zilongwang/ReadingBank huggingface dataset:
The judging criteria will focus on three main categories, namely: Professionalism: Evidence of promoting and demonstrating commitment to professional excellence. Contribution: Evidence of delivering value to either your own business or the profession as a whole. Career Path: Evidence of proactively seeking opportunities to progress and develop own capability to support progression through career path. Some examples which individuals may wish to touch on in their application include: Making significant progress with their chosen CII qualification Achievement of a Diploma or Advanced Diploma level CII qualification with a national prize or distinction or achievement within an especially short timescale Successful completion of an external qualification while working in a position of responsibility Successful delivery of a work based project which has made a significant contribution to the individual’s business, team or customers Significant progress within the profession over a short period of time A record of particular achievement, perhaps as a result of extra-curricular activities e.g. charitable or community work Contribution to the wider insurance or financial services market through supporting local or national CII activities, submitting articles to industry press or organizing industry events Evidence in using their own initiative to solve a business challenge or create added value in their area Successfully managing their own career and professional development including proactively seeking opportunities to gain exposure to new areas and develop new skills Evidence of motivating others through coaching, mentoring, acting as a positive role or influencing others to achieve a successful outcome for the business or industry. It should be stressed that these are only examples and other, equally valid, examples can be used. The Judging Process The nominations will be judged by a comprising of Council Members of The Insurance Institute of Newcastle upon Tyne. Finalists selected by the will be invited to deliver a presentation to The Insurance Institute of Newcastle upon Tyne and the winner will be invited to attend the institute’s Annual Dinner on Friday 20 November 2015 as a guest of the institute. On the night the Deputy President will present the winner with their £350 prize. The Awards Timetable 25 September 2015: Closing date for entries 30 October 2015: Presentations by Finalists 20 November 2015: Annual Dinner The Deputy President’s Young Achiever of the Year Award 2015
South Gloucestershire and Stroud College Young Carers Policy If you would like this document in an alternate format Please contact the Human Resources Department Prepared by: Pez Perrin and Jo Johnson Job Title / Role: Deputy Heads of Learner Services – Bristol and Stroud Ref. No.: Q/P 151 (To be entered by Quality Office) Date of this version: Review date: (subject to any legislative change) Upload to College website? Upload to e-Campus? Approved by: Executive Team Date of Approval: 29/03/17
Activities not Listed Describe participation in humanitarian organizations; volunteerism; social, education, sustainability and/or economic improvement projects or activities; etc.; or any other pertinent items) Organization, Project, or Activity Description of participation, activities, awards, etc. Letters of Recommendation for Nomination The nominating individual may include a letter of recommendation with the nomination form indicating why they are endorsing the Nominee. In addition, the Lehigh Valley Section of ASCE encourages letters of recommendations from peers, superiors, and associates of the candidate. Statement of Nomination , hereby nominates as a candidate for the 2017 Young Civil Engineer of the Year awarded by the Lehigh Valley Section of the American Society of Civil Engineers. Signature of Nominating ASCE Member ASCE Member No. Date
INDUSTRIAL SECTION - ENTRY FORM - 2018 Closing date for Entries: Wednesday 13th June 2018 (Please Note : Late entries will not be accepted) Please note each exhibitor for the ‘Individual Entry’ should complete an entry form Class Please tick A Christmas Tree Decoration B 2x Finger Puppets (seen) C Painted Slate (Max size A4) D Jar of Tomato Relish E Individual Pie F 2x Parkin Biscuits Membership (non-refundable) - £12 (includes entry to show and all industrial entries ) OR Entry Fee – 25p per class entry Total Entry Money Enclosed Your Name and contact details Including email – please print clearly Young Farmer’s Club Name & Your YFC Number
Film Screening & Panel Discussion: Topic – “Importance of Short Films in the Arab World” March 13, 6pm – Film Screenings and Panel Discussion Location – Blue Hall, The Arts Center, NYUAD Films that will be screened: Omnia by Amna Al Nowais Ave Maria by Basel Khalil Ayny by Ahmad Saleh Father’s Grant by Ahmed Zain Speakers: Amna Al Nowais, Emirati Filmmaker Gregory Unrau, Trainer in film Abdallah Al Shami, MAD Solutions Moderated by: Hind Mezaina, Emirati Photographer and Filmmaker Workshop on Screen Writing March 29, 30 and 31 Location – NYUAD Trainer – Zaid Abu Hamdan Day 1: 29 March (Thursday) Day 2: 30 March (Friday) Day 3: 31 March (Saturday) 10am – 12pm: Workshop submitted stories 1pm – 2pm: Lunch 2pm – 6pm: Practical (developing & writing the script) 6pm – 7pm: Short films screening and discussion 10am – 12pm: Practical (developing & writing the script) 12pm – 2pm: Prayer + Lunch 2pm – 7pm: Practical (developing & writing the script) 10am – 1pm: Practical (developing & writing the script) 1pm – 2pm: Lunch 2pm – 7pm: Practical (developing & writing the script) Terms and Conditions: Applicant must have completed at least one writing sample with proper script formatting in English or Arabic (minimum of 3 pages). Applicant must provide a minimum of 2 ideas for a short film, each in a 1 paragraph synopsis Applicant must be available to attend all sessions, as per the schedule above. Applicant must be 18 years and above.
disqualified. Student work will not be returned - Remember to keep copies. YOUNG GEORGIA AUTHORS WRITING COMPETITION 2016-2017 RESA LEVEL COVER SHEET FORM SENT TO STATE LEVEL RESA DISTRICT NAME ___________________________________________________ RESA District # _______ Administrator Contact: ___________________________________________________________________________ Phone: _____________________________ Email: __________________________________________ Note: It is not required that an entry be submitted for every grade. Please place all submissions from your school system in a single package. Each piece of student work submitted must include the original and one photocopy of the work with the student and school/system name removed. Centered at the top of each original and copy, please print the student’s initials, grade level, and RESA number. Attach a fully completed entry form. Please use paper clips and binder clips instead of staples to compile packages. Include this coversheet with your package when all work is assembled. GRADE SCHOOL STUDENT NAME OF WORK K 1 2 3 4 5 6 7 8 9 10 11
What are the hazards? Who might be harmed and how? What control measures are already in place? Risk High/Medium/Low (See section 7 – Classification of risk) Further action(s) Residual Risk (on completion of action, section 10) Probability Frequency Consequence Risk (Yes/No) Acceptable/Not acceptable 21. Access/Exit School students exiting site unsupervised, leading to accident or abduction risk Building access controlled by 3M swipe card or override button by on duty Receptionist Reception manned at all times. Students to be accompanied by teaching staff and/or designated 3M employees at all times. Reception staff advised of school visit and names in advance. 1 1 40 40 No Acceptable 21. Access / Exit School students entering site unsupervised and becoming lost, causing stress and anxiety Building access controlled by 3M swipe card or override button by on duty Receptionist. Reception manned at all times. Students to be accompanied by teaching staff and/or designated 3M employees at all times. Reception staff advised of school visit and names in advance. 1 1 15 15 No Acceptable 22. Traffic Routes School students, teachers and judges in collision with moving vehicle in car park Teachers instructed to park in front of building in visitors spaces. Children to be accompanied by teaching staff at all times. Pedestrian walkways /level pavements around perimeter of car park. 1 1 15 15 No Acceptable
employees and teaching staff to supervise use of computer equipment. 42. Slips, Trips and Falls School students, teachers and judges tripping over Judging to be held on ground of building. Floors maintained in good condition. First Aid room and First Aiders available on site. Designated 3M employees to accompany students, teachers and judges. 1 2 3 6 No Acceptable 48. Use of Display Screen Equipment School students, eye strain or repetitive strain from use of laptop and mouse Equipment used for minimal time period. Designated 3M employees and teaching staff to supervise use of computer equipment 1 2 3 6 No Acceptable Additional Hazards Static Models School students and judges, injury by musical instrument such as finger cut from sharp edge or choking on component if instrument is blown Demonstration of musical instrument to be supervised by accompanying teachers. First Aid room and First Aiders available on site. 1 2 3 6 No Acceptable Juice and Biscuits provided by 3M School students – nut allergy leading to anaphylaxis No obvious nut-based biscuits to be provided. Teachers to check nut allergy status of students and advise 3M employees accordingly. First Aid room and First Aiders available on site. 1 1 40 40 No Acceptable
Section 7: Classification of Risk Indicate how the Risk Level Score has been derived (P x F x C) Probability Of Control What is the likelihood of existing controls not working as intended? (Safeguards / LOP) Consider the effectiveness of the controls. Frequency Of Exposure = How or how long does personnel exposure to the hazard occur? Choose the factor of "1" if personnel exposure is not applicable. Consequence Severity If a control does not work as intended, what is the most likely consequence? Consider the effectiveness of the controls. Risk Level Score P x F x C Risk Rating Risk Rating Risk Rating Risk Level Score 0.5 Highly Effective: Hazard no longer exists, it has been eliminated 1 Very rare: Occurrence no more than once per year or is not applicable 1 Near Miss: No injury, no pain, no damage 0 to 11 I Risk) Low Where reasonably practicable control measures should be introduced to reduce the risk. 1 Effective: Highly effective safeguards & controls, multiple engineering controls & multiple administrative controls 1.5 Rare: Occurrence likely 2 to 11 times per year 3 Minor: Minor Injury, no long term effects, minor damage to equipment 12 to 80 II Risk) 2 Somewhat Effective: Somewhat effective safeguards & controls, minimal engineering controls & some administrative controls 2 Unusual: Occurrence likely at least once per month 7 Moderate: 3M Recordable Injury / Damage to equipment 81 to 160 (Level III Risk) Moderate Control measures will be required and must be implemented. 4 Somewhat Ineffective: Somewhat ineffective safeguards & controls, engineering controls do not function adequately & minimal administrative controls 3 Occasional: Occurrence likely at least once per week 15 Serious: Loss time work injury / Irreversible damage to equipment 161 to 600 (Level IV Risk) 6 Ineffective: Engineering controls do not & inadequate administrative controls 4 Daily: Occurrence likely at least once per day 40 Severe: Long Term Absence / Significant Investment Loss 601 to 1600 (Level V Risk) High Immediate action must be taken to reduce the risk. The task must not continue until control measures have been implemented. 8 Highly Ineffective: Engineering Controls do not exists & administrative controls are missing or not followed 6 Repetitive: Occurrence frequently throughout the shift 100 Catastrophic: Death / Business Interruption 1601 to 4800 VI Risk) Section 8 : Evaluate risks and determine whether further actions are required
Evidence of a satisfactory Disclosure and Barring Service check (DBS), comprising an enhanced DBS criminal records check, and a check against the barring lists for working with children and young people An overview of terms and conditions Contract 9 fixed term Salary £19,000 Hours Full time, 5 days per week (Some evening and weekend work will be required) Holidays 20 days per annum plus public holidays, rising with length of service, pro-rata. Probation period 6 weeks Notice period 4 weeks Benefits TOIL (time off lieu) system Staff ticket discount Staff café and bar discount (when available) Contributory staff pension
Name Role that they play (name of organisation where appropriate) Email address/telephone number Report Attached Section A Relevant history What are your hopes and dreams for the future? Section B – Education What are your strengths and what are the things you find difficult? Strengths Needs
Not registered with a GP Not registered with a Dentist Missed health appointments Missed immunisations referred with obesity or malnutrition Concerns for the child’s physical health / development Concerns for the adult’s physical health Child has mental / emotional health issues Adult has mental / emotional health issues Child/Young Person has a disability or additional needs Adult has a disability or learning need Self-harm Child has Substance / Alcohol misuse Adult has Substance / Alcohol Misuse Child Sexual Exploitation (CSE) concerns Child Abuse, PhysicalSexual EmotionalNeglect Teenage Pregnancy (under 18) Child in Pupil Referral Unit or alternative education provision The young person is not in Education, Employment or Training (NEET) is not on a school roll Elective Home Educated child Not taking up Early Years Entitlement School/Early Years attendance Issues Adult frequently out of work Housing / Rent issues Homelessness concern Economic disadvantage At risk of social isolation Prevent/Radicalisation concerns for child/adult Adults or children committing anti-social behaviour or crime A parent recently released from prison A parent in prison Gang member Victim of Bullying Domestic Abuse Young Carer Child demonstrates sexualised behaviour Child’s challenging behaviour Difficulty parenting Debt / Money Management Please tick as appropriate below: (This must be completed) Is Child Sexual Exploitation (CSE) a concern? Yes No If yes, has the been completed? (please attach) Yes No
9. Consent to request support from other organisations This is consent to make a request of support to another organisations. It is the practitioner’s responsibility to ensure you email this EHA to the required service and the the email address for the required service will appear below when you choose a service from the drop down menu. I, [professional name and role] have discussed the completed Early Help Assessment with the young person [name or delete if not discussed] on [date and time] at [location of discussion], and I am confident that this is an accurate assessment of their needs. The [young person] has consented to a request of support to the following agencies and understands that these agencies may also share the information with additional relevant agencies. Is this a ‘step up’ request? Yes No Is this a ‘step down’ request Yes No If you are making a tier 4 safeguarding request and have been unable to gain consent, or have assessed it unsafe to gain consent, please tick here. Selection 1 Name of child/young person this relates to Forwarded to service Selection 2 Name of child/young person this relates to Forwarded to service Selection 3 Name of child/young person this relates to Forwarded to service Selection 4 Name of child/young person this relates to Forwarded to service Selection 5 Name of child/young person this relates to Forwarded to service
Not registered with a GP Not registered with a Dentist Missed health appointments Missed immunisations referred with obesity or malnutrition Concerns for the child’s physical health / development Concerns for the adult’s physical health Child has mental / emotional health issues Adult has mental / emotional health issues Person has a disability or additional needs Adult has a disability or learning need Self-harm Child has Substance / Alcohol misuse Adult has Substance / Alcohol Misuse Sexual Exploitation (CSE) concerns Child Abuse, PhysicalSexual EmotionalNeglect Teenage Pregnancy (under 18) Child in Pupil Referral Unit or alternative education provision The young person is not in Education, Employment or Training (NEET) Pupil is not on a school roll Elective Home Educated child Not taking up Early Years Entitlement School/Early Years attendance Issues Adult frequently out of work Housing / Rent issues Homelessness concern Economic disadvantage At risk of social isolation Prevent/Radicalisation concerns for child/adult Adults or children committing anti-social behaviour or crime A parent recently released from prison A parent in prison Gang member Victim of Bullying Domestic Abuse Carer Child demonstrates sexualised behaviour Child’s challenging behaviour Difficulty parenting Debt / Money Management Please tick as appropriate below: (This must be completed) Is Child Sexual Exploitation (CSE) a concern? Yes No If yes, has the been completed? (please attach) Yes No
Anderson, Ray S. The of Practical Theology: Empowering Ministry with Theological Praxis. Downers Grove, IL: IVP Academic, 2001. Burton, Mary. “Apartheid Through The Eyes Of A White Expat Woman”. Lecture, District Six Museum, Cape Town, September 25, 2014. Ford, David. Theology: A Very Short Introduction (Very Short Introductions). 2 ed. New York: Oxford University Press, 2014. Lupton, Robert D. Toxic Charity: How Churches and Charities Hurt Those They Help, and How to Reverse It. 9.2.2012 ed. HarperOne, 2012. Peck, M. Scott. The Road Less Traveled, Timeless Edition: A New Psychology of Love, Traditional Values and Spiritual Growth. Anniversary ed. Touchstone, 2003. McGrath, Alister E. Christian Theology: An Introduction. 5th ed. New York: Wiley-Blackwell, 2011 Olson, Stanley J. Grenz & Roger E. Who Needs Theology? An Invitation to the Study of God. Downers Grove, IL: InterVarsity Press, 1996. Paul, Richard, and Linda Elder. The Miniature Guide to Critical Thinking-Concepts and Tools (Thinker's Guide). Dillon Beach: Foundation for Critical Thinking, 2009. Young, David. “Rooted and Built Up: In Our Faith.” (Video). Sermon, Alliance Bible Church, Baytown, Texas, October 26, 2014. Accessed November 4, 2014. http://abcbaytown.org/media.php?pageID=15.
In all instances, no definition is provided in the legislation in relation to age. The preparatory for the Swedish legislation, however, do state that age refers to a person’s age at a given moment, being equal to the life length of the individual concerned as counted from his or her birth. Younger as well as older people are thereby encompassed without any upper or lower limit. The law also protects against discrimination with regard to perceived age that is when an individual is being discriminated against owing to the discriminator perceiving the former’s age as being higher or lower than his or her actual age. 5.2 ON YOUNG PEOPLE While equality bodies emphasise that there is no prioritisation in their work across different cases of discrimination, many reported that issues of discrimination against and inequality for young people tended to have a medium to low focus in their work. A low focus can result from limitations in the mandate of the equality body, in particular where this is limited to employment as in Austria, or where education is not part of the mandate as in Germany. Under-reporting of age discrimination, the lack of complaints of discrimination from young people on the age ground, and the subsequent lack of casework in this area are further reasons for a low level of focus on young people by equality bodies. The presence and work of a Children’s Ombudsman in the jurisdiction can also mean that an equality body might choose to limit its focus on the age group addressed by the Children’s Ombudsman. A greater focus on young people by equality bodies can be stimulated by the availability of data and statistics that reflect the disadvantaged or less equal outcomes in key policy areas for young people. This is emphasised by some equality bodies in relation to both employment and education. The issue of intersectionality, where age and another ground are at play or where age and particular social roles such as parenting are at play, can also drive a greater
at conception and killing is morally wrong. freedom from anger, hate or fear as a person’s state of mind at the time of death impacts the way the new life begins. Catholicism Opposes abortion in all situations. Opposes any killing of a being, even to eliminate suffering. Episcopal Church Only allows abortion in cases involving rape or incest, the mother’s physical or mental health at risk, or fetal abnormalities; still recognizes the woman’s right to terminate her pregnancy. Believes in some cases that it is morally wrong to take a human’s life even to reduce suffering, while others approve of assisted dying in rare cases. Evangelical Lutheran Church in America Allows abortion before viability but opposes after viability except when the mother’s life is at risk or when fetal abnormalities pose a fatal threat to a newborn. Supports physician-assisted death. Hinduism Condemns abortion (except when the mother’s health is at risk) as it is seen as violent. Opposes physician-assisted while some believe that it is a good dead, or even a moral obligation, to help end a painful life. Allows abortion in cases of rape or in which a mother’s life is at risk before four months of pregnancy, the point at which a fetus is thought to become a “living soul” in Islam. Forbids assisted dying according to the Qur’an. Judaism Thinks of abortion as a means of keeping safe the life and well-being of a mother in traditional teachings. Restricts physician-assisted Presbyterian Church in America Perceives abortion as a personal decision while disapproving it as a means of birth control or as a method of convenience. Has no official position on physician-assisted death. Southern Baptist Convention Opposes abortion except when the mother’s life is in danger Believes it violates the sanctity of life. United Church of Christ Believes in the right to a safe abortion, as well as reproductive rights. Supports individual freedom and responsibility. United Methodist Church Opposes abortion, but recognizes the importance of life and of the mother; sanctions abortion under proper medical procedures. Believes in individual freedom of conscience to choose when and how to die. 1. Religious views on abortion and physician-assisted death
Disability Long term health impairment could include, mental health problems, asthma, heart conditions, chronic fatigue etc. Physical High Low Data shows that disabled people are more likely to be in receipt of benefits than non disabled people. (In 2007/08 14% of new claims for JSA in the 18-24 age range were from disabled people). We expect that take up for opportunities through the Young Workers Scheme will mirror this proportion and therefore promote equality of opportunity for disabled people Sensory High Low “ “ “ Learning High Low “ “ “ Long Term Health Impairment High Low “ “ “ Sexual orientation Heterosexuals, lesbians, gay men and bisexuals High Low is no data on the sexual orientation of customers who will be impacted by the Young Workers Scheme. It is, however, not anticipated that the sexual orientation of customers will affect their eligibility or take-up. Age people High Low Clearly this group cannot benefit from the scheme as it is intentionally aimed at an area of greater need.
Baggage 94.9 If the aircraft is not loaded according to the manufacturer’s recommendation then suggest an alternative loading scenario so that the aircraft is safely loaded. Item Force Weight (lb) Distance Arm (in.) Moment (in.-lb) M = Fd M = weight • arm Weight 1460 37.4 Pilot 37.0 37.0 Fuel 45.3 Rear seat passenger(s) 72.8 Baggage 94.9 CONCLUSION What factors will affect the center of gravity of an aircraft? Explain why calculating the center of gravity of an aircraft is so important?
– with 3/8 in. Backer 1.82 Insulation R-Value per in. Fiberglass Batt 3.142 Blankets – Rock Wool 3.0–3.8 Fill – Cellulose 2.8–3.7 Loose Fill – Fiberglass 0.7 lb/cu.ft 2.2–4.0 Loose Fill – Rock Wool 3.1 Loose Fill – Vermiculite 2.2 Extruded Polystyrene 4.00
for your words, so be careful with spelling and try words you think authors might use. For example, try teen, teenage, youth or adolescent for similar articles. Click on the name of any of the articles in the list to see them one at a time. Read the abstract to see if the article will give you information you can use. For PDF Full Text articles, you will need to click on the link to that text which is on the left. Arrow back and forth and try many article titles or different search words until you find something about your topic. Keep trying! When you are ready to cite your article in Noodletools, click on the words Detailed Record to find your citation information. Getting Started in Noodletools Open Chrome. If it doesn’t open automatically, the web address for Union Public Schools is . Find the link to Schools on the left, click there and then select 9th Grade Center from the list of schools. Find the 9th Grade Media Center in the small box on the right side of the screen. Click Noodletools. Or you may access Noodletools at noodletools.com. Click LOGIN in the upper right corner. If you have used Noodletools before, simply sign in using your the same username you use to log in to school computers as your Personal ID and the same password you use to log in to school computers as your Password. Then, skip to step 10, validate your information on file and then go to step 13. If you are unable to login or have not used Noodletools before, click on Register. Ask the librarian for your School/Library Username and your School/Library Password. Fill those in and then, click copntinue. Fill in the following: Expected year of graduation: choose your year from the drop down list Personal ID: Fill in you’re the same username you use to log in to the school computer, i.e. lambert.rose18 Password: The same password (based on your id #) as you use to log in to school computers, i.e. Un123456 or Un098765 Retype the same password. Initials: the first letter of your first and last names
We would like you to think about your recent experience/s of our service. How likely are you to recommend our service to friends and family should they need similar care and treatment 1 Extremely likely 2 Likely 3 Neither likely nor unlikely 4 Unlikely 5 Extremely Unlikely 6 Don’t Know Thinking about your response to this question, what is the main reason why you feel this way? What could we do better About you: Are you;
How are you going to make your contribution to delivering the Plan for Children, Young People and their Families 2014 – 2017? Strategic Objectives What does success look like? What are you going to do to help make this happen? 1 Improving Prospect – reaching potential a Giving children the best possible start in life An increasing number of families accessing early help arrangements resulting in fewer children, young people and families requiring intervention by statutory services We are going to .... b Helping children, young people and families become more resilient An ongoing increase in children and people with disabilities and their families managing their own support We are going to .... c Championing educational excellence All children attending good or outstanding early years and educational settings We are to .... d Being ready for transition to adulthood An ongoing reduction in the number of young people who are not in education, employment or training We are going to .... 2 Keeping safe and well – enjoying good physical and mental health, and living a healthy lifestyle e f Developing and encouraging young people to make positive lifestyle choices An increasing number of children taking part in healthy recreational activities e.g. sport, after school clubs An ongoing reduction of children and people needing individual support from specialist services e.g. drug and alcohol, criminal justice, sexual health, mental health We are going to .... g h Taking action to keep young people safe from harm and harmful situations A decreasing number of children needing Child Protection plans and becoming Looked After An increasing number of children and families receiving Early Help to build resilience We are going to .... 3 Tackling inequalities – improving life chances i Being excellent corporate parents to support the best outcomes for looked after children, young people and their families to move out of poverty Improving educational outcomes for Looked After Children and reducing numbers of Looked After Children not in education, employment or training We are going to .... j k Establishing integrated arrangements to support all vulnerable children and young people An increasing number of vulnerable children and young people experiencing seamless support as they grow up and their needs change A decreasing gap in relation to the health and educational outcomes for children in Boscombe / West Howe and the rest of the town We are going to .... l m Reducing the impact of neglect and abuse on children and young people An ongoing reduction of children experiencing the impact of poverty An ongoing reduction in the number of children experiencing neglect or abuse We are going to ....
STUDY PLAN – EXPERT FLUENCY BASIC 8 weeks Intensive Course Week 1 – Start date ____/____/____ due date ____/____/____ Video-Class Watch Homework Comments Lesson 1 – Verbs and Structure Video Lesson 1 – Vocabulary Lesson 1 – Expressions Reading course – Chapter 1 Extra: Video-Class Watch Homework Comments Lesson 2 – Verbs and Structure Video Lesson 2 – Vocabulary Lesson 2 – Expressions Reading course – Chapter 2 Extra: Week 2 – Start date ____/____/____ due date ____/____/____ Video-Class Watch Homework Comments Lesson 3 – Verbs and Structure Video Lesson 3 – Vocabulary Lesson 3 – Expressions Reading course – Chapter 3 Extra: Video-Class Watch Homework Comments Lesson 4 – Verbs and Structure Video Lesson 4 – Vocabulary Lesson 4 – Expressions Reading course – Chapter 4 Extra: Teacher: ElenFernandes
STUDY PLAN – EXPERT FLUENCY BASIC Week 5 – Start date ____/____/____ due date ____/____/____ Video-Class Watch Homework Comments Lesson 9 – Verbs and Structure Video Lesson 9 – Vocabulary Lesson 9 – Expressions Reading course – Chapter 9 Extra: Video-Class Watch Homework Comments Lesson 10 – Verbs and Structure Video Lesson 10 – Vocabulary Lesson 10 – Expressions Reading course – Chapter 10 Extra: Week 6 – Start date ____/____/____ due date ____/____/____ Video-Class Watch Homework Comments Lesson 11 – Verbs and Structure Video Lesson 11 – Vocabulary Lesson 11 – Expressions Reading course – Chapter 11 Video-Class Watch Homework Comments Lesson 12 – Verbs and Structure Video Lesson 12 – Vocabulary Lesson 12 – Expressions Reading course – Chapter 12 Extra: Teacher: ElenFernandes
Write the following program to turn the Edison robot right 90 degrees (90°) and then left 180 degrees (180°). Use Activity sheet 3.1 or marked lines on a desk as start and stop markers. Set the ‘Seconds pass’ (replace?) to an amount of time in seconds to have the robot turn right exactly 90° and then left 270° (90° + 180°) degrees. Minimum amount of time is 0.01 seconds. Maximum amount of time is 327.67 seconds. Try different amounts of time until your robot turns 90° right from the start point to the end point and then left 270° to the bottom end point. What is the correct amount of time to get your robot to turn 90°, then 270°? 90°: _______, 270°: _________ Describe what the robot is doing and why? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Lesson 3 Worksheet 3.4 – Mini maze
Lesson 6 Worksheet 6.1 – Flash LED in response to clap Write the following program to have the Edison robot flash the left LED in response to a loud sound such as a clap. In this program the first event wait icon is not being used to wait for time. Instead the program will not continue from this point until a specific event occurs. Within the event wait icon’s properties box select the ‘Event happens’ radio button and then select the event type you think is required to respond to a clap. What distance can the robot sense your claps? __________ What is the purpose of the loop in this program and what would happen if the loop icons were not there? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Drive the robot through a tunnel or under a couch and see the front lights come on. In this program we are using the ‘less than’ (<) symbol to determine the path of the program. If the variable Light_Level is ‘less than’ 100, then take the true path and turn the LEDs on. Experiment with the value (100) in the If icon. What happens when you make it higher? ________________________________________________________________________ ________________________________________________________________________ What happens if you make it lower? ________________________________________________________________________ ________________________________________________________________________ Lesson 9 Worksheet 9.4 – Light following Write the following program to have the Edison robot follow light from a torch/flashlight.
Understanding variables (Worksheet 9.1) Students learn about what a variable is in computing and how to set one up in the Edison robot. They also learn about the two different sized variables; ‘bytes’ (8 bits – 0 to 255) and ‘words’ (16 bits -32,767 to +32,767). Program 1 – Light level alarm (Worksheet 9.2) Students write a program that sounds an alarm when the lights in the room are turned on. This program introduces the use of variables and basic mathematics using a ‘greater than’ (>) comparison. Program 2 – Automatic lights (Worksheet 9.3) Students write a program that drives the robot forward while monitoring light levels. If the robot drives into a dark area the front lights are automatically turned on. This program uses a ‘less than’ (<) comparison. Program 3 – Light following (Worksheet 9.4) Students write a program that drives the robot towards bright light, such as that from a torch/flashlight. This program introduces more computational mathematics, using subtraction and then a ‘less than’ (<) comparison. Animal behaviours in robotics The light following program above demonstrates a robot behaviour that is very similar to that of a moth on a warm night being attracted to a street light. This can make a good discussion about the intelligence of both insects and robots. Why is an insect that is attracted to light alive, but not a robot? Lesson 9 Worksheet 9.1 – Understanding variables A variable is piece of computer memory for storing data. What makes variables so useful is that this data can change while the program is running, hence the name variable.
52. I tend to discuss specific things rather than engaging in social discussion 53. I like people who approach things realistically rather than theoretically 54. In discussions I get impatient with irrelevancies and digressions 55. If I have a report to write I tend to produce lots of drafts before settling on the final version 56. I am keen to try things out to see if they work in practice 57. I am keen to reach answers via a logical approach 58. I enjoy being the one that talks a lot 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations Statement Response 60. I like to ponder many alternatives before making up my mind 61. In discussions with people I often find I am the most dispassionate & objective 62. In discussions I'm more likely to adopt a 'low profile' than to take the lead and do most of the talking 63. I like to be able to relate current action to a longer-term bigger picture 64. When things go wrong I am happy to shrug it off and 'put it down to experience' 65. I tend to reject wild, spontaneous ideas as being impractical 66. It is best to think carefully before taking action 67. On balance I do the listening rather than the talking 68. I tend to be on people who find it difficult to adopt a logical approach 69. Most times I believe the end justifies the means
Your DoE login page is changing What you need to know In the next few weeks you’ll notice the design of the department’s portal login page will change and it will be easier for you to login to your NSW DoE applications and services from a mobile device. Please note, your login details will remain the same. (NSW DET UserID and password e.g. jane.smith73) You can preview the new screen design below. The security of your DoE applications and services are a priority for us which is why we’re letting you know about the changes in advance. You'll see the new look NSW DoE login page whenever you sign in to authenticate and access department web applications or secure websites such as the Staff Portal, Student Portal, TAFE Student Portal and the NSW DoE Intranet including SchoolBiz. Need help? I’ve forgotten my UserID or Password: Your principal, manager or their delegate can reset your password locally via the SMU system (Staff Management Utility). You can use your secret questions and answers to reset your password. If you haven’t set up a secret question and answer, you can do so the next time you successfully login to the portal by clicking the ’Change Password’ link in the top right hand corner of the webpage. I’m having trouble logging in to the new NSW DoE portal login page with my UserID and Password: NSW DoE Staff – Please contact EDConnect on 1300 32 32 32 The hours of service are 7:30am – 6pm (Monday - Friday excluding public holidays) TAFE NSW Staff/Students TAFE – Contact your local service desk TAFE students – Contact your local student administration office
Assisting with implementation of ideas Acknowledging suggestions that can’t be used Tutor Comments: FOR TUTOR USE, PLEASE COMPLETE C AND NYC SECTIONS THE BELOW TABLE: Q’s NYC C Communicate positively 1 Identify appropriate language 1 Identify key of meaning 1 Use appropriate non verbal communication 1 Use non gender and not stereotypical language 2 Interact frequently Promote positive behaviour 3 Use methods to promote positive behaviour Collaboration 4 Collaborate about interests Respect 5 Respect similarities and differences Decision making 6 Support children in decision making 2 – A – Pre-exercise screening for all clients is essential. List the elements that should be included in a pre-exercise screening for children, young adolescents and older adults. Tutor Comments: PLAN OLDER EXERCISE
indicates who performed the action with the record, and the Target User column indicates the patient associated with the record. How do I get more help? Questions on how to use the site? The help system provides detailed instructions on the site. To open, click Help from the toolbar at the top of the window. The Help page will display and show information related to the current page. To find other help topics, type keywords in the Search box and then click the Search icon . More questions? Contact your provider: [Type Facility Name] [Type Mailing Address 1] [Type Mailing Address 2] Web: [Type Website URL] Phone: [Type Phone]
Use the text size, listen, and volume adjustment buttons College and Career Readiness Standards (For guidance on these, see the companion Resource Sheet Using the College and Career Readiness Standards in Instruction Based on Consumer.gov Content) English Language Arts and Literacy Language: L1, L3, L4, L6 Speaking/Listening: SL1, SL2, SL4 Reading Foundations: RF2, RF3, RF4 Reading (Informational Text): RI1, RI2, RI5, RI7, RI9 Mathematics Number and Operations--Base 10 (NBT) The Number System (NS) Ratios and Proportional Relationships (RP) English Language Arts and Literacy Language: L1, L4, L6 Speaking/Listening: SL1, SL2, SL4 Reading Foundations: RF2, RF3 Reading (Informational Text): RI1, RI2 Mathematics Number and Operations--Base 10 (NBT) Vocabulary and Materials Low Intermediate and Above Basic / Beginning Vocabulary Select the vocabulary items that are new to your learners or that are most important for understanding the content. The starred words are key vocabulary for the web content; the others are more general terms. For English learners and some native English speakers, you may need to teach these as oral vocabulary before introducing them in written material. Select 10-12 items for direct teaching. apply *information bank insurance bill interest rate borrow job *business *late cell phone lend *collect loan *company money *credit card *on time *credit history *owe *credit report *pay (back) *credit score *secured credit card Select 6-8 items for direct teaching. apply *information bank insurance bill interest rate borrow job *business *late cell phone lend *collect loan *company *credit card *on time *credit history *owe *credit report *pay (back) *credit *secured credit card
RC5 retrieve, record and present information from non-fiction OG RC6 participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously OG Reading – comprehension continued RC7 explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary OG RC8 provide reasoned justifications for views OG Writing – transcription – spelling WTS1 use further prefixes and suffixes and understand the guidelines for adding them OG WTS2 spell some words with ‘silent’ letters, e.g. knight, psalm, solemn OG WTS4 use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 OG WTS5 use dictionaries to check the spelling and meaning of words OG Writing – handwriting and presentation WHP1 write legibly, fluently and with increasing speed by: WHP1.1 choosing shape of a letter to use when given choices and deciding whether or not to join specific letters OG WHP1.2 choosing the writing implement that is best suited for a task OG Writing – composition WC1 plan their writing by: WC1.1 identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own OG WC1.2 noting and developing initial ideas, drawing on reading and research where necessary OG
1 locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America and concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Human & physical geography 5 describe and understand key aspects of: 5.2 human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water 1 play and perform in solo and ensemble contexts, using their voice and playing musical instruments with increasing accuracy, control and expression 3 listen with attention to detail and recall sounds with increasing aural memory 5 appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great musicians and composers 6 develop an understanding of the history of music 2 to improve their mastery of art and design techniques, such as drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) 3 about the greatest artists, architects and designers in history Design
1996 and Value: Heidegger contra Nietzsche" International Studies in Philosophy XXVII No 3. pp. 105 - 116. 1993 "On compelling Chance to dance in star-rounds: Nietzsche, History and Hegel" Journal of Nietzsche Studies 6, pp. 105 - 116. 1993 "Immaculate Perception: Nietzsche contra Schopenhauer" Schopenhauer Jahrbuch 74, pp. 73 - 86. 1988 "Is Schopenhauer an Irrationalist?" Schopenhauer-Jahrbuch 69, pp. 85 - 100. 1987 "The standpoint of Eternity: Schopenhauer on Art" Kant-Studien 78, pp. 424 - 441. 1987 "A Schopenhauerian Solution to Schopenhauerian Pessimism" 68, pp. 53 - 69. 1984 "Schopenhauer's Critique of Kantian Ethics" Kant-Studien 75 pp. 192 - 212. 1984 "Wittgenstein, Kant, Schopenhauer and Critical Philosophy" Theoria L, pp. 73 - 105. 1980 "Parmenides 233A - 134 B" Prudentia XII, pp. 83 - 86. 1978 "How Chaotic is Plato's Chaos?" Prudentia X, pp. 77 - 83. 1973 "Intentionality" The Review of Metaphysics XXVI pp. 696 - 772. 1972 "Rabbits" Philosophical Studies 23, pp. 170 - 185. (A study of Quine's thesis of the indeterminacy of translation.) Sections in Books/Contributions to Literary Reviews Forthcoming: 'Heidegger, Critical Theory, and the Critique of Technology' in The Cambridge History of Philosophy 1946-2010) (under contract to Cambridge University Press). Forthcoming: 'Heidegger, Habermas, Freedom and Technology' in Heidegger on Technology (Routledge). Forthcoming: entries for 'bauen' and 'wohnen' in The Heidegger Lexicon ed. Mark Wrathall (under contract to Cambridge University Press). 2017 ‘Schopenhauer: The First European Buddhist’ Times Literary Supplement online August 24,
Cover Letter signed by the nominator Yes Official Award Nomination Form Yes Friedman Young Engineer Award Application Form Yes Nominee’s CV or biographical information Yes Two to three letters of recommendation Yes For office use only: Was the nomination submitted by the deadline? Yes ST. SECTION OFFICIAL AWARD NOMINATION FORM Please complete this form for each person being nominated. Young Engineer Award for Professional Achievement Award Name Name: ASCE Member #: Nominee’s Full Name (including credentials and ASCE membership. Example: Ph.D., P.E., M.ASCE) Home Street Address: City: State: Zip: Phone/email Information: Home: Office: E-mail: Birth Date: MM/DD/YYYY Provide Information About Professional Licensure (P.E. - Primary): : License #: Year: Provide ASCE Membership Grade: Dist.M.ASCE (Distinguished Member) A.M.ASCE (Associate Member) F.ASCE (Fellow) Aff.M.ASCE (Affiliate Member) M.ASCE (Member) S.M.ASCE (Student Member) Not Society member
What do mass extinctions create for the survivors?? What were the first types of hairs to develop in our ancestors? Hair first evolved as what? What is the gland that is responsible for skin, hair and teeth? What is the final change that still enriches our life today? How many bones make up our inner ear? What do labs and museums around the world use beetles for? How were old jawbones repurposed? Hadrocodium is regarded as one of the first what? What part of Hadrocodium was extremely large compared to the animals that came before it? When were mammals able to finally emerge and flourish? Analysis Questions What advantages did small mammals have over dinosaurs that allowed them to survive the mass extinction?