zilongwang/ReadingBank huggingface dataset:
Table of Contents CHAPTER 1 INTRODUCTION Open Letter to Seniors 4 Purpose of Senior Capstone 5 Frequently Questions 6 The Six A’s 7 Definitions of Terms 8, 9 Capstone Flow Chart 10 Outline of Senior Project Process 11,12 2 Step by Step Instructions 14 Choosing a Project 15 Brainstorming Activity 16,17 Mission Statement Focus 18 Learning Stretch 19-21 Creating Cover Letter 22 Formatting a Cover Letter 23 Record Keeping 24 3 Step by Step Instructions 26 Preliminary Proposal Form 26 Final Proposal Form 27 Learning Goals and Deadlines 28,29 Selecting a Mentor 30 Informational Letter for Mentor 31 Mentor Commitment Form 32 Parent Awareness Form 33 Guidelines for Working with a Mentor 34 Parental Release from Class Approval 35 Release from Class Form 36 Mentor Time Log 37 Mentor Quarterly Evaluation 38 Mentor Verification Form 39,40 Progress Reports, Journal Entries, and Logs 41 Progress Report 42 Journal Guidelines 43 Sample Log 44 Blank Log Sheet 45 4 Step by Step Instructions 47 Research 48 Research Paper Outline 48-49 Source Quotes 50 Interview Procedures 51-54 Research Paper Guidelines 55 Writing an Abstract 56 APA Resources 57 Self-Evaluation of Draft 58 5 Step by Step Instructions 60 LiveBinder Instructions 61 Master Portfolio Guidelines 62 Autobiographical Essay Guidelines 63 6 Poster Presentation Guidelines 65 7 Summer Homework 67 Quarter 1 68 Quarter 2 69 Class Presentation 70 Quarter 3 71 Quarter 4 72 Interview Evaluation Form 73 Portfolio Grade Sheet 74 Research Grade Sheet 75 Class Presentation Grade Sheet 76 Poster Sheet 77 CPS Calendar 78 Resources 79-80 E E I E
~ 2015 ~ Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 LESSON 1 GATSBY UNIT STARTS Anticipatory guide four corners Media project prompt 7 LESSON 2 Background for Fitzgerald/20’s Journal 1 picked up 8 LESSON 3 Chapter 1 discussion in class Graphic organizer rising action, climax, falling action Journal 2 picked up 9 LESSON 4 Chapter 2 discussion in class Graphic organizer levels of conflict Journal 3 picked up Chapters 3/4 at home 10 LESSON 5 Chapters 3/4 discussion Homework: Daisy’s letter Journal 4/5 picked up 11 12 13 LESSON 6 Research paper prompt Chapter 5 discussion in Reading quiz over Chap 1-5 Chapter 6 at home 14 LESSON 7 Chapter 6 discussion Journal 6/7 picked up 15 LESSON 8 Chapter 7 discussion in class Graphic organizer rising action, climax, falling action – REVISIT Chapter 8/9 at home 16 LESSON 9 Chapters 8/9 discussion Graphic organizer levels of conflict – REVISIT Journals 8, 9, 10 picked up 17 LESSON 10 The Gatsby clips Anticipatory guide – REVISIT Journal 11 picked up 18 19 20 LESSON 11 GATSBY RESEARCH PAPER In class work day 21 LESSON 11 GATSBY RESEARCH PAPER In class work day 22 LESSON 12 GATSBY MEDIA PRESENTATIONS 23 LESSON 12 GATSBY MEDIA PRESNTATIONS 24 LESSON 12 GATSBY PRESENTATIONS 25 26 27 Research paper due Outline, Works Cited, Rubric 28 29 30 Notes:
something I want to look into though because I found this article very interesting and it does answer some questions for me. “Who is ‘Owl Eyes’ in the Great Gatsby?” - David Savage Analyzing Literary Criticism Literary critics, like other professional writers in a field, are writing argumentation. Basically, a critic is arguing for his or her specialized reading of the work of literature. Usually, they will be asserting that other ways of interpreting the piece have been faulty, or he wants to offer a new perspective on a novel or poem to expand our understanding of its meanings.
APPENDIX B, Part I Research Paper Rubric Student Name______________________________________ Date______________________________________________ Teaching Task Rubric (Informational or Explanatory) Scoring Elements Exemplary (4) Proficient (3) Development (2) Ineffective (1) Points Addresses all aspects of topic appropriately and maintains a strongly- developed focus. Addresses topic appropriately and maintain a clear, steady focus. Addresses topic appropriately, but with a weak or uneven focus. Attempts to address topic, but lacks focus or is off-task. Controlling Idea Establishes a strong controlling idea with a purpose maintained throughout the response. Establishes a controlling idea with a general purpose. Establishes a controlling idea with a clear purpose maintained throughout the response. Attempts to establish a controlling idea, but lacks a clear purpose. Reading/ Research Accurately presents information relevant to all of the prompt with effective selection of sources and details from reading materials. (L2) Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Development Presents thorough and detailed information to strongly support the and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences and (L3) one or more significant gaps/unanswered questions. Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question. Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications and (L3) a relevant gap/unanswered question. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3)
sharply for several days and then sank back to 18 year lows well into the 3rd percentile in early September (9/1 14%, 9/2 10 %, 9/3 17%). With the exception of a couple of unusually cold days that fell near 18 year lows (8/10 52, 8/24 55), August 2006 temperatures were mostly above average and many days were near 18 year highs. During the period of most active fire growth temperatures were just below the 95th percentile and just below 18 year highs (8/19 84, 8/20 84, 8/21 82). Temps cooled off a bit just after this timeframe for several days before climbing back into the 95th percentile near 18 year highs in late August and early September. The Griff Fire The Fire of 2003 was discovered on September 6th, significantly later than any of the other case study fires in this project and near what many consider to be the end of fire season in the Olympics. It was ignited by a late season lightning storm near the top of Griff Peak. This fire was on a NE aspect only three air-miles from town of Port Angeles. It was in the NE portion (still well over on the dry/ rainshadow side) of the park and was highly visible from town. Full suppression strategies were considered due to the fire’s proximity to this community, however, due to the incredibly steep terrain
Human Subjects (IRB) application To assure, when necessary, that Subjects protections are not infringed by the work undertaken in the project Three months before you need to contact subjects or access identifiable data Human Subjects Office (need signature of primary faculty adviser) Project written product To give an accounting of the goals, background, methods, accomplishments, and implications of the project; to provide a vehicle for evaluation and reflection on the project’s strengths and weaknesses By the end of the 9th week of Spring Quarter Three copies: faculty adviser, faculty member, MPH program office (final version) Appendix B Project presentation To share the goals, background, methods, accomplishments, and implications of the project in oral and poster formats Generally, during last week of Spring Quarter Faculty, classmates, invited guests Appendix C Project evaluation form To provide a mechanism for the student and faculty committee members to provide constructive feedback to one another Last week of Spring Quarter Faculty committee members, MPH program office Appendix D Community/ organization background outline To organize background information about the community and/or agency in which your capstone project is situated At the or before the project begins For student’s own use Appendix E Timeline Below is a suggested timeline for your capstone project activities. You are encouraged to begin early. There is a range of months for each of these activities, but they should precede more or less in sequence (e.g., you submit your proposal before you start the project itself). The black cells represent important targets or deadlines. A complete draft of the final report must be submitted to both faculty committee members at least five weeks before the last week of the quarter in which you plan to graduate. Year 1 Summer Year 2 S O N D J F M A M J J A S O N D J F M A M Think about what to do for your project
Retake/ Redo No retake on HW for points on HW if considered effort points. If academic HW assignments, they may retake/redo for points, specifications at teacher discretion. In order to redo, must have turned in a full attempt*. Not all assignments will be eligible for redo, teacher discretion. Requirements: HW/practice or other assigned study options completed in order to be eligible for retake as well as scheduled tutoring with teacher. (amount of tutoring will be at teacher discretion) 1 redo 96% max (not eligible for A*) Redo must be completed within 5 school days from grade post or within timeframe as agreed upon between teacher/student teacher. Requirements: HW/practice or other assigned study options completed in order to be eligible for retake as well as scheduled tutoring with teacher. (amount of tutoring will be at teacher discretion) 1 retake allowed. 96 % max (not eligible for A*) Retake must be completed within 5 school days from grade post or within timeframe as agreed upon between teacher/student . Late Effort - credit assigned at teacher discretion. - at late work will be for excused absences: Completed within the amount of time absent (1 day = 1 day, 4 days= 4 days) or at
Sherando High 1. Kyra Gutmann (female) 2. Amanda Dixon (female) 3. Alvaro Lopez (male) A. Debra Edwards (teacher) B. Brooke Bukowski (chaperone) Marshall 1. Andrianna Ayiotis (female) 2. Alex Dittman (male) 3. Dirk Edison (male) 4. Gilbo (female) 5. Brittany Huffman (female) 6. Alexander Nguyen (male) 7. Emily Phan (female) 8. Zoe Scopa (female) 9. Creston Singer (male) 10. Sydney Stenseth (female) 11. Chris Tetro (male) A. Janet Kahn (teacher) B. Tina Ayiotis (chaperone) C. Tim Singer (chaperone) D. John Dittman (chaperone) Strasburg 1. Cecilia McGough (female) 2. Rebecca Andrews (female) 3. Morgan Carter (female) 4. Madison Doehler (female) 5. Ben Miller (male) A. Dottie Edwards (teacher) Hedgesville 1. Saira Blair (female) A. Betty Wasiluk (teacher) Broadway 1. Annie Nealon (female) 2. Alex Lee (female) 3. Jurni Fink (female) 4. Gen Trevino (female) 5. Megan Weaver (female) A. Russ Kohrs (teacher) Rowan County 1. Kristen Royse ( female) 2. Zach Jones (Male) 3. Sonny Ernst (Male) 4. Donathan (Male) 5. Taylor Barber (Male) 6. Tildon Johnson (Male) 7. Bryan Wright (Male) 8. Cameron Blankenbueler (Male) 9. Jordan Adams (Male) A. Jennifer Carter , teacher(Female) B. Kim Royce, chaperone (Female) C. Brad Johnson, chaperone (Male) Spring Valley High School 1. Abby Chaffins 2. Dunkum, 3. Houdyschell 4. Caleb Houdyschell A. Kristen Chaffins (chaperone) B. Jeff Chaffins (teacher)
TITLE ALL IN CAPS TITLE ALL IN CAPS TITLE ALL IN CAPS Firstname Lastname A Capstone Project (or Thesis) Submitted to the University of North Carolina Wilmington in Partial Fulfillment of the Requirements for the Degree of Master of Science Department of Computer Science Department of Information Systems and Operations Management of 2015 Approved by Advisory Committee Firstname Lastname Committee Member 1 Firstname Lastname Committee Member 2 ______________________________ ______________________________ _______________________________ Firstname Lastname, Chair Accepted By _______________________________ Dean, Graduate School
_____________ High School Capstone Project 2017 Documentation of Contact Hours Name of Student: _________________________________________ Student Advisor: __________________________________________ Date Location Type of Work # of Hours Signature of Agency Representative Total Hours:
_____________ High School Capstone Project 2017 Capstone Product Rubric Student’s Name:______________________________________________ Date:____________ Advisor’s Name: ______________________________________ Dimension Mastered On Track Approaching Below Points Demonstrates New Skills/ Learning Product vividly demonstrates new learning or acquisition Product moderately demonstrates new learning or skill acquisition Production inadequately demonstrates new learning or skill acquisition Product demonstrates no new skills/ learning, or is recycles from another project Purpose (Further knowledge, inform, entertain, others, invent, inspire) Product is exceptionally clear, insightful and original in its purport Produce is clear in its purpose and displays originality in its design Product intention is vague or missing elements that would help clarify the purpose Purpose of product seems unintentional or absent Connection to Research Topic Product is fully aligned with the research topic and shows deep knowledge of the subject matter Product is aligned with the research topic and shows satisfactory knowledge of the subject matter Product alignment with the research topic is limited and inadequately shows knowledge of the subject matter Product alignment with the research topic is minimal and shows little knowledge of the subject matter Tangible and Product is cohesive, with evidence of a completed, and study Product is solid, with evidence of a satisfactory effort and significant planning Product shows some evidence of effort, but is partially incomplete or unorganized Product shows little evidence of effort and is exceedingly incomplete Total:
Capstone Log Instructional Technology Department Candidate: Mentor/Title: School/District: Capstone Title: You are not required to reflect after each entry. Reflections can address one or more entries in the log. Just delete the reflection row if you do not use it. Date Activity/Amount of Time (Please the time after the last entry.) PSC/ISTE Standards Reflection: (This space will expand as you type.) Reflection: Reflection: Reflection: Reflection: Reflection: Reflection: Reflection:
Timeline for Submitting Capstone Project Forms Each semester has a Proposal and a Completion deadline. Below is a table of when forms should be completed in regards to which semester and by what deadline: Form Early Graduation – Fall of Senior Year Normal Graduation Time – Spring of Senior Year Ideas Form Spring Sophomore Year – Completion Date Spring Sophomore Year – Completion Date Pre-Proposal Form Fall Junior Year – Proposal Date Spring Junior Year – Proposal Date Proposal / Exemption Form Spring Junior Year – Proposal Date Fall Senior Year – Proposal Date Completion Form Fall Senior Year – Completion Date Spring Senior Year – Completion Date Questions can be directed to Dr. Jackie Dumm (Global Honors Program Director) at .
Budget Estimates Minimal 500 Optimal 1000 Use the following to prepare a budget to support your course Item Purpose Number of Units Cost Total Clep Exams Fee to take CLEP Exams 1 80 80 Field Trip Authentic Experiences 2 50 100 Showcase Materials needed for the final showcase 1 100 100 Materials Supplies to complete final projects 1 200 200 Awards End of the Year awards to Capstone Students 1 50 50 TOTAL 530
representation of the Data Team process. Secondly, scores and data results from the EOCT tests will be analyzed to determine the impact of the Data Team process on student learning growth. Using technology tools, the Data Team should present findings of data usage and collaborative changes made at the monthly faculty meeting to receive further input from all teachers and to continually show best practices use of data technology to other teachers and the benefits of it in the classroom. The ultimate goal is to achieve positive results for student achievement as a result of the Data Team implementation.
Capstone Project Proposal Guide * This guide is meant as an aid in gathering the information needed to describe a capstone project. Please submit your project through iCareers when ready (see section below for instructions). For examples of past capstone projects and a recap of the 2018 event, please visit . Step 1: Gather Information Name of sponsoring organization: Contact Information: For staff who will serve as primary point person for the Capstone project and help students access information and resources needed to execute the project Name: Title: Phone: Project Description: 1-2 paragraphs describing the specific information challenge that you would like students to address in their capstone. You may include context, background, and scope of the project if known. Project Deliverables: Brief statement of the deliverables desired as a result of the project. Examples: written presentation, oral presentation, mobile application, or a data visualization. Special Considerations: Any conditions or restrictions that may be applicable (team size, restrictions on public display of company or project info, work authorization restrictions, intellectual property, etc) Skills/Requirements: Specific skills or knowledge needed to successfully complete the project. Level: Would you like applications from Informatics undergraduate students or from MSIM/MLIS masters students? Other questions to consider: How you’d like to receive applications (email, accumulate via iCareers, or other means like an internal hiring website) Additional required documents for application (cover letter, writing sample, unofficial transcript, references, etc)
Name: __________________________ Institution: No. Date __/__/__ Patient Age 1. Indication (See Below) 2. Submit Complete Studies Only (See Below) 3. Result (See Below) 4. Abnormality (See A = Anaemia P = PJS O = Obscure Bleeding Other – Supply text Views to colon: Y = Yes N = No Result: N = Normal Ab = Abnormal V = Vascular I = Inflammatory N = Neoplastic P = Polyp Blank = no abnormality Other – Supply text Indicate 10 abnormal cases with an “x” 2.
Group Counseling/Psychotherapy Crisis Intervention/Urgent Evaluations Couples Therapy (Optional) Assessment/Intake Drug and Alcohol Counseling Research (Optional) Program Evaluation Outreach/Consultation Multicultural Competence Consultation with Psychiatric Services Provision of Supervision and optional concentration and rotations. The competency expectations imply that interns will be making adequate progress in the above areas (as assessed by periodic evaluations described in the Evaluation of Interns above) and that interns will achieve a level of competency by the completion of the internship which will enable them to function independently as a psychologist, knowing when to seek consultation. Minimal level of competency in this program is defined as an overall rating of 3 on each of the evaluations by the end of the training year. B. Interns are expected to demonstrate Professional Values and Attitudes when approaching tasks including, but not limited to: integrity, appropriate behavior in formal situations, sense of professional identity, accountability, investment in lifelong learning, concern for the welfare of others, regarding one's personal and professional functioning, engagement in activities that facilitate growth clinically and professionally, openness and responsiveness to feedback and supervision, independence when appropriate, good judgement when consulting with staff regarding complex clinical situations, and ethical responsibility throughout their professional activities, as well as interpersonal interactions. These characteristics will be assessed by each of the major supervisors on their evaluation forms. Interns are expected to have an overall rating of 3 or above in each of these areas when averaged across supervisors and no more than one score of 2 or less in each of these dimensions by the end of the internship year in order to satisfactorily complete the internship. related
Redmond and Brenda are delighted to invite you to the Captains’ Charity Invitation Day, on Saturday, 25 June, 2016. Tee times start from 0930. Our chosen charity is Chestnut Tree House, the children’s hospice for East and West Sussex. There are about 1,000 families in the area with life-limited children and young adults in Sussex. Chestnut Tree House offers support for the whole family including psychological and bereavement support, end of life and short break care and sibling support. Chestnut Tree House offers a total package of practical, social and spiritual support throughout each child’s life, however short it may be. It currently costs well over £3.5m annually to provide all the care services provided. Less than £0.25m is funded by the government. The day is open to both members and guests. The format of the day will be Better Ball Stableford pairs, red/yellow tees (1st and 10th tee starts) off full handicap, with prizes for: Member/Member pairs Member/Guest pairs Guest/Guest pairs There will also be: Prizes on individual holes A raffle and auction Special offers will be available in the Pro Shop plus lots more! The cost for the day is set out on the entry form. These fees include Danish pastries and coffee on arrival, a rolling two course buffet lunch with coffee and the competition prizes. We invite both businesses and individuals to sponsor holes on the day. Amounts will be kept confidential, but appropriate public acknowledgement will be made. We also appreciate donations for the auction, raffle and competition prizes. We look forward to welcoming you to a fun day of golf and to supporting a very worthwhile charity. Thanking you in anticipation. Redmond Lee Brenda Gilbey Club Captain Ladies Captain CAPTAINS’ CHARITY DAY ENTRY FORM SATURDAY 25 JUNE, 2016 NAME HANDICAP COST TOTAL Member
Respondent Type (Grower/Association/PMUC/Other): Province (required): How many acres of these crops do you grow? APPLES ac or ha PEARS ac or ha What percentage of these crops is hand harvested? APPLES % PEARS % 2 CAPTAN Application Do you apply CAPTAN on these crops at least once a year? Yes or No What typical use rate of CAPTAN do you use on these crops? (if used on more than one crop please report for each crop) APPLES Product Applied: Application Rate: (indicate kg/ac or kg/ha or kg/volume sprayed per acre) PEARS Product Applied: Application Rate: (indicate kg/ac or kg/ha or kg/volume sprayed per acre) Do you apply CAPTAN on these crops using a closed cab with air filtration? (circle applicable) YES / NO Do you apply CAPTAN on these crops using aerial application? (circle appropriate) YES / NO How many applications of CAPTAN would you typically apply per year? (if used on more than one crop please report for each crop) APPLES Typical no. of applications/season: PEARS Typical no. of applications/season: What is/are the critical crop growth stage(s) when CAPTAN would be applied? APPLES Critical application crop growth stage(s): PEARS Critical application crop growth stage(s): Keeping in mind that we wish to maintain the use of CAPTAN on berries, what is a practical maximum number of applications of CAPTAN per season that you would require for effective disease control? APPLES Maximum no. applications/season: Maximum no. applications/season:
ABN: 34 190 894 983 Application Form for Approval of a Captive Breeding Program Applicant Details Name Mr, Ms, Mrs, etc First (given) name Family name (Surname) Organisation/trading name (if appropriate) Registered name and ABN Street address Postal address If same as street address, tick here Contact details (include area code) Telephone number – work / home / mobile Fax number Email Program Details Is this a renewal of, or an amendment to, an existing approved CBP? No Go to next question Yes Please contact the Department to determine what information will be required. Do you agree to have your company name and CBP details on the Department’s website: No Yes Complete the attached List of Species Bred (page 7 of the application form). Complete the attached Breeding records (page 8 of the application form). the attached Details of breeding methods and procedures (page 9 of the application form). the attached Description of facilities (page 10 of the application form). the items for which you have attached evidence: Tick the items for which you have attached evidence List of species (pg 7) Breeding records (pg 8) Details of breeding methods and procedures (pg 9) Facility description (pg 10) (including photographs and diagrams) Copies of State/Territory permits (if licensing is required)
other structures. Moreover, like taxable asset acquisitions, the "C" reorganization can be mechanically complex, costly, and time consuming. Hence, "C" reorganizations are rare. Exhibit 3.3 – Comparison of Section 368 Tax-Free Structures Structure Advantages Disadvantages Statutory Merger or Consolidation Flexibility in the form of consideration (no voting stock requirement; up to 60% boot can be used) Tax-free status not affected by disposal of unwanted assets Eliminates minority or dissenting shareholders All target's liabilities assumed Acquirer and target shareholders may be entitled to voting and appraisal rights Transfer of titles, leases, and contracts may be necessary Neither company can be a foreign corporation Forward Triangular Merger Flexibility in the form of consideration Target's liabilities isolated in a subsidiary May lose non-transferrable assets and contracts "Substantially all" requirement Target shareholder vote Reverse Triangular Merger Up to 20% boot can be used Target's liabilities isolated is a subsidiary Non-transferrable assets and contracts are not lost Acquirer must exchange its voting stock for target stock "Substantially all" requirement Target shareholder vote "B" Reorganization Target's liabilities isolated in a subsidiary Non-transferrable assets and contracts are not lost No "substantially all" requirement Acquirer must exchange its votingstock for target stock Inflexible with respect to the form of consideration Minority shareholders not eliminated "C" Reorganization Acquirer can be selective in choosing the liabilities it assumes Acquirer must exchange its votingstock for target stock Inflexible with respect to the form of consideration "Substantially all" requirement
Major, John A. (2012) "Risk Valuation for Property-Casualty Insurers," Variance (to appear). Mango, Donald F. (2003) “Capital Consumption: An Alternative Methodology for Pricing Reinsurance,” Casualty Actuarial Society Forum Casualty Actuarial Society - Arlington, Virginia, 2003: Winter, 351-379. Venter, Gary G., Spencer M. Gluck, and Paul J. Brehm (2007) “Measuring Value in Reinsurance,” in Paul J. Brehm et al., eds.: Enterprise Risk Analysis: A Practical Guide to Standard Models and Emerging Solutions, New York: Guy Carpenter and Company, LLC.
0 1 2 3 4 Drafting Process Development of understanding and skills through engagement with the drafting process Insufficient evidence Minimal engagement with the drafting process; final submission demonstrates limited growth Superficial engagement with the drafting process; final submission demonstrates some growth Thoughtful engagement with the drafting process; final submission demonstrates sound growth Rigorous and authentic engagement with the drafting process; final submission demonstrates significant growth Selection of ‘Moment’ This task requires students to capture a significant moment in their life and bring it to life for the reader through detailed description. The moment should be brief (in and the significance of the moment needs to be conveyed to the reader. Insufficient evidence Writing relies mostly on narrating an experience, rather than a detailed description of a moment. Selection of moment reflects a personal engagement with the task, but may lack originality. The writing attempts to focus on describing a brief moment in detail, but may drift into narrating a story at times. Selection of moment is purposeful and reflects some personal engagement with the task. The writing generally maintains focus on describing a brief moment in detail, rather than narrating a story. Selection of moment is purposeful, original and reflects a highly personal engagement with the task. The writing consistently maintains focus on describing a brief moment in detail, rather than narrating a story. Vocabulary Choices Use of rich, varied vocabulary (including precise adjectives, adverbs and verbs) to describe the moment Insufficient evidence Vocabulary is simplistic and/or inaccurate. Vocabulary choices are accurate, but lack precision/variation. Vocabulary is generally interesting and varied, but lacks precision at times Vocabulary is precise, interesting and varied.
2.4. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Predicted Soil Erosion Average water, wind, irrigation, gully and ephemeral erosion estimates Field Predominant Soil Type (%) Water (Sheet and Rill) (t/ac/yr) Wind (t/ac/yr) Irrigation Erosion Controlled (y/n) Gully Erosion Controlled (y/n) Ephemeral Erosion Controlled (y/n) T Factor (t/ac/yr) Crop period sheet and rill erosion estimates Field Crop Year Primary Crop Starting Date (mm/dd/yyyy) Ending Date (mm/dd/yyyy) Crop Period Soil Loss (t/ac)
¤ Indicates a custom fertilizer recommendation in the Crop Fertilizer Recs columns. ª Indicates in the Balance After Recs N column that the legume crop is assumed to utilize some or all of the supplied N. 3.5. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Planned Crops and Fertilizer Recommendations Field Crop Year Planned Crop Yield Goal (per ac) N Rec (lbs/ac) P2O5 Rec (lbs/ac) K2O Rec (lbs/ac) N Removed (lbs/ac) P2O5 Removed (lbs/ac) K2O Removed (lbs/ac) Custom Fert. Rec. Source * Unharvested cover crop or first crop in double-crop system. † Custom fertilizer recommendation. 3.6. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Planned Nutrient Applications (Manure-spreadable Area) Field App. Month Target Crop Nutrient Source Application Method Rate Basis Rate/Acre Loads, Speed or Time Total Amount Applied Acres Cov. Avail N (lbs/ac) Avail P2O5 (lbs/ac) K2O (lbs/ac)
Planned Nutrient Applications (Non-manure-spreadable Area) Field App. Month Target Crop Nutrient Source Application Method Rate Basis Rate/Acre Amount Applied Acres Cov. Avail N (lbs/ac) Avail P2O5 (lbs/ac) Avail K2O (lbs/ac) 3.7. Server=Access.Application; Open=EquipQry.mdb; Run=RunQuery, Equipment Query, <ExportedDataMdb>Field Nutrient Balance (Manure-spreadable Area) Year Field Size Crop Yield Goal Fertilizer Recs1 Nutrients Applied2 Balance Recs3 Balance Removal4 Acres /Acre N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac P2O5 lbs/ac K2O lbs/ac Field Nutrient Balance (Non-manure-spreadable Area) Year Size Crop Yield Goal Fertilizer Recs1 Nutrients Applied2 Balance After Recs3 Balance After Removal4 Acres /Acre N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac N lbs/ac P2O5 lbs/ac K2O lbs/ac P2O5 lbs/ac K2O lbs/ac
3. Deliverables for the Client – a hardcopy of the IWMP that includes: • Cover page – name, address, and phone number of producer and TSP; Total Acres of the Plan, signature blocks for the TSP, producer, and a signature block for the NRCS acceptance. • Soils map and appropriate soil descriptions. • Resource assessment results (wind and erosion, water availability, soil fertility, and others that may be needed). Complete Hardcopy of the client’s plan (MsWord copy). Document the planned conservation practices showing the planned amount, the fields where the practice is to be applied, and the planned year of application. 4. Deliverables for the NRCS Field Office: • Complete Hardcopy and Electronic copy of the client’s plan (MsWord and/or other appropriate digital copies). • Digital Conservation Plan Map with fields, features, and structural practices located. • Digital Soils Map.
• Fertilizer management • Feed management • Biofilter/scrubber installation 3) Volatile Organic Compounds/VOCs (Particulate Matter, Ozone Precursors, Odors) • management and utilization • Incorporating/injecting manure • Biofilter/scrubber installation • Feed management • Non-burning alternatives to prescribed burning of crop residue/waste • Engine emissions management (e.g., engine replacement, engine retrofit, etc.) • Pesticide management • Non-burning alternatives to open burning • Prescribed burning 4) Oxides of Nitrogen/NOx (Particulate Matter, Ozone Precursors) • management and utilization • Incorporating/injecting manure • Fertilizer management • Feed management • Engine emissions management (e.g., engine replacement, engine retrofit, etc.) • Non-burning alternatives to open burning • Prescribed burning • Soil management 5) Odorous sulfur compounds (Odors) • management • Feed management • Incorporating/injecting manure • Biofilter/scrubber installation 6) Carbon Dioxide/CO2 (Greenhouse Gases) • Residue management • Carbon sequestration to offset CO2 emissions • Soil management • Utilization of agricultural residues/wastes as renewable fuel feedstock • Engine emissions management (e.g., engine replacement, engine retrofit, etc.) • Non-burning alternatives to open burning • Prescribed burning
Map scale Structural Practices Located on Map Legend Grower Name, County, State 4. Deliverables for NRCS Field Office: • Complete Hardcopy and Electronic copy of the client’s plan (MsWord copy and/or other appropriate digital copies of documents) and deliverables. Digital Conservation Plan Map with fields, features, and structural practices located. • Digital Soils Map
Cropping Management Inventory Worksheet (Please Complete One Form Per Cropping System) Producer: Tract No. Primary Farming Direction Planner: Field No./s Field No./s (N-S) Crop Rot: (E-W) Location: Field No./s Terraced (Contour) Field No./s w/Buffers or Filters Field No./s Irrigated Crop and Operation Management Records/Residue Calculations Oper. # Date Crop (List typical field operations from harvest to planting for each crop in the rotation) Operation Irr. Applied Crop Yield Comments (1,2,3) (date) (name) (in/ac.) (units/ac) - - Start Rotation - - 1 2 3 4 5 6 7 8 9 10 11 12 13 14
RUMINANT LIVESTOCK FEED Describe the total feed rations for each class of ruminant livestock you manage (e.g., calves, heifers, slaughter stock, lactating females, breeder stock, etc.). Include pasture/grazed forage, feed produced purchased feed. List amounts as fed (not dry matter equivalent) in pounds per animal per day, or free choice (e.g., salt). If you feed different feed rations to balance out different periods in the grazing season, please use one line to list the rations fed in each feed ration period for each class of livestock. You may attach additional pages or an alternate format. Attached (a) Grazing Season Feed Rations for Ruminants Class of livestock Daily rations per animal Season/Time of year Example: early lactation dairy cows Example: 18 lb corn, 15 lb hay, rotationally grazed pasture Spring Example: dairy cows (summer) Example: 18 lb corn, rotationally grazed pasture Summer Example: dairy cows (fall) Example: 18 lb corn, 27 lb hay, rotationally grazed pasture Fall 11. (b) Non-Grazing Period Feed Rations for Ruminants Class of livestock Daily rations per animal Season/Time of year Example: late lactation dairy cows Example: 18 lb corn, 38 lb hay Winter Example: dry cows 24 lb hay Winter
(Please Complete One Form Per Cropping System) Producer: Tract No. 1 035 Primary Farming Direction Planner: Field No./s 2, 4 & 7 No./s (N-S) Crop Rot: (E-W) Location: Field No./s Terraced 2 (Contour) Field No./s w/Buffers or Filters 7 Field No./s Irrigated Crop and Operation Management Records/Residue Calculations Oper. # Operation Date Crop (List typical field operations from harvest to planting for each crop in the rotation) Operation Irr. Applied Crop Comments (1,2,3) (date) (name) (name) (in/ac.) (units/ac) - - Rotation - - 1 0/1 5/02 Corn Harvest 75bu 1 11 /1 5/02 Chisel Straight Point 2 3/1 /03 Disk Tandem Secondary 3 4/1 5/03 Fert. Applic anhyd knife 30in 1 00lbs Anhy 4 5/1 /03 Culivator, field sweeps 5 5/1 5/03 Soybeans Planter double disk opener 6 6/1 5/03 Sprayer post emerge Touchdown 1 lb/ac 7 1 0/1 5/03 Soybeans Harvest 35bu 8 4/1 /04 Fert. Applic surface broadcast 1 50lbs Urea, 90lbs 1 8- 46- 0 9 4/1 0/04 Sprayer post emerge Atrazine 1 . 2lb and Roundup 1 pt 10 4/1 5/04 Corn Planter double disk opener 11 12 13 14 15
RUMINANT LIVESTOCK FEED Describe the total feed rations for each class of ruminant livestock you manage (e.g., calves, heifers, slaughter stock, lactating females, breeder stock, etc.). Include pasture/grazed forage, feed produced purchased feed. List amounts as fed (not dry matter equivalent) in pounds per animal per day, or free choice (e.g., salt). If you feed different feed rations to balance out different periods in the grazing season, please use one line to list the rations fed in each feed ration period for each class of livestock. You may attach additional pages or an alternate format. Attached (a) Grazing Season Feed Rations for Ruminants Class of livestock rations per animal Season/Time of year Example: early lactation dairy cows Example: 18 lb corn, 15 lb hay, rotationally grazed pasture Spring Example: cows (summer) Example: 18 lb corn, rotationally grazed pasture Summer Example: dairy cows (fall) Example: 18 lb corn, 27 lb hay, rotationally grazed pasture Fall 11. (b) Non-Grazing Period Feed Rations for Ruminants Class of livestock Daily rations per animal Season/Time of year Example: late lactation dairy cows Example: 18 lb corn, 38 lb hay Winter Example: dry cows 24 lb hay Winter
Resource Concern Assessment Resource Concern Minimum Treatment Level Does this meet the minimum treatment Before Plan? Describe or attach evaluation Does this meet the minimum treatment After Plan Implementation? Describe or attach evaluation Comments SOILQUALITY Soil Erosion - Sheet, rill, Soil loss per RUSLE2 is < T + 1 ton Attach RUSLE2 Printout for each field Attach RUSLE2 Printout for each field SOILQUALITY Soil Erosion - Wind erosion Soil Loss per WEPS is < T + 1 ton Attach WEPS Printout for each Attach WEPS Printout for each SOIL EROSION – Concentrated flow erosion Concentrated flow erosion is stabilized. Describe fields with the problem: Describe fields with the problem: WATER QUALITY WIN-PST Hazard Rating Intermediate rating and requires mitigation. See Agronomy Technical Note No. 5: Pest Management in the Conservation Planning Process Attach WIN-PST soil/interaction hazard rating printout for each field (attach only if a hazard rating of intermediate or higher): Attach WIN-PST soil interaction hazard rating printout for each (attach only if a hazard rating of intermediate or higher): AIR QUALIT -Drift -Volatilization -- Volatile Organic compound (VOC) emission Pesticide applicator should follow the labor instructions and warnings that prevent drift. VOC nonattainment areas must reduce emission by 20%. Describe and/or attach supporting document: Describe and/or attach supporting document Other resource concerns (Describe): Describe: Describe:
Children and Young Peoples Voice Explain plans for ensuring that children and young people play a central role in developing, implementing and evaluating your Creative Cluster project (500 words maximum). [insert confirmations and signatures] Completed applications to be emailed by Saturday 23 June 2018 to your local full-time Education Centre (see attached Schools Excellence Fund – Creative Cluster Initiative Guidelines).
II. Thematic Objectives – Child Protection – Subtheme Planned objective Expected results for next year All Children in Senegal, Ivory Coast, Gambia, Guinea, Togo, have increased access to quality protection preventive and response services National child protection systems are strengthened in Senegal and target countries in West Africa. (This system approach underlines and supports all the protection work of SCI in Senegal) Children without appropriate care (19) Children at risk of separation or without appropriate care including children on the move and their families will have increased access to quality preventative and remedial interventions (Senegal, Guinea, Togo) Policy and legislative framework that protects children on the move is approved and implemented (Senegal, Guinea, Togo) Child protection actors of Senegal and Gambia have increased their cross border coordination in Save the Children intervention areas Targeted families have increased awareness on how to prevent separation and promote the benefits of family based care in Dakar, Kolda, Kaolack, Ziguinchor, Saint Louis and Tambacounda. 2,500 girls and boys in the SC intervention areas have the knowledge and skills on how to protect themselves from different forms of violence through a rights-based approach Child led protection mechanim is used more systematically in Senegal and Cote d Ivoire as an effective way to increase access and quality of protection services A regional position paper on Talibés is developed and validated by Save the Children in Senegal and a national advocacy strategy on Talibés is endorsed by partners Interagency collaboration and advocacy for safe migration of children on the move is supported in Senegal and Guinea Save the Children has documented successes and best practices in 2 protection projects The Government of Senegal has adopted a Child Protection Policy which supports a family based care approach and considers the guidelines on alternative care of children. Physical and Humiliating Punishment (21) Parents and teachers in Save the children interventions areas demonstrate improved knowledge/skills and practice of positive discipline Positive discipline practices are integrated into Save the Children programs Save the Children has designed a communication and behaviour change strategy based on the findings of a KAP survey A campaign to ban corporal punishment is implemented in Senegal and Gambia Sexual and Gender Based All children targeted in our SGBV program in Senegal, Gambia and Guinea have access to quality and HP and SGBV modules are mainstreamed into other child protection initiatives implemented
Code & Name Prepared by Name & Title DATE: [mm/dd/yyyy] DATES OF PROG CLUSTER SCORES REPORT: Identification and Rationale Goals and Measures Monitoring Method(s) Responsible Party Evaluation Based on the Annual (12 month) Program Cluster Score Report, identify two or more scores or mean (total) below goal IF the first-time pass rate on the certification exam is below 90%. Communicating Information Goal 50% Performing Basic Nursing Skills Goal 75% Performing Personal Care Skills Goal 75% Performing Basic Restorative Skills Goal 75% Providing Mental Health & Social Services Goal 50% Providing Resident’s Rights Goal 50% State goal(s) for each specific Test Content Cluster Area score below the goal. List and explain measure(s) to be implemented or systemic changes to be made to ensure that the low score(s) will not recur. Indicate how the program to monitor its performance to ensure that implementation of the corrective action plan occurs and is maintained. Attach a sample of program’s monitoring form, if used. Indicate who is responsible to implement the corrective action plan. Indicate who is responsible to monitor for compliance. Identify how the corrective actions will be evaluated. Attach a sample of program’s evaluation form, if used.
BNATP Code & Name Prepared by Name & Title DATE: [mm/dd/yyyy] DATES OF PROG CLUSTER SCORES REPORT: Identification and Rationale Goals and Measures Monitoring Method(s) Responsible Party Evaluation Based on the Annual (12 month) Program Cluster Score Report, identify mean score below 80%, OR, any Test Content Cluster Area score below 75%, regardless of mean score. rationale(s) for mean score below 80%. State rationale(s) for each Test Content Cluster score below 75%. NOTE: Corrective Action Plan must be submitted to the Department within 30 days of receipt of the Annual Program Cluster Summary Report. Submit to: Illinois Department of Public Health Education & Training Unit 525 W. Jefferson, 4th Floor Springfield, IL 62761 Fax: 217 – 557 – 3363 Email: dph.bnatp@illinois.gov **do not mail* State overall goal(s) for mean score below 80%. State goal(s) for each specific Test Content Cluster Area score below 75%, regardless of mean score. List and explain measure(s) to be implemented or systemic changes to be made to ensure that the low score(s) will not recur. Indicate how the program plans to monitor its performance to ensure that implementation of the corrective action plan occurs and is maintained. Attach a sample of program’s monitoring form, if used. Indicate who is responsible to implement the corrective action plan. Indicate who is responsible to monitor for compliance. Identify how the corrective actions will be evaluated. Attach a sample of program’s evaluation form, if used.
Consider the impact of medical problems and treatment on psychiatric disorders and development Conduct a comprehensive and developmentally appropriate diagnostic assessment Develop and implement a comprehensive treatment plan Perform a variety of therapeutic interventions/techniques including Psychopharmacology/ Medication management Individual psychotherapy, brief and long-term Group psychotherapy Family psychotherapy Crisis intervention Psychodynamic psychotherapy Behavioral management Cognitive behavioral therapy Play therapy Work as a consultant to other professionals and agencies working with children, adolescents, and families Provide quality clinical care of children, adolescents, and families and to educate parents, other professionals, and community forums the ability to provide services aimed at preventing psychiatric problems or maintaining mental health participate in the team and liaison activities of various rotations and an ability to obtain and convey information as a consultant and/or multidisciplinary team member or leader to facilitate patient care ____________________________________________________________________________ MEDICAL KNOWLEDGE Expectations: By graduation, Fellows must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care. Fellows are expected to exhibit progressive improvement in their level of knowledge throughout their training. Methods of demonstration include the care of patients and families, participation in didactics and clinical conferences, presentations, and examinations. Knowledge/Skills/Attitudes: Fellows must demonstrate competence in their knowledge of: Basic neurobiological, psychological, and clinical sciences relevant to psychiatry and the application of developmental, psychological, and sociobehavioral theories relevant to the understanding of psychopathology The full range of psychopathology in children and adolescents, including the etiology, epidemiology, diagnosis, treatment, and prevention of the major psychiatric conditions that affect children and adolescents The recognition and management of domestic and community violence, including physical and sexual abuse, as well as neglect, as it affects children and adolescents Diversity and cultural issues pertinent to children, adolescents and their families The appropriate uses and limitations of psychological tests Fellows must participate actively in: didactic curriculum and be prepared to discuss cases and readings, be able to effectively present various topics in different forums, and be an active participant as evidenced by the ability to make relevant comments during discussions