zilongwang/ReadingBank huggingface dataset:
The lesson plan also contains additional information for the trainer. The additional information does not need to be discussed during the lesson unless it relates to questions asked by the participants. Next is an Activity. Activities are “hands-on” exercises to help the participants understand and apply what they have learned. Most of these activities require specific materials and preparations. Activity The Activity Leader is responsible to organize materials for each lesson’s Activity. The Activity Leader meets with the facilitator ten minutes before each lesson to discuss the needed materials for the next lesson’s activity. The Activity Leader is responsible for talking with the others (Leader Mothers or neighbors) during the “Attendance and Troubleshooting” to organize the materials needed for the next meeting, asking them to volunteer to bring the items needed for the activity. The facilitator will lead the activity, but the Activity Leader will support him or her by organizing the participants and aiding the facilitator as needed during the activity. Next is Discussing Barriers. The facilitator asks if there are any obstacles that prevent the caregivers from trying the new practices. Together with the other mothers in the group, the facilitator helps to solve problems and obstacles mentioned. The group may offer information, skills or tips to help mothers overcome obstacles. Discuss Barriers Next is Practice and Coaching. We want to make sure that each Leader Mother understands the material and can present it to her neighbors. The facilitator observes and coaches the Leader Mothers as they practice teaching in pairs using the flipcharts. When Leader Mothers teach their neighbors, they will repeat this activity asking each woman to share the key messages (and practices) that she has learned with the woman next to her. The Leader Mother will go around and listen to each pair, making sure they understood the key messages correctly. Practice and Coaching
Transforming: the school, with its communities, is continuously learning for and living more sustainable lifestyles Element of EfS Culture Understanding Learning Community Management Rubric Vision and values Core vision and values are practised, renewed and shared across communities to build more sustainable lifestyles Learning and change Ongoing processes of learning and change challenge perceived knowledge and values Curriculum There is a continuous process of review and reform with the whole community to evolve an EfS curriculum Community connections The school and community are leading and living sustainable lifestyles Leadership All participants are leaders in achieving sustainability Core Indicator Communities are: • renewing and sharing visions, values and sustainable lifestyles. Communities are: • recognising periods of crisis as opportunities for transformation and renewal in ongoing learning and change processes. Communities are: • inspiring, encouraging and developing sustainable lifestyles as ongoing learners. Communities are: • living more sustainable lives and continuing to reduce their ecological impact. Communities are: • sharing leadership for sustainability with all participants. Rubric Interconnectedness Through a culture of sustainability, social, environmental and economic factors are integrated Learning for sustainability Our school, with its extended communities, is a model of sustainability Learning environment Sustainability and educational outcomes are achieved through learning in diverse environments Building capacity communities continuously increase their capacity to live sustainable lifestyles Governance A culture of sustainability underpins all governance decisions Core Indicator Communities are: • making sustainability a priority in all decision making. Communities are: • sharing and using models of sustainable lifestyles, learning from and with others. Communities are: • continuously improving sustainability outcomes in diverse and global environments. Communities are: • continuing to evolve the meaning and practices of sustainable patterns of living. Communities are: • putting sustainable systems in to continue progress towards sustainable lifestyles. Rubric Whole-school approach Our school is part of a sustainable community A sustainability inquiry Interconnected inquiry processes underpin sustainability learning in our community Pedagogy A learning community collectively leads sustainable change Developing partnerships Partners nurture relationships and interconnections through living sustainably Planning and management Planning and management processes continuously improve sustainability Core Indicator Communities are: • working together to generate innovative practices and achieve sustainability goals. Communities are: • multiple inquiry processes and sharing results to enhance sustainability learning. Communities are: • planning, sharing and achieving sustainability outcomes with all members as equal partners. Communities are: • improving sustainable lifestyles through long-term partnerships and joint agreements. Communities are: • continuously improving and living sustainable lifestyles.
Circles of Poverty Presentation Sherri Session Sherri Session gave a presentation on the activities of Circles Indiana. She shared the process that Circles Indiana uses by working with organizations to impact the poverty cycle. Mary Ann Galloway shared strategies that are being identified to increase the number of partners involved which in turn will impact the number of families served. Sherri asked the Core Partners to help promote Circles. She offered to come out and talk to organizations and businesses where appropriate. David Roos suggested several other groups for Circles to contact including the Indiana Primary Health Association and the Indiana Rural Health Association Jan to share Core Partner list with Circles. Sherri's correct contact info: slsessio@iupui.edu – Phone is 317.632.3144 Children in the Courts Presentation Steve Koch Steve Koch presented information to the group regarding a survey that was funded by Sunny Start. Court system professionals were surveyed regarding child behaviors and expected outcomes of those observed behaviors. David Roos reported that a legislative subcommittee has been meeting and discussing some of these same topics. He suggested making sure they get a copy of this survey. Several groups asked about the recommendation and practice of referral for development assessment among children in the child services system. Maureen reported that nationally, early intervention systems in general are not prepared to handle this population. Assessment tools are not sensitive enough to pick up the social emotional challenges. Also many don't have enough personnel to respond. Full Report sent as an attachment. Also available on the Sunny Start website.
CORE SCHOOL FAMILY WORKER SERVICE REFERRAL FORM This form should be used when a child or young person has a need which requires a response from a member of St Albans Plus Schools Partnership Team. For Child Protection referrals use the Hertfordshire Child Protection Referral Form or ring 0300 123 4043. WHICH SERVICE ARE YOU REQUESTING? Family Support Families First Assessment or ECaf Behaviour Intervention Nurture support –Primary Nurture support Secondary Protective Behaviours WHAT IS THE REASON FOR YOUR REFERRAL? WHAT ARE THE DESIRED OUTCOMES FOR THE CHILD/YOUNG PERSON OR FAMILY? These outcomes could be an improvement in attendance, achievement. behaviour, emotional wellbeing or parent support. We will accept other desired outcomes 1 2 3 PERSON FIRST NAME DATE OF BIRTH CHILD/YOUNG PERSON SURNAME GENDER MALE FEMALE ADDRESS DISABILITY CHILDS FIRST LANGUAGE UPN ETHNICITY GP NAME OR SURGERY SCHOOL NAME REFERRERS NAME SCHOOL CONTACT NUMBER REFERRERS CONTACT EMAIL
skill brainpower problem solving interaction adaptability tirelessness accuracy consistency lower labour costs speed Weaknesses wage costs interdependence time limits physical limits breakdowns maintenance costs lack of flexibility no personal contact When looking at job production, we look at the individual nature of the products – sometimes they depend on highly skilled manual input, others a combination of human and machines. If a machine can produce the goods efficiently and effectively, then use the human labour to support the machine. The service industry tends to be labour intensive e.g. you need people to cut hair according to people’s wants – a computer cannot do this! However even in the services industries the impact of technology has been felt. e.g. software packages can deal efficiently with financial record keeping; wages can be transferred quickly from a company’s bank account to an employee’s bank account, etc., replacing the need for people who used to do all of these jobs manually and taking time to do it. Banks are a good example to use of how technology has changed their service industry. Mechanisation means workers are replaced by machine, but workers still play a part in production. Automation involves replacing workers fully by machines. The machines are programmed to work alone with minimum supervision. i.e. robots. ICT USED IN AN OPERATIONS DEPARTMENT Machinery/automation used to aid production
Watford: Peace Children’s Centre Psychotherapy and adolescent mental health service (CAMHS) Watford: Prospect House Old age psychiatry Welwyn Garden City: Rosanne House Community learning disability Community adult psychiatry * On call bases HPUFT has a dedicated Learning & Development Centre situated in Hatfield which includes a well- stocked library with staff who are helpful and very supportive. Within the Centre there is a dedicated computer suite and clinical lab. HPUFT has a dedicated Staff Wellbeing Team who organise regular activities open to all staff. They arrange workshops, social events, health initiatives and challenges on a regular basis. They also arrange a series of staff engagement events that are held throughout the year. Location Hertfordshire has great tracks for cycling, walking, running as well as water sports. There are parks, woods and rivers nearby, as well as zoos, wildlife parks, open farms, stately homes and museums. There are great clubs, cafes and shopping facilities as well as markets. Plus, each of the hospitals' towns has its own shopping centre. Places of interest in Hertfordshire St Albans Cathedral, St Albans Verulamium Park and Museum, St Albans The Pioneer Skatepark, St Albans Willows Activity Farm, St Albans Ashridge Estate, Ashridge Natural History Museum, Tring Hatfield House, Hatfield Cassiobury Park, Watford Warner Bros Studio, Watford Shaw's Corner, Ayot St Lawrence Knebworth House, Knebworth Rye Meads Nature Reserve, Nr Hoddesdon Transport Links Rail: There are five main lines into London from Hertfordshire. Road: The M1 and M25 motorways pass close by our hospitals, as do the A1 and A41.
Humanitarian Scenarios (HI) Emergency Wheelchair (Motivation) 4pm Fractures (ADAPT) Burns and Plastics (Interburns) 5pm 6pm Feedback and Questions Feedback and Questions Feedback and Certificates 7pm Group Dinner - Group Dinner Finish Overall Feedback: Overall feedback is excellent. 100% of candidates strongly agreed that training level was appropriate, content met aims, and that content improved their knowledge. Of note, all candidates considered that they would still require further training to deploy to a disaster – which is clearly in line with one of the key objectives of the training – to make participants aware of their further training needs. Feedback per subject: Feedback was anonymous. Comments have been collated by a volunteer to reduce reporting bias: Humanitarian Rehabilitation: SCI: Fractures: Nerve Injury: ABI:
Facility: ____________________________________________________________ Address: ___________________________________________________________ City: _____________________________ State: LA Zip code: ___________ _ _ Phone Number: __________________ E-mail: _____________________ ___ __ Owner: Address: ________________________________________________________________ _ City: _____________________________ State: LA Zip code: ______________ Phone Number: __________________ E-mail: ____________________________ Select title Administrator/Executive Director/Chief Executive Officer: Office Address: ____________________________________________________________ __
Unit 1.2 Lab Activity 3: Observing Two Interviews – TG: 17 Lab Activity 4: What is Empathy? – TG: 21 Lab Activity 5: Assessment of Cultural Differences – TG: 26, PG: 8-9 Lab Activity 6: Using Interpreters – TG: 32 Unit 1.3 Lab Activity 7: Phases of Interview – TG: 37 Unit 1.4 Lab Activity 8: Active Listening Skills – TG: 42 Lab Activity 9: Physical Attending Skills: Demonstrating Empathy – TG: 44, PG: 18 Lab 2: Exploring Skills Unit 2.1 Lab Activity 1: Determining Meaning of Non-verbal Behaviors – TG: 13, PG: 6 Unit 2.2 Lab Activity 2: Reflecting Content and Emotions – TG: 24, PG: 16-18 Lab Activity 3: Demonstrating Reflection Skills – TG: 28, PG: 21 Lab Activity 4: Reframing Child Attributes – TG: 32, PG: 23-24 Lab Activity 5: Developing Reframes – TG: 37, PG: 25-26 Lab Activity 6: Demonstrating Exploring Skills – TG: 44, PG: 28 Unit 2.3 Lab Activity 7: Building Rapport – TG: 51, PG: 21 Unit 2.4 Lab Activity 8: Self-Assessment – TG: 56, PG: 34-35 Module 3: Focusing Skills Unit 3.2 Lab Activity 1: Observation of Summarization – TG: 16, PG: 7-8 Lab Activity 2: Observation of Interview with Jennae – TG: 33, PG: 12-18 Unit 3.3 Lab Activity 3: Observation of Interview with – TG: 44, PG: 22-24 Unit 3.4
Countertops Countertops with integrated sinks and lavatory bowls Countertops with undermount sinks and lavatory bowls Countertops with drop-in and lavatory bowls Reception areas Nurses stations Vanity tops Tabletops Bar tops Cold cafeteria surfaces Hot cafeteria surfaces [ ] Other interior counter or surfacing applications as shown on drawings RELATED REQUIREMENTS Edit the following list for project requirements. Section 01 81 13 – Sustainable Design Requirements for additional LEED requirements Section 06 10 00 – Rough Carpentry Section 06 61 13 – Simulated Stone Fabrications Section 06 61 16 – Solid Surfacing Fabrications Section 07 92 00 – Joint Sealants Section 11 42 16 – Food Preparation Surfaces Section 12 30 00 – Casework Section 12 36 61 – Simulated Stone Countertops Section 12 36 61.16 – Solid Surfacing Countertops Section 12 36 61.19 – Quartz Agglomerate Countertops Section 22 00 00 – Plumbing Section 26 27 26 – Wiring Devices REFERENCES CSA B45/IAPMO ANSI Z124 (previously ANSI Z124.6 – Plastic Sinks). CSA B45/IAPMO ANSI Z124 Section 5.7.1.3 – Point Impact tests. ASTM C170 – Standard Test Method for Compressive Strength of Dimension Stone. ASTM C370 – Standard Test Method for Moisture Expansion of Fired Whiteware Products. ASTM C373 – Standard Test Method for Water Absorption, Bulk Density, Apparent Porosity, and Apparent Specific Gravity of Fired Whiteware Products, Ceramic Tiles, and Glass Tiles. ASTM C501 – Standard Test Method for Relative Resistance to Wear of Unglazed Ceramic Tile by the Taber Abraser.
probably not getting fuel. See Appendix. Drain water from water lift muffler before proceeding. GENERATOR AND SHORE POWER The breakers on the left of the a/c panel are only active when generator or shore power is engaged. Air conditioners, water heater, and the davit will only work when generator or shore power is available. When using shore power, the generator and engine start batteries are not being charged unless they are in parallel mode. For normal operations, the generator and main engine start batteries are charged with their own alternators and should not need attention. If using shore power for extended periods: Place main engine battery switch to “Both”. generator parallel switch to “On”. Before starting generator or main engine: Place main engine battery switch to “Start”. Place generator battery parallel switch to “Off” There is a shore power breaker hidden to the left (inside the a/c panel). Leave it on. The Breakers on the right of the a/c panel run off the inverter (and hence drain battery). Ensure Inverter breaker is on and LINK 2000 is charging batteries changing between shore power and generator. Wait for LINK 2000 to cycle (amperage surges) before turning on other large loads. Monitor amperage usage using LINK2000 and minimize current drain. Halogen and incandescent lights should only be used when needed. Switch off un-used breakers. Every 100 Ah usage will require approximately 1 hour generator run time so use your electric power intelligently. ELECTRONICS Helm electronics are powered by DC panel and are straightforward. The ships systems use a Fluxgate compass mounted on the mast. The binnacle compass is not tuned and should not be relied on for navigation. Hold the power button down until a beep to turn on the autopilot and rudder indicator. To turn on the rudder indicator, hold the “power steer” button down until indicator is displayed. To operate the radar press and hold the power button. To turn off, hold the power button for about 3 seconds. Remember you are not allowed to travel in fog, or at night.
provide. Corizon may also request pricing information for the services they provide. If the vendors meet the criteria needed by Corizon and our Client, the vendor will then be added to our Vendor Diversity Tracking Tool. During the selection process, Corizon is careful to rigorously vendor identification, communication activity and final selection information. This information is kept on record on the Vendor Diversity Tracking Tool to enable Corizon’s continuous transparency and improvement of its Vendor Diversity Program. The Vendor Diversity Tracking Tool contains vendor contact information and communications between Corizon and vendor. This tracking tool is also used to document the type of certification and name of the certifying agencies. The tracking tool is used in concert with the RFP and RFP rebid process for each client. It is a communication tool between the Operations team, Provider Operations and Business Development. Vendors are confirmed for local or state certifications and verified as current and in good standing. If a vendor is not certified with city, or state procurement offices, this does not prohibit them from participating in the Corizon plan. However, vendors may be requested to complete the appropriate certification process in order to participate with. Subcontractor Diversity Requirements While Corizon affords equal opportunity to qualified small, minority, women, and disadvantaged owned businesses, Corizon also recognizes there are instances where our subcontracting needs may not be satisfactorily met by a vendor within these categories. A non-small, minority, women, or disadvantaged owned businesses may be contracted to fill those needs. In these instances, Corizon will use best efforts and influence to “flow down” vendor diversity. Corizon will encourage where applicable, our non-diverse vendors to seek out and utilize small, minority, women, and disadvantaged owned businesses for any subcontracting opportunities the contract Corizon awards to them may afford. Program Specifics The goal of Corizon’s Vendor Diversity Program is to provide a sustainable competitive advantage to Corizon in the areas of productivity, cost, quality and flexibility to ensure growth. Corizon plans to win new and renewing business with its Vendor Diversity Program as one of its win themes. The qualities Corizon seeks from its vendors: Quality – We set high standards of performance for ourselves and the services we deliver. We expect the same from our vendors, in such as quality, responsiveness, service commitments and transparency. These standards are detailed in the vendor contract agreement.
Employment as a teacher (start with the most recent and work backwards). Please indicate whether the position was wholetime (W) or part-time (P) Dates From Dates To W/P School or Institution Responsibilities Post(s) of Responsibility or equivalent (start with the most recent and work backwards). Dates From Dates To W/P School or Other Institution Responsibilities
Topic/Objective: Name: Montañez American Drama: from The Crucible by Arthur Miller English III- 9th Pages 132-135 and documentaries Date: 08/22/2013 Essential Question: What is drama and what is the historical background for Arthur Miller’s play The Crucible ? Questions: Notes: -Though drama is one of the oldest forms of literature, it was the last to develop in the United states. Why are we reading a -In the 16ths Puritans regarded the theatre as frivolous, and in 18th &19th centuries as 20th century play as we drama gradually became accepted most plays were imported from Europe or adapted are learning about early from novels. American Literature? - In 1920 the Broadway production of Eugene O’Neil’s Beyond the Horizon marked a turning point that led other American playwrights to create significant contributions to the theatre. Arthur Miller is considered by many critics the greatest American dramatist of the 20th century with Broadway hits such as All My Sons (1947) and Death of a Salesman which won a Pulitzer Prize in 1949. -Miller’ plays often explore family relationships, morality, and personal responsibility. -Miller was born in New York City in 1915 into an upper-middle class family. However, the family’s comfortable life ended in the 1930s when his father, a businessman, was hit hard by the Great Depression. Unable to afford college, Miller worked to pay for his tuition. -Miller’s rise to fame occurred during the 1940-50s the HUAC , a congressional committee was conducting hearings to identify suspected Communist in American society, and it is from this that he drew the inspiration for The Crucible (1953). -The Crucible is an example of a modern drama that portrays events from Puritan times. Set during the Salem, Massachusetts, witch trials of 1692. Miller wrote the play to Warn against mass hysteria and to plead for freedom and tolerance. Summary:
Neanderthal Fossils 3 ½ million years ago Walked upright 8 million years ago Himalayas developed Climate change Less forest =Upright Why did walking upright give students a competitive advantage? Gave them more energy Leads to more change of survival 3000 generations ago ancestor lived at same time as Neanderthal 60000 first generation that left Africa Fossil bones and relics key to past imagine what it is like to travel back in time All fossils would fit in back in car 3 ½ million years into past 300,000 generations ago Australopithecus Afarensis Nesting in the trees “Lucy” Lives in a troop/ there are rival troops/ territory like modern chimp-10 square miles Stand and walk on 2 legs- walk upright live 50 years Why would apes walk upright on two legs? 8 million ago ancestors in forest used both hands and feet to get around Dramatic change in landscapes- beneath the sea ocean floor is expanding shifting continents Himalayas rose up cause monsoons making more dry air in Africa so Rain Forests retreat and Great Rift Valley develops Land more sparsely treed therefor they have to spend more time on ground. See farther- but not safer from predators In the natural world sex and raising babies important- extra energy important. Energy saved might enable more babies. More babies =species survival
Honors Geometry Chapter 5: Relationships in Triangles 5.1 Bisectors, Medians and Altitudes Perpendicular bisector Angle bisector Median Altitude Objective: -Identify and use perpendicular bisectors and angle bisectors in a triangle -Identify and use altitudes and medians in a triangle A perpendicular bisector of a side of a triangle is a line, segment, or ray that is perpendicular to the side and passes through its midpoint. (Draw a diagram) A segment, ray, or line which divides an angle into two congruent angles. (Draw a diagram) A median is a line segment that connects the vertex of a triangle to the midpoint of the opposite side. (Draw a diagram) An altitude of a triangle is a segment from a vertex to the line containing the opposite side and is perpendicular to that side. (Draw a diagram)
Team – practitioners, volunteers Awareness of Long Term Health Conditions including Loneliness and Isolation Awareness of the impact of long term health conditions including loneliness and isolation Recognition of situation deterioration Understanding the need to flexible and innovative in choice finding Practical experiential learning around living with COPD, dementia, diabetes, heart failure, OA, recurrent UTI’s. Guidance for supporting a person to manage their LTC – Red Flags Experiential Learning Workshop Peer support groups. Information Sources Mobility centre NHS choices Health promotion and Expert Patient Programme Volunteers Bereavement suicide, dementia, LTC clinical courses Communication Essentials Awareness of Mental Health Conditions and their Impact Basic understanding of the main mental health conditions and their impact Recognition of terminology Knowledge of referral routes and support available, with confidence and knowledge to refer appropriately Confidence to work with people with mental health conditions Understanding common mental health conditions and their impact Terminology When to and to whom Myth busting Short Course Cornwall Partnership / Pentreath Voluntary sector organisation Living Well for Living Well Coordinators Ability to fulfil role Ability to apply policies and procedures Ability to work safely IT systems, paperwork – data collection and recording Reporting arrangements Presentation workshop RIO user guide Flowcharts QMS – f drive Age UK Cornwall Shadowing other team members
Chilcote, Ronald H. 1990. Power and the Ruling Class in Northeast Brazil. New York: Cambridge University Press. de Oliveira, Francisco. 2003. “The Duckbilled Platypus.” New Left Review, 24, November-December: 40-57. Eakin, Marshall. 1998. Brazil: The Once and Future County. New York: St. Martin’s Griffin. Ertman, Thomas. 1997. Birth of the Leviathan: Building States and Regimes in Medieval and Early Modern Europe. New York: Cambridge University Press. Evans, Peter. 1995. Embedded Autonomy. Princeton: Princeton University Press. Evans, Peter, and James E. Rauch. 1999. “Bureaucracy and Growth: A Cross-National Analysis of the Effects of `Weberian’ State Structures on Economic Growth.” American Sociological Review 64 (5) (October): 748-765. Faoro, Raymundo. 2001. Os Donos do Poder: Formação do Patronato Político Brasileiro. Rio de Janeiro: Editora Globo. First published in 1957. Flynn, Peter. 2005. “Brazil and Lula, 2005: Crisis, Corruption and Change in Political Perspective.” Third World Quarterly 26(8): 1221-1267. Font, Mauricio and Laura Randall, eds. The Brazilian State: Debate and Agenda. Lanham, MD: Lexington Books, 2011. Freyre, Gilberto. 1978. The Masters and the Slaves. New York: Alfred A. Knopf. (This is a translation of Casa Grande e Senzala.) Gonçalo, José Evaldo. 2001. Globalização e Reforma Agrária. From website of the PT’s Secretaria Agraria Nacional [www.pt.org.br/assessor/agrario], dated January. Accessed May 2001. Gordon, Lincoln. 2000. Brazil’s Second Chance: En Route Toward the First World. Washington D.C.: Brookings Institution Press. Graham, Lawrence. 1968. Civil Service Reform in Brazil: Principles versus Practice. Austin: University of Texas Press. Heredia, Blanca and Ben Ross Schneider. 2003. “The Political Economy of Administrative Reform in Developing Countries.” Pp. 1-29 in Reinventing Leviathan: The Politics of Administrative Reform in Developing Countries, eds Ben Ross Schneider and Blanca Heredia. Miami: North South Center Press.
Table 1. GENERIC DESCRIPTIONS OF STAGES OF PERFORMANCE STAGES A Novice An Advanced A Capable A Proficient performer Beginner performer performer Has little or no Has some practical Has sufficient Has considerable practical experience experience of the practical experience practical experience of the Area Skill Area and of the Skill Area to of the Skill Area in on which to base is beginning to identify patterns a range of contexts actions. recognise patterns and organising and is moving (e.g. routines, principles and from reliance Is highly reliant regular responses, establish priorities on externally on explicit ‘rules’ links and for action. prescribed rules (e.g. instructions, connections) that to recognition of processes, help understanding Can comfortably principles that procedures, and influence apply the explicit guide actions. models), guidance action. and implicit ‘rules’ and support associated with Organises and priorities Is still reliant on familiar situations. knowledge determined by explicit and and practical others, to guide on assistance to Adopts a experience as activities. identify priorities, systematic, patterns, concepts but can apply these analytical approach and principles, more autonomously to tasks, especially which makes it in familiar, routine in unfamiliar possible to assess, situations. situations. and respond to situations in an increasingly intuitive and flexible way. Reverts to analysis and guidance when making important decisions. An Expert performer Has extensive practical experience of the Area, with both a big picture understanding and an eye for relevant fine detail. Operates fluidly, intuitively and flexibly in highly complex situations, drawing on knowledge and practical experience organised into highly refined patterns, concepts and principles. Uses a combination of informed intuition and analysis in different situations, recognising that ‘it all depends’. Will often reconceptualise approaches and practices to produce more effective outcomes, while also recognising which rules and principles are always applicable. STRUCTURE OF THE CSFW The CSfW is comprised of the elements described below. The way in which they are used within the CSfW is illustrated in Table 2 (see page 9). Skill Clusters The Skill Areas that interact most closely with each other are grouped into three broad categories. While Skill Areas within a cluster have a particular affinity, there is also interaction across clusters. Skill Areas The ten Skill Areas are a combination of: ■ Knowledge — what someone about in a theoretical or abstract sense, ■ Understanding — how they link it to personal experience, and
http://projectbeak.org/adaptations/start.htm Adaptations: Check this out What are the basic needs for survival? _______________________ _______________________ _______________________ _______________________ Example of adaptation: Physical: Behavioral: FEATHERS: Home Feathers 411 What are feathers made of: In humans used to grow: List one Feather fact: FEATHER PARTS Label shaft & vane FEATHER TYPES 2 most common types: ___________________ ___________________ What is the function of down feathers? MOLTING Describe molting: Why do the need to be replaced: ____________________ ____________________ ____________________ What’s the purpose of “alternate” plumage? WINGS & FLIGHT: Home Lift Off The wing of the bird is like on humans?
4.7C Resources Keywords/Question: natural resources can be renewable and non-renewable conservation- to save (reduce, reuse, recycle) replenish- restore back to original endangered- at risk or in danger extinct-no longer in existence fossils fuels formed from remains of plants/ animals that lived millions of years ago What are renewable and nonrenewable resources? Natural -supplied by nature -include air, wind, animals, coal, fossil fuels/ rocks/minerals, trees, grasses, soil, water, solar energy, and tides. -conservation focuses on haw to wisely protect them whether they are renewable or non-renewable. Renewable -able to be replaced in a short period of time -includes water, plants, animals, solar energy, tides, trees, etc. -crops can be replenished very quickly, forests (trees) take a longer time to replenish -many plants/animals are endangered or threatened. Endangered organisms may become extinct if not protected. Nonrenewable -exist in a set amount. Formed over such a long time they are depleted before they are able to form again -includes fossil fuels (coal, oil, natural gas) minerals, and nuclear power (uranium) Minerals are nonrenewable because they take so long to develop. Many metals can be recycled and reused. Includes copper, gold, silver, zinc and aluminum Summary:
5.6A Forms of Energy Keywords/Question: ability to do work MELTS Mechanical key moving verbs KE= motion PE= stored Electrical key words: switch, on/off Light key words=visible, see Thermal key heat conduction convection radiation Sound key words=hear/vibration Notes: What is energy and how do we use it? Energy is the ability to do work. Energy cannot be created or destroyed. It is changed from one form to another so that the total amount of energy never changes. Mechanical energy is the energy of motion, created by physical movement. Pulling a wagon, flowing water, and chewing food are examples of mechanical energy. Mechanical energy= potential energy + kinetic energy Potential energy is energy that is stored; ready for use. Kinetic energy is energy in motion Electrical energy occurs when an electrical charge moves from one object to another. Electrical energy can be converted into thermal, light, mechanical, or sound energy. Electrical energy is our most widely used form of energy and can be created from renewable or non-renewable of energy. Light is a form of visible energy. Energy from the Sun, lightbulbs, and fires all produce light energy. All life and other energy sources are dependent on light from the Sun. Thermal energy is also known as heat energy. Thermal energy is transferred by conduction, convection, and radiation. conduction- heat transfer through direct contact- touching a hot stove convection- heat transfer through air or a liquid-heating water up in a pot radiation- transfer of heat through electromagnetic energy. Only heat transfer that can go through outer space. Sound energy is produced by vibrations as they pass through a solid, liquid, or gas. Sounds travels at different speeds depending on which medium it is traveling through. Sound energy is a form of mechanical energy (because of the moving vibrations).
ASSIGNMENT Chapter 5 Step-By-Step Problem Solving Ratios Rates Identifying and Writing Proportions Solving Proportions Customary Measurement Similar Figures and Proportions Using Similar Figures Chapters 6-10 Fractions, Decimals, and Percents Percent of a Number Solving Percent Problems Percent of Change Mean, Median, Mode, and Range Introduction to Geometry Notes (Classifying Angles and Angle Relationships) Polygons, Triangles, and Quadrilaterals Notes (Identifying and Classifying Polygons – Triangles and Quadrilaterals) Perimeter and Circumference Area of Parallelograms, Rectangles, Triangles, and Circles Volume of Prisms and Cylinders Area and Volume Review Probability Sample Spaces PAGE 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57
Novel Name: Author Name: Publisher Name: Publisher City & Country: Year of Edition: Total # of Pages: Author Nationality: Date Range (Birth – Death): Major Literary Works or Achievements Major Themes & Subjects Biography Bits: : Pre-Reading Thoughts/ Ideas/Focus: :
3. Shezi NBL 3. Modirwa Electrical Infrastructure Construction NC(V) L2 NC(V) L2 70% 70% 2 0 Roodepoort West Engineering & Related Design NC(V) – 2011 Examinations 1. Moima N Engineering & Related Design NC(V) L4 73.86% 2 Molapo Civil Engineering and Building Construction NC(V) – 2011 Examinations 1.Kgomo PV Civil Engineering NC(V) L2 75.43% 3 Molapo Safety in Society NC(V) – 2011 Examinations 1.Khumalo PC 1. Ndlovu M Safety in Society NC(V) L3 NC(V) L2 78% 78% 5 4 George Tabor 2. Mokono MP Safety in Society NC(V) L2 74% 3 George Tabor 3. Litsoane M 3. Morolong TD 3. Molaotsi MV Safety in Society NC(V) L2 NC(V) L2 NC(V) L2 73% 73% 73% 2 2 1 George 4. Saohatse L Safety in Society NC(V) L3 72% 2 George 5. Magashule MJ 5. Velelo T 5. Qunta A Safety in Society NC(V) L4 NC(V) L2 NC(V) L2 71% 71% 71% 2 2 1 George Tabor 6. Ditlhake B 6. Khoza KM 6. Monthato MM 6. Zwane NE 6. Mpshe K 6. Mondell WL Safety in Society NC(V) L3 NC(V) L3 NC(V) L2 NC(V) L2 NC(V) L2 NC(V) L2 70% 70% 70% 70% 70% 70% 2 2 2 2 1 0 George Tabor Information Technology and Computer Science NC(V) – 2011 Examinations 1.Masimla BT Information Technology and Computer Science NC(V) L3 75% 3 George Tabor
2. Seeko PA Information Technology and Computer Science NC(V) L2 73% 2 George 3. Mhlanga P Information Technology and Computer Science NC(V) L2 71% 2 George Tabor 4. Thebeila L Information Technology and Computer Science NC(V) L2 70% 2 George Tabor Tourism NC(V) – 2011 Examinations 1.Gema TC Tourism NC(V) L3 88% 7 George Tabor 2. Chiloane PM Tourism NC(V) L3 85% 5 George Tabor 3. IK Tourism NC(V) L2 83% 6 Technisa 4. Hlatswayo SL Tourism NC(V) L2 79% 5 George Tabor 5. Mkhari PV Tourism NC(V) L2 78.57% 4 Technisa 6. Njiji SW Tourism NC(V) L 77.17% 4 Technisa 7. Hasha EK Tourism NC(V) L4 75.43% 2 Technisa 8.Yaphi T 8. Vermeulen MT Tourism NC(V) L2 NC(V) L2 75% 75% 3 2 George Tabor 9. Mosothoane B 9. Mabaso MB Tourism NC(V) L3 NC(V) L2 74% 74% 2 2 George Tabor 10. Mokoena KL 10. Tsimo S 10. Busakwe C Tourism NC(V) L4 NC(V) L2 NC(V) L2 73% 73% 73% 3 2 1 George Tabor REPORT 191/ NATED Human Resource Management 1.Segaetsho M Human Resource Management N4 82% 2 Dobsonville 2. Ramaoka TF Human Resource Management N5 74% 1 Dobsonville
*Hiring Managers and/or reviewers can also add an application flag to indicate a candidate’s application materials have been reviewed. This flag is called Reviewed. To add a Reviewed application flag to an applicant’s profile, click on the applicant’s name from the Manage Applicant’s page. On the Applicant Profile page, under the Summary tab, click on to the right of the Application Flag section. Click on the “+” to the left of the flag, then click Done. The Reviewed application flag appears to the right of Application Flag section. The application flag can also be viewed on the Manage Applicants page by adding/selecting Application Flags to your column view (see Column View on pg. 15 for more information). Select the candidate for the action by clicking on the checkmark to the left of the name. To apply the same action to multiple candidates (batch process), click on the checkmark to the left of each included candidate. To select all candidates, click on the checkmark at the top of the column next the “Applicants”. Click on Actions and select “Change Status”. Change Current Status to the New Status using the dropdown box. Click on Submit. NOTE: When changing applicant status from “In Review” you must check the “Mark Complete” box in the bottom left corner prior to clicking on Submit. Resume/CV Review: This action allows you to see the resume/cv of each candidate. For instructions on how to view the resumes of multiple applicants, please use the Cornerstone Quick Guide – Reviewing Applicants. Applicant Profile From the applicant listing page, click on the applicant name to view detailed applicant information for the requisition.
34.1 Annual Practicing Certificates – GPs and nurses Can be loaded on QA2QI or see individual records on the day of the assessment visit 36.1 Signed employment agreements including & conditions See individual records on the day of the assessment visit 36.2 Position descriptions See individual records on the day of the assessment visit 36.3 Confidentiality agreements Can be loaded on QA2QI or see individual records on the day of the assessment visit 36.4 Indemnity insurance Can be loaded on QA2QI or see individual records on the day of the assessment visit 36.6 Performance review for all team See individual records on the day of the assessment visit Training Records 1.3 2.2 5.2 6.1 16.2 17.4 17.5 23.1 23.3 34.3 Code of Health & Disability Services Consumers’ Rights 1996 Health Information Privacy Code 1994 Principles of the Treaty of Waitangi Cultural competence and cultural safety Infection control & disinfection & sterilisation Cold chain training ( included in vaccinator updates) Authorised vaccinator ( letter of approval from Medical Officer of Health) Non clinical staff – identify and respond to urgent medical conditions Current CPR certificates – for all members who may be required to administer CPR Record of continuing professional development Training records/ certificates can be loaded on QA2QI or see individual records for the practice teams on the day of the assessment visit, as applicable
Infant Baptisms Number of children who received First Communion 8 8 8 11 8 Number of people who received Confirmation 22 22 16 16 0 Rite of Christian Initiation (Adults) 0 0 1 1 I Marriages 4 4 1 2 3 I 4 4 4 8 2 School Enrollment (Elementary) if applicable… 0 0 0 0 0 S Elementary Catechesis 68 68 76 59 66 Adolescent Catechesis 12 12 26 15 8 D Adult Catechesis 15 15 0 0 12 D Financial Status Fiscal Year* 2008 2009 2010 2011 2012 *
Cornerstones LTP 20176-2018 Benjamin Adlard Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 YEAR 1 Enchanted Woodland Science Description Diary Fairy tale Moon Zoom Science and DT Recount Biography Alien description Visit to a planet Poem Super heroes PE Recount Character description Recount Character profile Dinosaur planet History Recount Fact file Description Adventure YEAR 2 Muck, Mess and mixtures. Art Instructions Explanations Recount Poem Street detectives Geography Recount Diary Biography Pirate description Tunnels, Towers and Turrets History Biography Recount Description Instructions Newspaper The Scented Garden Science Explanation Instructions Description Recount Poem Wriggle and Crawl Science YEAR 3 Scrumdiddlyumptious D and T Instructions Explanations Recount Poem Gods and Mortals History Biography Recount Description Instructions Urban Pioneers Geography Narrative Recount Explanation Description Charity persuasion Instructions Predators Science Explanations Descriptions Profiles Recount Instructions Poem Flow Geography Explanations Descriptions Profiles Recount Instructions YEAR 4 I am Warrior History Narrative Recount Explanation Description Potions Science Instructions Explanations recount 1066 History Narrative Recount Explanation Description Blue Abyss Art and Design Narrative Recount Explanation Road Trip Usa Geography Directions Explanations Narrative Descriptions
Cornerstones LTP 20176-2018 Benjamin Adlard Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 YEAR 1 Enchanted Woodland Science Description Diary Fairy tale Moon Zoom Science and DT Recount Biography Alien description Visit to a planet Poem Super heroes PE Recount Character description Recount Character profile Dinosaur planet History Recount Fact file Description Adventure story YEAR 2 Muck, Mess and mixtures. Art Instructions Explanations Recount Poem Street detectives Geography Recount Diary Biography Pirate description Tunnels, Towers and Turrets History Biography Recount Description Instructions Newspaper The Scented Garden Science Explanation Instructions Description Recount Poem Wriggle and Science YEAR 3 Flow Geography Explanations Descriptions Profiles Recount Instructions Scrumdiddlyumptious D and T Instructions Explanations Recount Poem Gods and Mortals History Biography Recount Description Instructions Predators Science Explanations Descriptions Profiles Recount Instructions Poem Pioneers Geography Narrative Recount Explanation Description Charity persuasion Instructions YEAR 4 1066 History Narrative Recount Explanation Description Potions Science Instructions Explanations recount Blue Art and Design Narrative Recount Explanation Description I am Warrior History Narrative Recount Explanation Road Trip Usa Geography Directions Explanations Narrative Descriptions
Biography Poem Charity persuasion Instructions Description Adverts Holiday write up Newspaper YEAR 5 Pharaohs History Narrative Descriptions Job adverts Description Recount Newspaper Time Traveller Art and Design Instructions Explanations Recount Narrative Poetry Star Gazers Science Narrative Descriptions Job adverts Description Recount Poetry Allotment Geography Instructions Explanations Recount Narrative Poetry Off with her Head Tudors Narrative Descriptions Job adverts Description Recount Newspaper YEAR 6 Revolution Hola Mexico! Music/Art&Design Geography Directions Explanations Narrative Descriptions Adverts Holiday write up Newspaper Revolution Hola Mexico! Music/Art&Design Geography Directions Explanations Narrative Descriptions Adverts Holiday write up Newspaper A Childs War History Narrative Descriptions Job adverts Description Recount Newspaper Heart Blood Heart
As a result of this misunderstanding, Mr Robilliard’s first report concluded that it was impossible for the lever to be in ‘Park’ when the transmission was in ‘Reverse’. In fact Mr Robilliard removed two bushes as part of his test to provide a ‘worse case scenario’, but the conclusion was the same (exhibit C10, p7). This obviously did not sit well with the clear evidence of Dr Koh, and Mr McDonald. Mrs Cornish’s vehicle was then located, and with the kind assistance of the RAA, was transported to their workshop and examined. The vehicle had been driven a further 12,000 kilometres since Mrs Cornish’s accident. It was confirmed that when the lever was in the ‘Park’ position, the transmission was in ‘Reverse’. Further inspection revealed that the two bushes Mr Robilliard had removed in his earlier testing were indeed missing, and a third bush was worn to the point of being useless. He said this was not apparent until the linkage was dismantled (exhibit C10a, p3). It was the absence of all three bushes which produced the result that when the lever in the cabin was moved to the ‘Park’ position, the transmission selector lever did not move the required distance, and remained in the ‘Reverse’ position. When the bushes were replaced, and the system adjusted correctly, this defect disappeared. Mr Robilliard also tested the automatic choke on Mrs Cornish’s vehicle, and found that the engine speed when started cold was 1480rpm, and rose steadily to 1930rpm after 1.5 minutes, then fell back to 1600rpm after 4.0 minutes. The photographs of the vehicle taken by Senior Constable Wynne indicate that it was in good condition and well cared for. Mr Gregory Turnbull, an experienced and qualified motor mechanic, stated that he fitted a new engine to the vehicle in July 1997, and serviced it in September 1997. He serviced in again in April 1998. He said: ‘There (were) no gear shift problems at that stage.’ (Exhibit C6a, p1) Mr Turnbull said that he had been aware of the problem, and that he checked Mrs Cornish’s gear shift linkage bushes ‘for movement and gear shift operation from inside the car’. He said it would be ‘feasible’ for the bushes to have broken down in the 6 months since he serviced the car (exhibit C6a, p2).