zilongwang/ReadingBank huggingface dataset:
Office/Advising hours for current semester: ______________________________________________________________ I will make an appointment with my advisor for the week of: __________________________ Three things I need to discuss with my advisor are: 1. 2. 3. Three questions for my advisor: 1. 2. 3. REGISTRATION FAQs What’s the difference between a prerequisite and a co-requisite? Give an example of each from your program of study. (Some programs may not have co-requisites but all will have some prerequisites, particularly in general education and the program core.) What do the following course section designations mean? Where? When? SD SE MD ME HY WC * *Add more, as applicable to your students.
Work I work part-time at my family’s business. My bosses are my parents and they’re very supportive and they agree that work comes second to school. I don’t know how much longer employment will work for me. My parents’ business is solid, but they don’t have need for me at the full time level. I would have to seek employment elsewhere and then I don’t know if a new employer would be as accommodating of my school schedule. I have some time before I have to seek full time employment. I can complete most (hopefully all) of my academic plan before I’ll need a full time job. I can use SCC resources like career services and my co-op placement within my program to help me with the job search process. 20 Life/Home I am very lucky to have such strong family support. I live at home with my parents. When I get married next April, I’ll be moving out of my parents’ home for the first time and into a rental house with my husband. I am nervous about this, but excited about this new stage of my life. My fiancé just finished his college degree, so he understands what it takes to be successful in college. He has helped me with many study tips and he said that his advisor, the LAC, and his peers in his program were some of his best support resources. I will seek out these resources myself. 50 Sleep and health I’m a pretty healthy person. I only get one or two colds a year and I miss very few days of school or work due to illness. I struggle with sleep. I get anxious before tests and I don’t get enough sleep. I’m sure this impacts my grades and my health. I’ll ask my C2C instructor and my advisor SCC resources that might help with my test anxiety. 60 Total hours for Sample
Willow: There is a gutted van on blocks, a demolished RV, many other vehicles. We need ongoing patrols in the area – it looks like a dumping ground and is being used that way. Eric: they don’t park at the camp – they have seen/heard them stripping vehicles in the middle of the night – surveillance between 12 am and 6 am would probably put a stop to it Liz: Recommends contacting Bill Kenimer of the Sheriff’s office to see if he can help Next meeting Oct 7 West Seattle Blog Coverage:
STUDENT DATA SHEET NAME _________________________ EGG OSMOSIS DATE __________________________ Egg # Day 1 Day 2 Day 3 Day 4 Mass of Egg ml of Vinegar Mass of Egg Change in mass ml of Vinegar change in vinegar ml of syrup Mass of Egg Change in mass ml of syrup change in syrup ml of water Mass of Egg Change in mass ml of water change in water Change in mass from day 1 to day 4 of egg 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Class Avg
10th Grade Summer Reading List Stewarts High School Honors English II All Honors English II students will be required to have read one of the options of the novels listed Code Talker by Joseph Bruchac A Long Way Gone by Ishmael Beah I am Malala by Malala Yousafzai Your summer reading will be evaluated during the first few weeks of school and will count as practice/assessments on your first nine weeks’ grade. Advanced Honors (Pre-AP) English II All Advanced Honors (Pre-AP) English II students will be required to read the 2 (TWO) novels listed below: *Invisible Man by Ralph Ellison (ALL Pre-AP English and AP English students are required to read this text.) (*On the AP Test-listed at College Board) Raisin in the Sun by Lorraine Hansberry Your summer reading will be evaluated during the first few weeks of school and will count as practice/assessments on your first nine weeks’ grade.
British Showjumping Seniors C2 – 31st October 2017 Class 1 – Novice 1st – Nicholas Cru Van’t Veulaershof 2nd – Johnson/Pauldrys Diamond White 3rd – Nicholas Edwards/Rosconnell Class 1b – 90cm Open 1st – Harry Creed/Greenvale Carnival Class 2 – Discovery 1st – Charlotte Edwards/Picidilly 2nd – Sarah Knight/Gideon Ven De Boslandhoeve 3rd – Georgina Lysaght/Here I Am 4th – Pip Frankish/Olympic Gold 5th – Anna Beck/Miss Tangelo Class 2b – 1m OPEN 1st – Charlotte Uden/Mahargs Flash Dancer 2nd – Catherine Gaudion/Cheyenne Z 3rd – Anna Beck/Gabriella III Class 3 – Newcomers 1st – Camilla Magni/Flambeau 2nd – Gayle White/Gwendyane 3rd – Charlotte Edwards/Picidilly 4th – Anna Beck/Miss Tangelo 5th – Charlotte Edwards/Billy Optimist 6th – Emma Hinkley/Gosca Class 3b – 1.10m OPEN 1st – Nicholas Edwards/Elastique 2nd – Jane Kenny/Espirito Santo Class 4 – Foxhunter 1st – Mark Dorgan/Lux Trendy 2nd – Georgina Gray/Christina III 3rd – Amanda Lysaght/Dubstep 4th – Charlotte uden/Jericho 5th – Nicholas Edwards/Elastique Class 5 – 1.30 OPEN 1st – Mark Dorgan/Lux Trendy 2nd – Goding/Levitano 3rd – Sally Goding/Fernhill Quality Street
A. Type of Service B. Additional Services that May be Provided Concurrently with the Service Listed in Column A C. Services that may not be Provided Concurrently with the Service Listed in Column A Community Integration Services 1. Daily Living Support Services or Skills Development Services or Day Supports Services; and 2. Interpreter Services 1. Assertive Community Treatment 2. Community Rehabilitation Services 3. Section 92, Behavioral Health Home 4. Section 13, Targeted Case Management Community Rehabilitation Services 1. Day Supports Services; and 2. Interpreter Services 1. Community Integration Services 2. Assertive Community Treatment 3. Daily Living Support Services 4. Skills Development Services Assertive Community Treatment 1. Daily Living Support Services or Skills Development Services or Day Supports Services; and 2. Interpreter Services 1. Community Integration Services 2. Community Rehabilitation Services
ADL = Activities of Daily Living Activity Definitions Time Estimates Considerations Bed Mobility How person moves to and from lying position, turns side to side and positions body while in bed. 5 – 10 minutes Positioning supports, cognition, pain, disability level. Transfer How person moves between surfaces – to/from: bed, chair, wheelchair, standing position (EXCLUDE to/from bath/toilet). 5 – 10 minutes up to 15 minutes Use of slide board, gait belt, swivel aid, supervision needed, positioning after transfer, mechanical lift transfer. Locomotion How person moves between locations in his/her room and other areas on same floor. If in wheelchair, self-sufficiency once in chair. 5 - 15 minutes (Document time and number of times done during Plan of Care) Disability level, type of aids used, pain. Dressing & Undressing How person puts on, fastens and takes off all items of street clothing, including donning/removing prosthesis. 20 - 45 minutes Supervision, disability, cognition, pain, type of clothing, type of prosthesis. Eating How person eats and drinks (regardless of skill) 5 minutes Set up, cut food and place utensils. 30 minutes Individual is fed. 30 minutes Supervision of activity due to swallowing, chewing, cognition issues. Toilet Use How person uses the toilet room (or commode, bedpan, urinal); transfers on/off toilet, cleanses, changes pad, manages ostomy or catheter and adjusts clothes. 5 -15 minutes/use Bowel, bladder program ostomy regimen, catheter regimen. Personal Hygiene How person maintains personal hygiene. (EXCLUDE baths and showers) 20 min/day Disability level, pain, cognition, adaptive equipment. Washing face, perineum, combing hair, shaving and brushing teeth Shampoo (only if done separately) 15 min up to 3 times/week Nail Care 20 min/week Walking How person walks for exercise only How person walks around own room How person walks within home How person walks outside Document time and number of times in Plan of Care, and level of assistance needed. Disability, pain, mode of ambulation (cane), prosthesis needed for walking. Bathing How person takes full-body bath/shower, sponge bath (EXCLUDE washing of back, hair), and transfers in/out of tub/shower 15 - 30 minutes If shower used and shampoo done, then consider as part of activity.
Parameter: Standard Performance Disposable Briefs Light/ Moderate Target Value Maximum Performance Disposable Briefs Heavy/Maximum Target Standard Performance Disposable Underwear/ Pull-on Moderate Target Value Maximum Performance Disposable Underwear/ Pull-on Heavy/Maximum Target Side Breathability: > 100 cfm > 100 cfm > 100 cfm > 100 cfm Rewet rate: < 2.0 grams < 1.0 grams < 1.0 grams < 0.5 grams Rate of Absorption (ROA) (Acquisition): < 60 seconds < 50 seconds < 45 seconds < 35 seconds Retention Capacity: > 250 grams > 400 grams > 250 grams > 400 grams
APPENDIX I (cont.) All incontinence supplies provided to MaineCare members must meet or exceed the quality standards detailed in the table below as pursuant to standards set by the International Organization Standard (ISO). Providers are expected to retain any documentation supporting product quality in the event that the State requests it. Parameter Standard Performance Maximum Performance Standard Performance Maximum Performance Disposable Briefs Disposable Briefs Disposable Underwear/ Pull-on Disposable Underwear\ Pull-on Light/ Moderate Heavy/Maximum Light/ Moderate Heavy/Maximum Youth, Adult size small size medium, large sizes extra large Youth, Adult size small Adult size medium, large Adult sizes extra large Youth, Adult size small size medium, large Adult sizes extra large Youth, Adult size small size medium, large Adult sizes extra large ISO Total Absorbent Capacity At 900 grams At least 1000 grams At least 1600 grams At least 1300 grams At least 1800 grams At least 2100 grams At least 700 grams At least 900 grams At least 1100 grams At 1000 grams At least 1200 grams At least 1400 grams 60.12 APPENDIX I (cont.) T. Manual Wheelchairs Manual Wheelchairs (including Standard wheelchairs) are covered if: a. Criteria 1, 2, 3, 4, 5and 6 (below) are met; and b. Criterion 7 or 8 is met. 1. The member has a mobility limitation that significantly impairs his/her ability to participate in one or more mobility-related activities of daily living (MRADL) such as toileting, feeding, dressing, grooming, and bathing in customary locations in the home. A mobility limitation is one that:
In the case of co-therapists providing group psychotherapy, the provider who bills for the service for a specific member is responsible for maintaining records and signing entries for that member. Facsimile signatures will be considered valid by DHHS if in accordance with mental health licensing standards. Separate clinical records must be maintained for all members receiving group psychotherapy services. The records must not identify any other member or confidential information of another member. For crisis services, the progress note must describe the intervention, the nature of the problem requiring intervention, and how the goal of stabilization will be attempted, in lieu of an ITP. 65.09 POLICIES AND PROCEDURES (cont.) The clinical record shall also specifically include written information or reports on all medication reviews, medical consultations, psychometric testing, and collateral contacts made on behalf of the member (name, relationship to member, etc.). Documentation of cases where a member requires more than two (2) hours of outpatient services per week to prevent hospitalization must be included in the file. This documentation must be signed by the supervising clinician. D. Discharge/Closing Summary A closing summary shall be signed, credentialed and dated and included in the clinical record at the time of discharge. This will include a summary of the treatment, to include any after care or support services recommended and outcome in relation to the ITP. E. Quality Assurance Periodic review of cases to assure quality and appropriateness of care will be conducted in accordance with the quality assurance (QA) protocols established by DHHS. Reviews will be in writing, signed and dated by the reviewers, and included in the member’s record, or kept in a separate and distinct file parallel to the member’s record. 65.09-5 Program Integrity (PI) Unit Program Integrity Unit requirements apply as defined in the MaineCare Benefits Manual, Chapter I, “General Administrative Policies and Procedures”.
Provider Crisis Resolution Services Crisis Residential Services Outpatient Services Family Medication Services Neurobehavioral Status Exam/ Psychological Testing Tobacco Cessation Counseling Physician X X X X X X X Physician’s Assistant X X X X X Psychiatrist X X X X X X X Psychologist X X X X X X Psych Examiner X LCSW/LCPC /LMFT/ LMSW X X X X X X X X X X X RNBC/RNC X X X X X MHRT X X X DSP X PROFESSIONAL STAFF SUBSTANCE ABUSE SERVICES Provider Outpatient Services Intensive Outpatient Services MAT with Methadone Tobacco Cessation Counseling Physician (MD/DO)/Psychologist X X X X APRN X X X X LADC/CADC X X X X LCSW/LCPC/LMFT X X X X 65.15 APPENDIX II Service Services not allowed Concurrently Crisis Resolution Children’s Assertive Community Treatment (ACT) Crisis Residential Children’s Assertive Community Treatment (ACT) Outpatient- Comprehensive Assessment/Therapy Children’s Assertive Community Treatment (ACT) Children’s Home and Community Based Treatment/ Collateral Contacts MAT with Methadone Family Psychoeducation Children’s Assertive Community Treatment (ACT) Children’s Home and Community Based Treatment/ Collateral Contacts
Diagnostic, therapeutic and laboratory results; Documentation of urine drug tests and review of results with member; Evaluations and consultations; Prescription Monitoring Program reviews; Treatment of objectives; Discussion of risks and benefits; Informed consent; Treatments; 80.07 POLICIES AND PROCEDURES (cont.) Medications (including date, type, dosage, and quantity prescribed and/or dispensed to each patient); Instructions and agreements; Treatment planning updated ninety (90) days inclusive of nonpharmacologic therapy and non-opioid pharmacologic therapy, as appropriate; includes plan strategies to mitigate risk; and includes a plan of how therapy will be discontinued if benefits do not outweigh risks; and Records remain current and be maintained in an accessible manner and readily available for review. Buprenorphine and Buprenorphine Combination Products for Substance Use Disorder (SUD) MaineCare’s coverage of buprenorphine, a Schedule III narcotic, is subject to strict limitations on members qualified to receive the drug, regarding prior authorization, and clearly defined maximum daily dosages. MaineCare covers multiple formulations of the drug buprenorphine only for a member who has a diagnosis of Substance Use Disorder (SUD). All prescriptions for buprenorphine, buprenorphine derivatives, and naltrexone must be reported to the Maine Prescription Monitoring Program (PMP) pursuant to the rules established at 14-118 C.M.R. Chapter 11, Rules Governing the Controlled Substances Prescription Monitoring Program and Prescription of Opioid Medications. Covered Services MaineCare covers buprenorphine for a member who has a diagnosis of SUD. The medication must be prescribed by a practitioner who has obtained an XDEA identification number (which denotes buprenorphine prescriber status) from the U.S. Department of Justice, Drug Enforcement Administration, Office of Diversion Control and meets all requirements as set forth in Maine statutes and Maine’s Office of Substance Abuse and Mental Health Services, Chapter 11, Rules Governing the Controlled Substances Prescription Monitoring Program and Prescription of Opioid Medications (). Reimbursement for FDA-approved buprenorphine products for opioid use disorder treatment as listed on the
90.05 RESTRICTED SERVICES (cont.) 90.05-3 Services Covered When Rehabilitation Potential Is Documented Some MaineCare services that are not routinely performed by a physician nevertheless require documentation by a physician of medical necessity or rehabilitation potential. services include, but are not limited to, chiropractic services, home health services, physical therapy, occupation therapy, or speech therapy services. For services requiring documentation of rehabilitation potential, providers should include diagnosis or complaint, how member was assessed, (e.g. by phone, exam, therapist evaluation) why rehabilitation potential is expected, (e.g. acute condition, acute exacerbation of chronic condition, past response to therapy, etc.) and indicators of measurable functional improvement. Other providers may, if requested by the physician, use an evaluation to assist the physician in determining the member’s rehabilitation potential. In the case of a service requiring recent surgery to obtain prior authorization, such as in the case of chiropractic services, surgery must have been performed within the previous sixty (60) days (to the PA request). 90.06 SERVICES FOR MEMBERS IN DIFFERENT SETTINGS 90.06-1 Nursing Facilities and Other Group Care A. Nursing Facility Admissions The admission of a member to a nursing facility the MaineCare program requires prior approval from the Department of Health and Human Services. Approval for admission is given only when a member meets the medical eligibility requirements for nursing facility services, as set forth in Chapter II, Section 67 of the MaineCare Benefits Manual, and when adequate alternate arrangements cannot be made for home or community based care. NF applicants must receive a medical eligibility assessment with the Department's approved assessment instrument (see Section 67). B. On-Going Nursing Facility Care When the physician continues to serve as the attending physician to members after they enter a nursing facility, or accepts as new patients members who are receiving care in a nursing facility, he or she is expected to provide, at a minimum, those physician services that are required, by Federal regulations and by the State of Maine Regulations Covering the Licensing and Functioning of Nursing Facilities, to be provided in licensed MaineCare approved facilities.
93.05-6 Referral to Community and Social Support Services Referral to Community and Social Support Services is a required service for all OHH members; however, all referrals should be shared and documented in the Plan of Care/ITP through Care Coordination, when able through the acquisition of appropriate releases. The OHH shall provide referrals based on the assessment and member’s care plan as appropriate. Referrals will be made through telephone or in person and may include electronic transmission of requested data. The OHH shall follow through on referrals to encourage the member to connect with the services. The OHH shall provide referrals to community, social support and recovery services to members, connect members to community and social service support organizations that offer supports for self-management and healthy living, as well as social service needs such as transportation assistance, housing, literacy, employment, economic and other assistance to meet basic needs. 93.05-7 Comprehensive Assessment A. Comprehensive Biopsychosocial Assessment At intake, qualified OHH staff must conduct a comprehensive biopsychosocial assessment to include the following components: Addiction-focused history, including patterns of use, durations or periods of sobriety, and successful strategies used; Physical and mental health (to include any history of depression or anxiety); Medications; Allergies; Family history; Social supports; Housing status; Financial status; Nutritional status; Education; Military service, if applicable; Legal issues; Vocational background; Spirituality and religious preferences; and Leisure and recreational activities. 93.05 COVERED SERVICES (cont.)
For these members, only the lower “coordinated case management” tier of reimbursement will be provided, regardless of phase of treatment. 93.09 BILLING INSTRUCTIONS OHH organizations must register as users on the Department Portal. The OHH’s authorized users attest that the OHH has performed the necessary “minimum billable activity” (Section 93.08) each month to receive payment for Section 93 members. Billing for medications (93.05-10), shall be as follows: When a prescription for medication is written, but not dispensed at the OHH, the dispensing pharmacy shall bill for the medication in accordance with MaineCare Benefits Manual, Section 80, “Pharmacy Services”. When a prescription for medication is dispensed by the OHH, the OHH shall include the billing for the medication on the applicable UB or 1500 claim form.
A0100 NON-EMERGENCY TRANSPORTATION- taxi Actual ONE WAY fare A0110-UA NONEMERGENCY TRANSPORATION-BUS PASS ACTUAL ONE WAY FARE A0160 NONEMERGENCY TRANSPORTATION: PER MILE-CASEWORKER OR SOCIAL WORKER [State (employee) rate – NON-EMERGENCY TRANSPORTATION PER MILE] per mile NONEMERGENCY TRANSPORTATION; PATIENT ATTENDANT/ESCORT [ATTENDANT ON COMMON CARRIER than a taxi] Actual fare NET ENCOUNTER CODES DESCRIPTION UNIT OF SERVICE TRANSPORTATION ANCILLARY – PARKING FEES, TOLLS, OTHER [Family and Volunteer drivers may use this code.] Actual fare A0180 NON-EMERGENCY TRANSPORTATION – ANCILLARY – LODGING – RECIPIENT Actual fare A0190 NON-EMERGENCY TRANSPORTATION – ANCILLARY – – RECIPIENT ACTUAL FARE A0200 NON-EMERGENCY TRANSPORTATION – ANCILLARY – LODGING – ESCORT ACTUAL FARE A0210 NON-EMERGENCY TRANSPORTATION – ANCILLARY – MEALS – ESCORT ACTUAL FARE T2002 nONEMERGENCY TRANSPORTATION; PER DIEM [PROVIDER BASE RATE FOR SEVEN DAY CLINICS] PER DAY HOME AND COMMUNITY WAIVERS
T2003-U3 tRANSPORTATION (sECTION 21, iNTELLECTUAL DISABILITES OR aUTISTIC DISORDERS WAIVER) PER MILE T2003-HA TRANSPORTATION (Section 32 Waiver Services for Children with Intellectual Disabilities or Pervasive Developmental Disorders) pER MILE NET ENCOUNTER CODES DESCRIPTION UNIT OF SERVICE T2003-U4 TRANSPORTATION ( Section 29, Support Benefits for Adults with Intellectual Disabilities or Autistic Disorder waiver) PER MILE T2003-U8 TRANSPORTATION (Section 20 Home and Community Benefits (HCB) for Adults with disabilities waiver) PER MILE S0215-U1 TRANSPORTATION, MILEAGE PER MILE (Section 19, Home and Community Based Benefits for the Elderly and for Adults with Disabilities waiver) PER MILE WHEELCHAIR VAN Providers A0130 NON-EMERGENCY TRANSPORTATION – WHEELCHAIR VAN per trip S0209 WHEELCHAIR VAN, MILEAGE, PER MILE [DOOR-THROUGH-DOOR] PASSENGER MILE
Feature Request? – This option indicates that a ticket contains a feature request made by a client. However, “Client is Waiting” should not be selected for feature request tickets. Note: Feature request tickets should have “FR:” to the title of the ticket. Auto Create Event? – If this is selected, an event will be automatically created (for more information please see the Ticket Details section). — Creating a Ticket from TicketMaker— In order to create the ticket, select ‘Make Ticket’ at the top of the ‘Home’ tab’s ribbon in Microsoft Outlook. Upon selection, the “Ticket Details” pop-out window is displayed. This window is almost identical to the one displayed in C2Task; however, many of the fields are not displayed and most of the fields are empty. Note the following differences: Company: This field is not required. If a company is not selected, the generated ticket will be assigned to “Ctuit”. Ticket Title: This field will display the subject line of the email. Be sure to clean up the ticket tile to accurately describe the issue. Ticket Details: This field is basically the ticket’s description and will auto-populate with the content in the email. Change or clean up the ticket’s description as needed and delete any information that is not necessary to the ticket. Likewise, keep any information or conversation that supports any action on the Ticket. Note: Upon creating the ticket, images can become attached; please delete them from the ticket. Email Note: Enter an email you wish to send to a user selected from the ‘Email To’ list. Email To: Select the user for which an email will be sent. [Create Ticket]: Select [Create Ticket] to create the new ticket. –– Billable Tickets –– Billable? – If this option is selected, the ticket will be listed as billable. This is most commonly used for custom work. Once this option is toggled, a new section will appear that contains billing related fields. Date Quoted – This field indicates the date that a billable ticket was quoted. Quoted Hours – This field shows the number of hours quoted for a billable ticket to be worked on and completed. Quoted Rate – This field shows the rate (per hour) quoted for a billable ticket.
When pupils are able to find the presence of God in picture stories invite the pupils to consider their own actions, words and items as a sign of the presence of God. Explain that if we can see the presence of God in picture stories we should be able to see it in our own ‘stories’; the stories of our days at school and our play with our friends and our time with our families. Choose from these activities to explore this idea. Make a large copy of Resource 1 (or with older pupils give them one each). Put a photo or drawing of the class in the middle. Invite pupils to watch for someone in the class doing or saying something that shows that God is present. When they notice something someone has done/said have them cut one of the images from Resource 1 and paste it around the edge of your photo. Make a ‘paper quilt’ of the children’s work. (You could do this activity with calico and make a real quilt if you wanted to.) Make a photo-story of ‘A day at School’. Take pictures of the class involved in various activities. At the end of the day print out the photos and make the photos into a book. Write a text noting the presence of God in what has been captured in each photo. Innovate on the Good Days Bad Days. Use the text as it appears in the book but have pupils illustrate their own ‘school’ version of it, showing God’s presence in the school in words, actions and things of the class. Copy (or have pupils draw) their responses to the activity you chose. Put them inside the hand circle. Write the words: In our words and actions and things (symbols), God is here.
Plant reproduction: sexual reproduction Describe the parts of a flower Know the function of the parts of a flower Explain how pollination occurs Contrast wind and insect pollinated flowers 106-108 Plant reproduction: seeds Know how seeds are formed in gymnosperms and angiosperms Be able to identify structures in gymnosperms and angiosperms that give rise to and fruits 108 Plant reproduction: seed dispersal Understand methods of see dispersal Describe the structures used to encourage see dispersal (wind, water, animal) Evaluate reproductive structures in seed dispersal 109 reproduction: germination Know what occurs in germination Be able to describe the various conditions required for various germination Know the structure and function of that emerge from the seed at germination Calculate rate of germination 110 Plant reproduction: alternation of generations Know the terms: gametophyte, sporophyte Describe the process of alternation of generations in mosses and liverworts Be able to draw a diagram showing simple alternation of generations Plant reproduction: ferns Know the term vascular, rhizome, frond (megaphyll), prothallus Be able to explain the life cycle of a fern Be able to relate the evolution of plants to a move away from dependence on water for reproduction
Minister in a legislative instrument. These examples will give guidance as to how the new scheme aggregation rule will apply in particular circumstances. The new scheme aggregation rule replaces the existing related scheme rules in subsections 974-15(2) and 974-70(2), and the equity override integrity provision in section 97480. Comparison of key features of new law and current law New law Current law Schemes are aggregated if: pricing, terms and conditions are interdependent in a way that would change their debt or equity treatment; and it would be concluded that the schemes were designed to operate to produce their combined economic effect. The ‘related schemes’ threshold has been removed. Schemes can be combined to affect the characterisation of an interest on a standalone basis if the schemes have, and the scheme participants intended the schemes to have, the combined effect of either a debt or equity interest. For this to occur, the schemes must be ‘related schemes’. Section 974-80 is repealed. However, the new scheme aggregation rule can apply to schemes that would have been captured by section 97480. Section 974-80 recharacterises certain debt interests as equity interests where the interest is held by a connected entity and is designed to operate to fund a return on a separate equity interest. Detailed explanation of new law Schedule 1 to this Exposure Bill introduces a new rule for determining when schemes should be aggregated for the purpose of the debt-equity rules in Division 974. This new scheme aggregation rule ensures that multiple schemes are treated as a single scheme only where this accurately reflects the economic substance of the schemes. Under the new rule, it is necessary to consider: the interdependence test — that is, whether the pricing, terms and conditions of the schemes are interdependent in a way that would change their debt or equity treatment under Division 974; and
South West Sydney West Sydney (Fairfield-Liverpool) Fairfield, Liverpool, Wingecarribee, Wollondilly, Camden $527,730 Queensland North Brisbane North Brisbane (Sunshine Coast) Sunshine $527,730 Central Central Qld (Gympie) Fraser Coast, South Burnett, Gympie $351,820 West Moreton / South Coast West Moreton / South Coast Coast) Logan, Ipswich, Gold Coast $351,820 Darling Downs / South West Darling Downs / South West (Toowoomba) Toowoomba $351,820 Brisbane South Brisbane (Redland) Redland, Brisbane $527,730 Northern Northern Qld (Mt Isa) Mt Isa $351,820 Australia North West Metro North West Metro Playford, Salisbury, Gawler $351,820 Victoria Gippsland Gippsland East Gippsland, Wellington $351,820 North West North West Hume, Brimbank, Whittlesea, Darebin, Nillumbik $703,640 Grampians Grampians Ararat, Horsham, West Wimmera, Hindmarsh, Yarriambiack $351,820 Southern Metro Southern Metro (Dandenong-Cardinia) Greater Dandenong, Casey, Cardinia $527,730 Southern Metro Southern Metro (Mornington Frankston, Mornington Peninsula $351,820 Western Australia Midwest Midwest (Geraldton) Greater Geraldton, Irwin, Northampton (and other LGAs in the HACC region) $351,820 Metropolitan Perth Metropolitan Mandurah, Kwinana, Rockingham, Cockburn, $703,640
Table 1 – Key information about each Application process Service type Coverage Areas Specified time frame for of service Type of Application process Application Form Type of services Closing date for Applications Closing time for questions and delivery of new MHR:CS services As listed above and at Within six months after a funding agreement is executed by the Department Open Application process Available via Selection of providers to establish and deliver general MHR:CS services 3:00pm (AEDT) on Thursday 20 December 2012 5:00pm (AEDT) on Tuesday 18 December 2012 Expansion of existing MHR:CS services As notified by the Department to eligible applicants Within three months after a funding agreement is executed by the Department Restricted or direct Application process Application forms will be emailed directly to eligible applicants Expansion of existing general MHR:CS services in high priority sites to increase caseload capacity and program geographic coverage 3:00pm (AEDT) on Thursday 20 December 2012 5:00pm (AEDT) on Tuesday 18 December 2012
3.2 Eligible entities The following entity types may apply for MHR:CS funding: Type of entity Further information Incorporated Associations These entities are incorporated under State/Territory legislation. Commonly they have 'Association' or 'Incorporated' or 'Inc' in their legal name. Incorporated Cooperatives These entities are incorporated under State/Territory legislation. Commonly they have 'Cooperative' in their legal name. Companies (incorporated under the Corporations Act 2001 All types of companies, including companies, are eligible. Aboriginal Corporations (incorporated under the Corporations (Aboriginal and Torres Strait Islander Act) 2006); Organisations established through a specific piece of Commonwealth or A number of public benevolent institutions, churches, universities, unions are
Sample SWPBIS Training Calendar - August September October November December January February March April May June SWPBIS Trainings & PBIS Team Meetings commitment established. Building representative core team established Day 1 of Universal SWPBIS full day of coaching Development of SW Expectations and Matrix Day 2 of Universal SWPBIS full day of coaching Plan developed to engage all teachers in lesson plan development Develop acknowledgement system Day 3 of Universal SWPBIS full day of coaching Define teacher vs. office managed behaviors Define problem behaviors Revise office discipline referral form Design fall kick off Finalize tasks from days 1,2, & 3 School Staff Meetings Overview of SWPBIS to staff Completion of on line surveys Core Team shares survey results and presents draft expectation and matrix. Feedback from faculty requested Teachers behavior lesson plans Discuss with staff teacher vs. office managed behaviors. Review definitions of problem behaviors Discuss revised office discipline referral form
M3.(a) (i) hydrogen accept H2 allow H 1 (ii) hydroxide accept OH– allow OH do not accept lithium hydroxide 1 (b) any two from: ‘it’ = potassium potassium: accept converse for lithium • reacts / dissolves faster allow reacts more vigorously / quickly / violently / explodesignore reacts more • bubbles / fizzes faster allow fizzes more allow more gas • moves faster (on the surface) allow moves more • melts allow forms a sphere • produces (lilac / purple) flame allow catches fire / ignites do not accept colours 2 [4] M4.(a) (i) gas 1
(ii) Increases 1 (b) (i) –1 allow Cl – allow – negative 1 (ii) sodium + chlorine → sodium chloride allow correct symbol equation 1 (c) reduce microbes accept sterilise accept prevent diseases allow disinfect allow kill bacteria / germs / microbes / micro-organisms allow to make it safe to drink ignore get rid of bacteria 1 (d) any one from: • no freedom of choice allow unethical • fluoride in toothpaste • too much can cause fluorosis allow too much can cause damage to teeth 1 [6] M5. (a) any two from: • react with water or very reactive
sensitive or detect (very) small amounts or only small sample needed allow (more) precise ignore accurate allow converse for chemical method ignore contains small amount / low concentration of iron 1 (c) any two from: transition elements (= they) • unreactive / not very reactive allow does not corrode ignore reference to rust • strong / hard ignore tough / durable / hard wearing • malleable / easy to ignore ductile / density / melting point 2 [6] M19.(a) (i) any two from: • bubbles / effervescence / fizzing ignore hydrogen / gas produced • lithium disappears / gets smaller allow dissolves do not allow melts / burns • lithium moves on the surface of the water ignore floats • (universal indicator) turns blue / purple 2 (ii) 2 left-hand side correct 1 2 right-hand side correct
This effect is accepted by the external financiers and ratings agencies as meeting their requirements. 70 Assumptions—separate schemes exist if the aggregation rule is disregarded (1) Assume that, Division 974 of the Act: (a) the issuing of the shares in S Co (as part of the stapled securities) is a scheme (the share scheme) that gives rise to equity interests in S Co; and (b) the issuing of the units in R Trust (as part of the stapled securities) is a separate scheme (the unit scheme) that does not give rise to equity interests or debt interests; and (c) the external loan is a separate scheme (the external loan scheme) that gives rise to a debt interest in S Co; and (d) the internal loan is a separate scheme (the internal loan scheme) that gives rise to a debt interest in S Co. (2) Disregard the aggregation rule for the purposes of these assumptions.
Parenting capacity to meet of child(ren) / routines and boundaries Physical health issues including limiting long term illness Police involvement or numerous Prison (Children affected by Parental Imprisonment (CAPI ) – parent / carer / family member has a custodial sentence or recently released) Private fostering Private fostering (overseas student) Radicalisation / risk of (Please note you have a duty to refer) Self-Harm Social isolation Substance / drug misuse Suicide (risk of) Teenage pregnancy / risk of Toxic Trio (domestic abuse, parental mental ill health & substance misuse) Trafficking and modern slavery Worklessness Carer Risk Assessment – relating to home visits by professionals Type of Risk Detail Abusive and/or violent to staff and others Offender Other risks Pets (only list if they could be a risk to staff and others) Reason for contact - please list the risks below that you have identified for the child(ren)/young person and family (please state what you have already done to reduce the risks)
Monday Tuesday 23rd October Wednesday 24th October Thursday 25th October Friday26th October Saturday 27th October New Basford Youth Club 7.00pm-9.00pm New Basford Community Centre Zulu Rd. 13-19yrs Activities include , gaming, tennis ,Pool table, arts and crafts, cooking, quizzes , sports, team games, table top games and themed projects Advice & support This week Black history quiz and bake off Hyson Green Youth Club 7.00pm -9.00pm Hyson Green Youth Club Terrace Street Hyson Green 13-18yrs Activities include pool, gaming, table tennis, arts and crafts, sports in large sports Hall, team games, Advice & support This week Halloween activities Stay safe this Halloween and bonfire night Radford Transitional Youth club 6.30pm -8.30pm Radford Academy Croydon Rd, entrance near School car park 10-13 yrs Year 5-8 Cost 50p Halloween party Outdoor fun and challenges Open fire cooking African drumming activity Activities in the Community
Monday Tuesday 30th November Wednesday 31st November Thursday 1st November Friday 2nd November Saturday 3rd November New Basford Youth Club Closed for trip New Basford Community Centre Zulu Rd. 13-19yrs Trip to be confirmed Hyson Green Youth Club 7.00pm -9.00pm Hyson Green Youth Club Terrace Street Hyson Green 13-18yrs Activities include pool, gaming, table tennis, arts and crafts, sports in large sports Hall, team games, Advice & support This week Food from around the world challenge Stay safe bonfire night Radford Transitional Youth club 6.30pm -8.30pm Radford Academy Croydon Rd, entrance near School car park 10-13 yrs Year 5-8 Cost 50p Outdoor fun and challenges Fire safety Torch light challanges Activities in the Community
Content Standards – Key Words Adapted From: Classroom Assessment for Student Learning: Doing It Right – Using It Well Stiggins, Arter, Chappuis & Chappuis. 2000 Target Type Explanation Content Standards Key Words Examples Knowledge / Understanding Some knowledge /facts / concepts to be learned outright; some to be retrieved using reference materials Explain, describe, identify, tell name, list, define, label, match, choose, recall, recognize, select Vocabulary Measurement concepts U. S. Government structure Patterns of growth & development Reasoning Thinking proficiencies – knowledge to solve a problem, make a decision, plan,… Analyze: components, ingredients, logical sequence, steps, main idea, supporting details, determine, dissect, examine, order Compare/contrast: discriminate between alike and different, distinguish between similarities and differences, juxtapose Synthesize; combine into, blend, formulate, organize, adapt, modify Classify: categorize, sort, group, give examples Infer/deduce: interpret, implications, draw conclusions, predict, hypothesize, generalize Evaluate: justify, support opinion, think critically, appraise, critique, debate, defend, dispute, evaluate, judge, prove Think critically Analyze authors’ use of language Solve problems Compare forms of government Self-evaluation Analyze health information Skills Behavioral demonstrations; where the doing is what is important; using knowledge and reason to perform skillfully Observe, focus attention, listen, perform, do question, conduct, work, read, speak, assemble, operate, use, demonstrate, measure investigate, model, collect, dramatize, explore Read fluently Oral presentations Play an instrument Use laboratory equipment Conduct investigations Products Where the characteristics of the final product are important; using knowledge, reasoning and skills to produce a final product Design, produce, create, develop, make, write, draw, represent, display, model, construct Writing Artistic products Research reports Make a map Personal fitness plan Make a model that represents a scientific principle Copyright 2015 National Board Resource Center at Illinois State University. All Rights Reserved. C3 Resource 5.5 DRAFT 11/15/15
C3 Exam Questions based on Chapter 6 only (not Chapter 7) [June 2005 Q1] 1. (a) Given that sin2 + cos2 1, show that 1 + tan2 sec2 . (2) (b) Solve, for 0 < 360, the equation 2 tan2 + sec = 1, giving your answers to 1 decimal (6) [June 2013 (Withdrawn) Q2] 2. (note part (c) requires Chp 7 knowledge) [Jan 2012 Q5] 3. [Jan 2010 Q8] 4. Solve cosec2 2x – cot 2x = 1 for 0 x 180. (7) [June 2009 Q2] 5. (a) Use the identity cos2 θ + sin2 θ = 1 to prove that tan2 θ = sec2 θ – 1. (2) (b) for 0 θ < 360°, the equation 2 tan2 θ + 4 sec θ + sec2 θ = 2. (6) [June 2008 Q5] 6. (a) Given that sin2 θ + cos2 θ ≡ 1, show that 1 + cot2 θ ≡ cosec2 θ . (2) (b) Solve, for 0 θ < 180°, the equation 2 cot2 θ – 9 cosec θ = 3, giving your answers to 1 decimal place. (6) [Jan 2008 Q6b] 7. (i) Prove that + 2 sec x, x ≠ (2n + 1). (4) (ii) Hence find, for 0 < x < 2π, all the solutions of + = 4. (3)
[Jan 2007 Q8] 8. (i) Prove that sec2 x – cosec2 x tan2 x – cot2 x. (3) (ii) Given that y = arccos x, –1 x 1 and 0 y , (a) express arcsin x in terms of y. (2) (b) Hence evaluate arccos x + arcsin x. Give your answer in terms of . (1) [June 2006 Q6] 9. (a) Using sin2 + cos2 1, show that the cosec2 – cot2 1. (2) (b) Hence, or otherwise, prove that cosec4 – cot4 cosec2 + cot2 . (2) (c) for 90 < < 180, cosec4 – cot4 = 2 – cot . (6) Mark Schemes Question 1 Question 2
C3 – Chapter 7 Trigonometry – Exam Questions Section A – Provey/Solvey Questions [Jan 2014 (I) Q7] (a) that (You may use the double angle formulae and the identity ) (4) (b) Hence solve the equation giving answers in the interval . Solutions based entirely on graphical or numerical methods are not acceptable.(6) (ii) Given that and that , show that , 0 < x < 1 (3) [June 2013 Q3] 2. Given that 2 cos (x + 50)° = sin (x + 40)°. (a) Show, without using a calculator, that tan x° = tan 40°. (4) (b) Hence solve, for 0 ≤ θ < 360, 2 cos (2θ + 50)° = sin (2θ + 40)°, giving your answers to 1 decimal place. (4) [June 2013 (R) Q6] 3. (i) Use an appropriate double angle formula to show that cosec 2x = λ cosec x sec x, and state the value of the constant λ. (3) (ii) Solve, for 0 ≤ θ < 2π, the equation 3sec2 θ + 3 sec θ = 2 tan2 θ You must show all your working. Give your answers in terms of π. (6) [Jan 2013 Q6] 4. (i) Without using a calculator, find the exact value of (sin 22.5° + cos 22.5°)2. You must show each stage of your working. (5) (ii) (a) Show that cos 2 + sin = 1 may be written in the form k sin2 – sin = 0, stating the value of k. (2) (b) Hence solve, for 0 < 360°, the equation cos 2 + sin = 1. (4) [June 2012 Q5] 5. (a) Express 4 cosec2 2θ − cosec2 θ in terms of sin θ and cos θ. (2) (b) Hence show that 4 cosec2 2θ − cosec2 θ = sec2 θ . (4)
that θ varies, (b) find the minimum value of V. (2) that Kate’s speed has the value found in part (b), (c) find the distance AB. (3) Given instead that Kate’s speed is 1.68 m s–1, (d) find the two possible values of the angle θ, given that 0 < θ < 150°. (6) [June 2013 (Withdrawn) Q8] 8. [June 2013 (R) Q3] 9. f(x) = 7cos x + sin x Given that f(x) = Rcos(x – a), where R > 0 and 0 < a < 90°, (a) find the exact value of R and the value of a to one decimal place. (3) (b) solve the equation 7cos x + sin x = 5 for 0 ≤ x < 360°, giving your answers to one decimal place. (5) (c) State the values of k for which the equation 7cos x + sin x = k has only one solution in the interval 0 ≤ x < 360°. (2) [Jan 2013 Q4] 10. (a) Express 6 cos + 8 sin in the form R cos ( – α), where R > 0 and 0 < α < . Give the value of α to 3 decimal places. (4) (b) p( ) = , 0 2. Calculate (i) the maximum of p( ), (ii) the value of at which the maximum occurs. (4) [June 2012 Q8] 11. f(x) = 7 cos 2x − 24 sin 2x. Given that f(x) = R cos (2x + α), where R > 0 and 0 < α < 90, (a) find the value of R and the value of α. (3) (b) solve the equation 7 cos 2x − 24 sin 2x = 12.5 for 0 x < 180, giving your answers to 1 decimal place. (5) (c) Express 14 cos2 x − 48 sin x cos x in the form a cos 2x + b sin 2x + c, where a, b, and c are constants to be found. (2) (d) using your answers to parts (a) and (c), deduce the maximum value of
Application: Using the Architecture of Accomplished Teaching Placemat Tool, discuss what type of writing a candidate would use during each step. Possible answers are included below, but it is important for candidates to determine what kind of writing and justify why that type of writing is appropriate. Assessment of Students: Descriptive when describing who they are, where they are, but moving into analytical writing when talking about what they need and when they need it, because they should be giving rationales behind this thinking. Set high, worthwhile goals: Descriptive writing when creating the goals, analytical writing when rationalizing why these goals are appropriate. Implement Instruction: Descriptive writing when telling about the planned instruction. Analytical if they are rationalizing their planning. Evaluate Student Learning: Descriptive writing when telling the “what happened” - did they meet the goal or not? Analytical when telling “why” they did or didn’t meet the goals. Provide Feedback to students: Descriptive writing when telling students if they did or didn’t meet goal. Analytical when teachers tell “why” they think the student did or didn’t meet the goal. Analytical on the student’s part when asked by the teacher “why” they think they did or didn’t meet the goal. Reflect on Student Learning, effectiveness of instructional design: combination of all three – describe what happened, why it happened, and how you would or would not change future instruction. Set new high and worthwhile goals: descriptive writing when creating the goals, analytical writing when rationalizing why these goals are appropriate. Extended Practice: Write about the arrangement of your classroom Sketch your classroom and write a brief description of the arrangement of your classroom. an analysis of your classroom arrangement and how it is meeting the needs of your students. Write a reflection that considers if you will leave your classroom the same or if you will change the arrangement of your classroom. your writing with a partner to rationalize why your classroom is set up the way it is and if you see the need to change it. AAT Placemat Tool PowerPoint 11 Paper or computer where candidate can sketch and record writing Slide