 3. Forest plot presenting the meta-analysis results for the main outcome of the systematic review (bracket failure). Explanation: The forest plot can be divided in regions: (1) the list of included studies, together with their raw data (here on the left side), (2) the graphical representation of each study’s results, together with the overall summary (here in the middle), and (3) the calculated effect size (here the odds patio [OR] and the 95% confidence interval [95% CI]) and the assigned weight for each study and for the overall summary. For each of the included studies (gray boxes with dots), if its 95% CI (black horizontal line) crosses the vertical no-effect line, then P value > 0.05 for this study. The overall summary (meta-analysis result) is given as a hollow blue diamond under the included studies, which includes both the pooled effect estimate (pooled OR) and the 95% CI. If the diamond crosses the vertical no-effect line, then P value > 0.05 for the pooled meta-analysis estimate. The blue horizontal lines of the diamond indicate the 95% predictive interval (95% PI) for the pooled estimate, not the 95% CI. The forest plot is integral to the transparent reporting of meta-analyses, as it presents the magnitude of the treatment effect for each study, which treatment group is favored, the homogeneity among the included studies, and the overall pooled estimate.
Networking To create and maintain groups of strategic networked individuals and organisations expertise around particular areas of work is easily accessed and shared To improve the offer to children and young people through effective understanding of their needs and the creation of network-based solutions Set by applicant Open Module Set by applicant Set by applicant Set by applicant Spotlighting To increase organisations’ and individuals’ capacity to identify, record, evaluate, and share their effective practice To have raised awareness in music education providers (and other relevant stakeholders) of effective and current music-making practices Set by applicant Young Music Leadership To increase engagement of young people in youth-led musical activity, leadership, and To improve young people’s transferable skills, including in music, leadership and Set by applicant
How are the 144,000 described? What makes them unique? List/Outline the events of two chapters. Prayer Category - The Church Pray for tomorrow’s teachers, services, and events at our church Pray for our church leadership Pray for the persecuted church throughout the Optional Plan to Read through the Bible in a Year: Exodus 13-15 Sunday, February 4 Catch up on any readings, study questions, or memorization that you may have missed. From the main worship service, answer the following questions: Sermon Title and Passage: Introduction: Outline: Implications/Conclusion: Prayer Category – Praises & Thanksgiving Optional Plan to Read through the Bible in a Year: Exodus 16-18 Monday, February 5 15-16 What is the “song of Moses” and the “song of the Lamb”?
& Robert O’Carroll (John & Anita’s son) – salvation Jeannine Chapman (Colleen Tosello’s mother) Ron Turnbull, Sr. – salvation Jim Colvin (Joyce Brown’s son) – salvation J. Rodriguez & S. Lutrell (John Rodriguez’ father & sister) J. Bennett (Daryl’s nephew) – health restoration & wife’s salvation Amanda (Kim Ramos’) niece – salvation Frank Menor (Laurie Trevett’s father) – salvation & health Ryan Berry – Afghanistan – Air Force Armand Bourgeois – Air Force Nico Bourgeois - Army Christian Caudle - Army Chris Cordes (Hannah Marquez’ brother) – Army Andrew McCollum – Marine Corps Jon Morse – Air Force Hudson Nall – Marine Corps. David Personius – Army Christopher Ryan – Marine Corps Jason Smith – Navy Tom Speers - Navy Danny Tyler – Marine Corps Sam, Roxy & Lizzy Alexander – Coast Guard
Date Session work Work book pages to be covered Notes/ special instructions for students and parents 8/26 1 of 14 What to expect, when, where, etc Navigation Video from Session 1, Students, Parents and Teachers meet in Lower Level for opening session. Students will dismissed to classrooms around 4:45. 9/23 2 of 14 Session 7: The Eucharist 167-179 ttp://dynamiccatholic.com/confirmation/view-program/session-7 9/30 3 of 14 Session 7.4 Get Close & Stay Close 180-189 10/14 4 of 14 Session 8: The Holy Spirit 189-199 10/27 5 of 14 Holy Fire at the UIC Pavilion This is considered a class for second year students. Prayer, music, & Mass with other young people of the Arch of Chicago. Leave St. Edna’s by Bus at 8:00 AM return around 4 PM. Students and chaperones need to bring your own lunch. 11/11 6 of 14 Session 8:3 The Fruits of the Holy Spirit 200-213 We will discuss the Holy Fire Experience at the start of class. . 1/13 7 of 14 Session 6 Relationships 142-153 1/20 8 of 14 Session 6:3 What is Love 154-165 1/27 9 of 14 Session 10 Confirmation 244-253 2/10 10 of 14 Session 10:3 254-268 How will Confirmation Change me? 2/24 11 of 14 Session 11 Made for Mission 269-285 3/3 12 of 14 Session 12 Holiness is possible 297-307 3/10 13 of 14 Session 12:3 Everything is an Opportunity 308-325. Final review of classes Parents & Sponsors are invited to attend 5:30 Liturgy after Class