zilongwang/ReadingBank huggingface dataset:
“halt rate of population decline of species Y increase the rate to a 1% positive increase per year for the next y years”. Core Habitats – breeding, migratory and non-breeding: Identified, with Goals and Objectives established Identify the Core Habitat focal areas for a Conservation Target species’ breeding, migratory or non-breeding grounds (Note: not needed if habitat protection is not a high priority). Define the size of the Core Habitat so that it so that conservation actions can be defined and carried out through the implementation of projects or initiatives. Make connectivity connections to other habitat sites, if possible, during other parts of the species’ live cycle. Establish measureable Habitat Goals and Objectives for protecting/managing sufficient habitat to achieve the Conservation Target Goals and Objectives established above. □ Does the Plan have measurable Habitat Goals and Objectives for the Conservation Targets throughout the full life cycle? □ Does the Plan identify and map priority Core Habitats for the Conservation Targets on the breeding, non-breeding and migratory grounds? Threats Assessment Overview of Threats Provide a brief overview of the threats that are affecting the Conservation Targets throughout the full life cycle. Priority threats Develop a summary assessment and explanation regarding which threats, or combination of threats, are the most important to address. □ Does the Plan identify the most important threats to address with a compelling argument for doing so? Identification of Strategies and the development of a Conceptual Model (e.g. a The Plan should lay out a conceptual model and an argument/explanation regarding how it will address the priority threats. The creation of a □ Does the Plan provide a clear conceptual overview of the
Contents Contents Course briefing Introduction and background PowerPoint presentation Lesson plan Module 1 – What is Advocacy…? PowerPoint presentation Lesson plan Learners’ workbook Resource 1a – The difference advocacy can make Resource 1b – Empathy cards Recourse 1c – Is this advocacy? Resource 1d – Types of advocacy Resource 1e – The advocacy process Evaluation form Personal action plan Module 2 – Am I an Advocate…? PowerPoint presentation Lesson plan Learners’ workbook Resource 2a – What is advocacy? Resource 2b – Advocacy process Resource 2c – Advocacy types Resource 2d – What type is best Evaluation form Personal action plan Module 3 – Enhancing Advocacy Skills PowerPoint presentation Lesson plan Learners’ workbook Resource 3a – How do you act as an advocate? Resource 3b – What makes a good advocate? Resource 3c – Skills practice – empathy to overcome judgements Resource 3d – Skills practice – Non-verbal communication Resource 3e – Know what I mean Resource 3f – Skills practice – Appropriate use of language Resource 3g – Skills practice – Effective questioning Resource 3h – Skills practice – Assertiveness Evaluation form Personal action plan
Teacher Instructional Practices Sample Student Activities Teacher must: Model metacognitive and cognitive processes Verify and/or formulate predictions Facilitate integration of new data with prior knowledge Encourage thinking about reading Help students construct Graphic organizers Summarize text Read aloud Think aloud Students will: Find answers to self-initiated questions Read silently. Read with a partner Predict and verify Re-read if necessary Take notes Construct and use graphic organizers After reading strategies help learners reflect about the content, summarize their learning, draw conclusions, and make connections. They include: Reflecting – students contemplate their reading as they relate on a personal or emotional level. Rereading – students read text additional times to improve understanding. Summarizing – students provide a summary or gist of the text. Strategies for summarizing can include Summary Frames and Somebody Wanted But So. Discussing – students discuss the text in small or large groups. Written response – students complete a written response to their reading. Responses can be in a variety of formats including summaries, letters, journal entries, news stories and persuasive essays. Verbal response – students provide an oral response to the story. Responses can be in the form of presentations, debates, and dramatic events. Reading Teacher Instructional Practices Sample Student Activities
Content domain – algebra Strand National Curriculum reference Year 1 National Curriculum reference Year 2 National Curriculum reference Year 3 National Curriculum reference Year 4 National Curriculum reference Year 5 National Curriculum reference Year 6 A1 Missing number problems expressed in algebra [KS2] 6A1 Express missing number problems algebraically A2 Simple formulae expressed in words [KS2] 6A2 Use simple formulae A3 Generate and describe linear number sequences [KS2] 6A3 Generate and describe linear number sequences A4 Number sentences involving two unknowns [KS2] 6A4 Find pairs of numbers that satisfy an equation with two unknowns A5 Enumerate all possibilities of combinations of [KS2] 6A5 Enumerate possibilities of combinations of two variables
Multiply / divide fractions [KS2] Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams Multiply simple pairs of proper fractions, writing the answer in its simplest form [e.g.: ¼ × ½ = 1/8] 6F5b Divide proper fractions by whole numbers [e.g.: 1/3 ÷ 2 = 1/6] F6 Fractions / decimals equivalence 4F6a Recognise and write decimal equivalents to ¼, ½, 3/4 5F6a Read and write decimal numbers as fractions [e.g.: 0.71 = 71/100] 6F6 Associate a fraction with division to calculate decimal fraction equivalents (e.g.: 0.375) for a simple fraction [e.g.: 3/8] 4F6b Recognise and write decimal equivalents of any number of tenths or hundredths 5F6b Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents F7 Rounding decimals [KS2] 4F7 Round decimals with one decimal place to the nearest whole number 5F7 Round decimals with two decimal places to the nearest whole number and to one decimal place F8 Compare and order decimals [KS2] 4F8 Compare numbers with the same number of decimal places up to two decimal places 5F8 Read, write, order and compare numbers with up to three decimal places F9 Multiply / divide decimals [KS2] 4F9 Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths 6F9a Identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places 6F9b Multiply one-digit numbers with up to two decimal places by whole numbers 6F9c Use written division methods in cases where the answer has up to two decimal places F10 3F10 4F10a 5F10 Solve problems involving 6F10
Content domain – geometry: position and direction Strand National Curriculum reference Year 1 National Curriculum reference Year 2 National Curriculum reference Year 3 National Curriculum reference Year 4 National Curriculum reference Year 5 National Curriculum reference Year 6 P1 Patterns 2P1 Order and arrange combinations of mathematical objects in patterns and sequences P2 Describe position, direction and movement 1P2 Describe position, directions and movement, including half, quarter and three-quarter turns 2P2 Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and turns (clock-wise and anti-clockwise) 4P2 Describe movements between positions as translations of a given unit to the left/right and up/down 5P2 Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed 6P2 Draw and translate simple shapes on the co-ordinate plane, and reflect them in the axes P3 Coordinates 4P3a Describe positions on a 2–D grid as co-ordinates in the first quadrant 6P3 Describe positions on the full co-ordinate grid (all four quadrants) 4P3b Plot specified points and draw sides to complete a given polygon
Identify angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle angles at a point and one whole turn (total 360°) angles at a point on a straight line and ½ a turn (total 180°) other multiples of 90° Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles 5G4c Draw given angles and measure them in degrees (°) G5 Circles [KS2] 6G5 Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius
Round any number to the nearest 10, 100 or 1000 N5 Negative numbers [KS2] 4N5 Count backwards through zero to include negative numbers 5N5 Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero 6N5 Use negative numbers in context, and calculate intervals across zero N6 Number problems 2N6 Use place value and number facts to solve problems 3N6 Solve number problems and practical problems involving 3N1–3N5 4N6 number and practical problems that involve and with increasingly large positive numbers 5N6 Solve number problems and practical problems that involve 5N1–5N5 6N6 Solve number problems and practical problems that involve 6N2–6N5
18+ 65 + Other age range (Explain): All genders Females only Only Other (Explain): Non-English Speakers College Students General public Public officials Agency/Institutional officials Provide any other subject characteristics for inclusion in your project: List all methods of subject recruitment (Select all that apply): Flyers/letters Emails Telephone In-class announcement Subject pool Tabling in public Personal network/Snowball sampling Passive recruitment Social media post Other (Explain): Describe the step-by-step recruitment methods for each subject group (do not include any other project procedures in this section): List the setting(s) of the research activities (Select all that apply): CSULB (in class) CSULB (out of class) CSULB (online) Other College Campus K-12 School Lab Public setting Nonprofit or Agency Government Facility Foreign Country Subject’s work/home Prison/Jail Telephone Email Social media Amazon mTurk Online (general public) Other List the location of the research activities (Agency/school city, county or social media site): Do you have permission from the facility, institution or director of the organization to conduct your project? * If yes, please attach signed permission letter or data sharing agreement to this package. Yes* No In Progress Is the project primarily for training purposes? Yes No Other (Explain): List all methods of data collection (Select all that apply): Surveys/Questionnaires Focus Groups Educational Accessing Public Records Observation Audio recording Video recording One-on-One interviews Data Mining Digital media (videos, pictures, simulation) Access to medical/academic records Biospecimen Analysis Experimental Controls (Explain) Is there an experimental group compared to a control group? Yes No Describe the step-by-step procedures of your project beginning with the informed consent process and continuing with all other project activities (all project activities must occur AFTER IRB approval): Will subjects be compensated for their participation? If monetary compensation is to be provided, please specify the amount and provide a justification for that amount that avoids potential coercion.
Bridget Burke University of Alaska Fairbanks Fairbanks United States Sandy Campbell University of Alberta Daria O. Carle University of Alaska Anchorage United States Bernhard Diekmann Alfred Wegener Institute for Polar and Marine Research Potsdam Jan Anders Diesen Lillehammer University College Tatiana Fridman Scientific Archive of the Kola Science Centre of the Russian Academy of Sciences Apatity Ross Goodwin Arctic Institute of America Calgary Hannes Grobe Alfred Wegener Institute for Polar and Marine Research Liisa Hallikainen Arctic Centre Library Yoriko Hayakawa Natl Inst. Polar Research JAPAN Japan Gloria Hicks ROCS @ NSIDC Boulder United States Berit Jakobsen The University Centre in Svalbard (UNIS) Lindsay Johnston University of Alberta Libraries Lidia Kabdulova Kola Science Centre of the Russian Academy of Sciences Apatity Laura Kissel The Ohio State University Columbus United States Reinhard A. Krause Alfred Wegener Institute for Polar and Marine Research Heather Lane Scott Polar Research Institute United Nancy Lesh Univ. of Alaska Anchorage United States
SCORING Composition-50% Choice of Topic (Original and Unique, meets Subject parameters) 10 Effective Introduction (Interesting, captures attention and indicates the topic) 5 Effective body or main portion of the speech (Logical, Smooth Flow) 5 Use of Language (Effective selection, combination, and use of words) 10 Effective Conclusion (Summarizes material and concludes speech effectively) 5 Time length ( -1/2 point for every second over or under the time) Presentation-50% Audience Bond (Establish and maintain eye contact with the audience) 5 Delivery (Appears relaxed, delivery is fluent and smooth) 10 Pronunciation (Correct and clear articulation) 10 Articulation (Clear and easy to understand) 10 Volume & Speed (Appropriate volume level, speaks at speed that is understood) 10 Response to Questions (Able to satisfactorily answer questions on the speech) 20 Total possible points- 100 TIEBREAKERS The participant with the highest score (highest number of points) on the response to questions will be declared the winner. If a tie still exists, then the participant’s gross scores will be totaled. The participant with the greatest total of gross points will be declared the winner.
Judge’s Name: ___________________________________________________ Subject – How interesting and compelling the subject of the photo is (10 points) Composition – Framing of the photo (10 points) Originality – How unique the photo is (10 points) Representation – How well it represents Brazos Valley Worldfest (10 points) PHOTO #1 – Points (1-10) Comments Subject Composition Originality Representation TOTAL PHOTO #2 – Points (1-10) Comments Subject Composition Originality Representation TOTAL
Where government is a competitor, Reviews will need to consider competitive neutrality implications. Competitive neutrality requires that government business activities not enjoy a net competitive advantage over competitors by virtue of their public ownership. Please refer to for further details. Contestability options Any Review recommendations need to consider how alternative arrangements will be implemented and managed. A key part of the successful implementation of contestable arrangements is ongoing improvements through consistent management to ensure that contestable arrangements are sustainable and adaptive. This includes considering any necessary transition arrangements and timeframes required to implement the recommendations, including staff skills and capabilities (and how these will be gained), governance structures and performance management requirements. Information about when the proposed arrangements would be reviewed after implementation should also be included. Please refer to for details to consider about alternative arrangements. Step five – Submit Once the Review is complete, entities will submit to Finance a draft Review which will be assessed against its TOR, and these Guidelines. Once Finance has confirmed the Review has met these minimum requirements, the Accountable Authority of the entity will provide the final report to the CPSC. Finance’s primary role during the process is to ensure that an adequate level of analysis underpins the Review. Finance will liaise with the Review Leader as the Review progresses to address any concerns with its direction. Ultimately, it is the relevant entity conducting the Review that is responsible for its analysis and recommendations. Nevertheless, where Finance has ongoing concerns, it may notify the CPSC. To maintain the independence, transparency and rigour of Reviews, entities are encouraged to have their Reviews independently assessed before they are submitted to the CPSC. Options for independent review may include an external consultant, an eminent person or an academic. Step six – Implementation Where a Review recommends an approach which requires Government agreement (a decision from a Responsible Minister, the Prime Minister or the Government), the relevant entity(s) preparing the Review will typically be responsible for progressing such a decision. Finance can partner with the responsible entity to develop a submission to gain this decision.
Tall Tales Contest Let the Contest Begin! Announcement of Speaking Order ContestToastmastersName Contestants, in alphabetical order: Speaking Order Contestant Place ContestantName ContestantName ContestantName ContestantName ContestantName ContestantName ContestantName Please observe a minute of silence between each contestant with an indefinite period of silence after the last speaker. Speaking order was determined during a pre-contest briefing with the contestants. Meet the Contestants ContestToastmastersName District Conference Announcement ConferenceRep Presentation of Awards ContestToastmastersName Adjourn Intermission International Speech Contest Introduction of Contest Toastmaster DirectorsName Opening Remarks ContestToastmastersName Let the Contest Announcement of Speaking Order ContestToastmastersName Contestants, in alphabetical order: Speaking Order Contestant Place ContestantName ContestantName ContestantName ContestantName ContestantName ContestantName ContestantName Please observe a minute of silence between each contestant with an indefinite period of silence after the last speaker. Speaking order was determined during a pre-contest briefing with the contestants. Meet the Contestants ContestToastmastersName Division Director Announcements DivisionDirectorsName Presentation of Awards ContestToastmastersName Adjourn The winners of today’s contests will represent the Division at the District Contests on May 4 & 5 at the Marriott DFW Airport South! ! It’s Your Journey!
22 Huehuet. 2014 3, but left in Huehuet. Yes. Fleeing violent husband. Living with elderly father Yes. Yes. Yes. No police protection. Said police will do nothing, paid off No Mam 12 Huehuet. 2014 no Yes. Living with elderly grandparents Yes. By teacher. Yes. Yes. States police are with gangs No Mam 14 San Marcos 2014 No Yes. Living with aunt and Yes. Yes, actual and attempted in transit Yes. Maras surrounding community. No police protection Yes. Both. Mam 18 San Marcos 2014 No Living with godparents, no male protector Yes. No Yes. Maras, no police No Mam 41 Huehuet 2013 Yes, 4, 3 left in Huehue, 2 girls 16, and 10 living alone in parent’s home Yes. Was living with 3 children, husband fled to U.S. when attacked multiple times. Yes, robbery, harassment by local gang. Yes. Raped by local gang. Yes, reported by her, other locals. Police do nothing of catch and release local criminals Possible extortion of daughters left behind Mam Age Dept. of Year left Lack of Harassment? Sexual Presence Kidnapping/ Ethnic Origin Children? Male Assault or of gangs/ extortion? Group Protection? Attempted? Police Protection? 42 Huehuet. 12/2013 3, but left in Huehue Yes. Absent Husband. Fleeing robbery and rape by 4 men, not locals Yes. Yes. yes, no police protection No Mam 45 Huehuet. 2015 Yes, 2 accompanied. Yes. Absent husband. Threatened by security committee with rape, torture, husband/she Yes Yes Yes, gang, no police protection Extortion, attempted kidnaping Mam
DUTY OF CANDOUR E-learning modules Content Development Workshop The Royal College of Surgeons The Prince Philip Building Deacon 19 Hill Place EDINBURGH EH8 9DP 10am – 3.30pm AGENDA 10:00 Welcome Jane Davies, NHS Education for Scotland 10:15 Overview of eLearning Process Colin McEwan, eCom 10:25 Intro to Content Development Process Aileen McLachlan, eCom 10:35 Break-out groups Jane Davies 10:45 Group discussion 1: introductions ALL 11:15 Coffee 11:30 discussion 2: Identifying the Key Messages ALL 12.25 Summary Jane Davies 12:30 Lunch 1:15 Welcome back Jane Davies 1:30 discussion 3: Delivering the Key Messages ALL 2:30 Summary/Next Steps with Coffee Jane Davies/ Aileen McLachlan 3:15 Jane Davies
Name Date Focus on One Word Worksheet: Forensic (noun/adjective). This is a short worksheet to help you use context (which means “the parts of a discourse that surround a word or passage and can throw light on its meaning”) to learn a new word. This is a whole class activity, so you will be asked to read these sentences aloud. We will work together as a class to determine its meaning. Because **** to argue, *** decided to join the forensics team. ***** had to argue in favor of the 55 miles-per-hour speed limit for last week’s forensics meet with Murray Bergtraum High School. Even though **** didn’t agree with it, *** defended the death penalty at the forensics meet. Because *** got tired of arguing, ******* decided to quit the forensics team. Because **** was so successful on **** high school’s forensic team, **** had no problem getting into law school. The noun forensic means
Name_______________________________________________Date__________________________________ Focus on One Word Worksheet: Dictate, (verb). This is a short worksheet to help you use context (which means “the parts of a discourse that surround a word or passage and can throw light on its meaning”) to learn a new word. This is a whole class activity, so you will be asked to read these sentences aloud. We will work together as a class to determine its meaning. Because **** hand was broken, *** dictated *** paper to ***, who typed it. After *** opened *** law firm, *** hired a secretary and began dictating letters to potential clients. The students dictated their answers to the reading to their teacher, who wrote them on the board. Generally, lawyers and doctors dictated their notes to a machine, from which a secretary then types it. Please dictate the answer to the question to me, and I’ll write it down for you. The verb dictate means
Indicator Parkhead and Dalmarnock Bridgeton and Calton Reason for possible change Under 16s living within 400m of green space 61% (2014) 91% (2014) Cuningar loop was opened in 2016; therefore Parkhead/Dalmarnock will have improved. 25s from an ethnic minority 9% (2011) 16% (2011) The demography of Bridgeton and Dalmarnock has changed drastically, with Currently in Dalmarnock Primary, 36 languages are compared to 7 in 2010-2011. There are now large Chinese and polish populations seen throughout the neighbourhood Lone parent households 51% (2011) 61% (2011) There have been many changes in housing with an increase in family homes and more two parent families are seen in primary school. Overcrowded households with children 22% (2011) 25% (2011) Since 2011 there has been demolition of old tenements and building of new family sized housing. S4 pupils achieving 5 or more qualifications at SCQF Level 5 18% 24% These statistics improve year on year and so will be higher in 2017. Table 8. Provision for children and young people After school provision Summer provision Connect 2 Summer club at Dalmarnock Primary Rising stars Church House Bridgeton Community Learning Centre Legacy Hub (PEEK) Table 9. Different sectors in the neighbourhood Third Sector Private Sector/ Business PEEK Church House Conversations are underway to gather information on the businesses in the area. In the Clyde Gateway area there is roughly 1500 businesses registered.
PUBLICATIONS STATISTICAL PUBLICATIONS NATIONAL BANK OF ROMANIA, “Foreign Direct Investment in Romania, editions 2005-2012, . NATIONAL INSTITUTE OF STATISTICS , “Research – Development inRomania during the period 2005 – 2010, collection of statistical datas, . NATIONAL INSTITUTE OF STATISTICS, Tempo Online Database, . NATIONAL INSTITUTE OF STATISTICS, “Innovation in industry and services during the perioad 2008-2010, Teritorial Statistics 2012, NATIONAL INSTITUTE OF STATISTICS, “New enterprises and entrepreneurs in the Romanian Profile , 2013, . POST-PRIVATIZATION FOUNDATION, “Curent status of the Romanian SMEs, 2012, . POST-PRIVATIZATION FOUNDATION, “Annual Report regarding the SMEs sector from Romania, february 2011. ONLINE PUBLICATIONS ANNALES UNIVERSITATIS APULENSIS SERIES OECONOMICA- “The impact of global crisis on romania’s economic development“ BUSINESS PERSPECTIVES - “Corporate social responsibility and SMEs: a literature review and genda for future research “ DELOITTE - “Global Human Capital Trends 2015“ DELOITTE - “Leading in the new world of work“ EUROPEAN COMMISSION - “Country Report Romania 2015 Including an Review on the prevention and correction of macroeconomic imbalances“ EUROPEAN COMMISSION - Innovation Union Scoreboard EUROPEAN ECONOMY, “Macroeconomic imbalances Country Report – Romania 2015“ RJRS - “Territorial discrepancies concerning SMEs performances in Romania OECD - “Oslo Manual: Guidelines for Collecting and Interpreting Innovation Data“, 3rd Edition, 2005
Bibliography- [1] [2] [3] [4] - Spooner, D and A (2016) Camera Girl Hardcover, Mirror Books [5] [6]- Leslie Sills, et al. In Real Life: Six Women Photographers. Holiday House (2000) [7]- [8] - Spooner, D and A (2016) Camera Girl Hardcover, Mirror Books [9] - Leslie Sills, et al. In Real Life: Six Women Photographers. Holiday House (2000) [10] - Priscilla , August 2016 – [11] - Seph Rodney, October 29, 2015 – [12] - Spooner, D and Clark, A (2016) Camera Girl Hardcover, Mirror Books [13] - Leslie Sills, et al. In Real Life: Six Women Photographers. Holiday House (2000) [14] - Spooner, D and Clark, A (2016) Camera Girl Hardcover, Mirror Books [15] [16] - Leslie Sills, et al. In Real Life: Six Women Photographers. Holiday House (2000)
includes pupils or students who may be eighteen (18) years of age or older but are in school. “CHILDREN IN SCHOOL” - refers to bona fide pupils, students or learners who are enrolled in the basic education system, whether regular, irregular, transferee or repeater, including those who have been temporarily out of school, who are in the school or learning center premises or participating in school sanctioned activities. “PUPIL, STUDENT OR LEARNER” – means a child who regularly attends classes in any level of the basic education system under the supervision and tutelage of a teacher or facilitator. “SCHOOL PERSONNEL” – means the persons, singly or collectively, working in a public or private school. They are classified as follows: “SCHOOL HEADS” refers to the chief executive officers or administrator of a public school. “ACADEMIC PERSONNEL” – includes all school personnel who are formally engaged in actual teaching service or in research assignments, either on a full-time or a part-time basis, as well as those who possess certain prescribed academic functions directly supportive or teaching, such as registrars, librarians, guidance counselors, researchers, and other similar persons. They may include officials who are responsible for academic matters and other school officials. “CHILD PROTECTION” – refers to programs, service, procedures and structures that are intended to prevent and respond to abuse, neglect, exploitation, discrimination and violence. “PARENTS” - refers to biological parents, step-parents, adoptive parents, and common-law spouse or partner of the parents. “GUARDIANS OR CUSTODIANS” – refers to legal guardians, foster parents, and other persons, including relatives or even non-relatives, who have physical custody of the child. “CHILD ABUSE” – refers to the maltreatment of a child, whether habitual or not, which includes any of the following: Psychological or physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment; Any act by deeds or words which debase, degrades or demeans the intrinsic worth and dignity of a child as a human being;
and got up each morning an hour early to deliver the papers. Same was an industriousperson. Which words from the text helps you understand the meaning of the word industrious? a) Practiced every day b) Each morning c) Baseball 14. Our teacher gave us a homework assignment yesterday, but I lost the paper when I went to soccer practice. I really wanted to get a good grade on it, so I called Ryan to give me the directions over the phone. I know he's a reliable person and someone that I can trust. Which words from the text helps you understand the meaning of the word reliable? a) Lost the paper b) I can trust c) Directions 15. Our class was reading a biography about Dian Fossey who worked with lowland gorillas in Africa for many years. Lowland gorillas are endangered and need help to survive. In 2013, the Republic of Congo set aside a National Park, which is like apreserve, to help protect these animals. Which words from the text helps you understand the meaning of the word preserve? a) Set aside a National Park b) Biography c) Gorillas in Africa 16. The travelers had been walking across the hot, dry sand for days, in search of shade and some cool water. Finally, they spied a small oasis, and started walking towards it. As they walked, they dreamed of finding something to eat there too, before being rescued. Which words from the text helps you understand the meaning of the word oasis? a) hot dry sand b) dreamed of finding something to eat too c) Rescued 17. When we went to summer camp, we walked through the woods with our guide. Every now and then, he would stop and point out certain plants that were edible. It was fun to eat flowers and other plants that we've never eaten before.
Current Future Current Future Distance to Transit Stop Long Distance (> 3 miles) Current Future Short (< 1mile) to Medium (1-3 miles) Distance Current Future Alternative Bicycle Route within ½ Mile Planned or developed suitable alternative Identify Route: Current Future No alternative route Developed Planned Disadvantaged Populations Below 50th Percentile Nationally Current Future Above 50th Percentile Nationally Current Future Suitability Factors Traffic Speed Higher Speed (35 mph +) Current Future Low (25 mph or less) to Medium Speeds (30 mph) Current Future Traffic Volume (with bicycle lanes) High Volume (> 20,000) Current Future Low (< 9,000) to Medium (9,000-20,000) Volume Current Future Traffic Volume (without bicycle lanes) High Volume (> 7,000) Current Future Low (<2,000) to Medium (2,000-7,000) Volume Current Future Truck Volume (%) Higher Volumes (> 2.5%) Current Future Lower Volumes (< 2.5%) Current Future Bicycle Volume Rare Current Future Occasional or Frequent Current Future Bicycle Facility Type None Current Future Designated or physically separated bike lanes Current Future Width of Bike & Parking Lanes (Combined) Narrow (13.5 ft or less) Current Future Moderate (14-14.5 feet) or Wide (15 ft or more) Current Future Bicycle Lane Width (No Parking) Narrow (< 3 ft) Current Future Moderate (3-5 ft) or Wide (6 ft +) Current Future Bicycle Lane Blockage Frequent Current Future Rare or Occasional Current Future Pavement Condition Poor or Fair Current Future Good or Excellent Current Future Through lanes per direction 2 or more (no median) Current Future 1 or 2 with raised median Current Future Other (Specify) Other (Specify): Current Future Current Future Other (Specify): Current Future Current Future Provide your reasoning for adjusting the initial bicycle accommodation here, noting any need for strategic crossings and/or investments in off-system alternative routes:
Information about students not on track, details of your intervention to support them and its impact: All students are currently on track to achieve their target grade, and above on their coursework. This will be gained through designated lesson time, and supported intervention before the Summer term. Jack Denny (SEN) (recently removed from his epilepsy medicine: at immediate risk of fitting) Cavan Jonas (PA) Katie Comben (PA + PPG) Sydney Thomas (PA + PPG) Wakeman (Poor literacy) Raising boys’ achievement: Boys are supported in the by weekly ‘boys vs girls’ competitions as well as contentious grouping. PPG students: All PPG students are tracked closely (as are all of my students); Currently, Katie Comben does not attend school, and she has been sent specialised work to support her. Due to bullying, Sydney Thomas’ is also receiving ‘catch-up’ work due to her low attendance rate.
service will support a child or young person? Do you provide any ongoing support? If yes, what? continence product issues which may involve a joint visit to establish the needs of the child. As above Is the service universal, specialist, targeted? It is a Specialist service with an open referral system to all adults over the age of 19 years Where is your service located and what areas does it cover? Where are your main locations and do you work across the whole local authority area Are there any differences in your offer in different parts of the local authority area We are centrally based at Merrington House, Spennymoor but we hold clinics across the County and will see patients within their own homes again across the County We provide a streamlined Continence service across County Durham and Darlington Who does your service provide for? What of need and age ranges do you cover? What are the eligibility criteria to use your service? Adults 19 years and over but as mentioned above we do provide Continence products to children from the age of 4years. Open referral criteria for any adult with a bladder or bowel dysfunction although we do have exclusion criteria: Conditions requiring treatment prior to Continence Service referral:
What support is there for a child with additional needs in general areas e.g. waiting rooms? How will my child or young person be able to access all of the activities of the service and how will you assist him or her to do so? N/A N/A What training is staff accessing or completed to support children and young people with SEND? This should include recent and future planned training and disability awareness? Do you have any specialist staff in your setting, and what do they specialise in? Do any other services work closely or in conjunction with your service? N/A N/A N/A Who can I contact for further information? Who would be my first point of contact if I want to discuss something about my child/young person? Who else has a role in my child’s/young person’s support? School nurse or health visitor As above As above
Heard: 22 April 2015; 08 December 2015; Delivered: 29 February 2016 Flynote: Practice – Review application – Locus standi – Party must have real and substantial interest in the outcome of the case – Applicant failing to persuade the Court of direct and substantial interest in the outcome of the case – at best the applicant established financial or commercial interests in the advertising business offered by the first respondent from time to time – Review application dismissed with costs. Summary: The second applicant (Eshisha Media Networks CC) brought an application to review and set aside the decisions taken by the first respondent (The Municipal Council for the City of Windhoek) to approve the upgrading of prime lights to LED billboards – The question arose whether the second applicant has locus standi to bring such an application – The Court found that the second applicant does not have locus standi and dismissed the application with costs because the applicant failed to persuade the Court that it has direct or substantial interest in the outcome of the case. ORDER (i) The second applicant lacks locus standi to bring this review application. (ii) The fourth respondent must comply with the notice given to it by the first respondent to remove the billboard with its foundation if not done yet. (iii) The review application by the second applicant is dismissed and ordered to pay costs in favour of the first respondent. JUDGMENT UNENGU AJ:
Name______________________ Continental Drift Evidence Geographic Evidence: Put in “F” If in the box if you think those continents look like they were once connected. How many possible connections did you find based on geographic fit? Based on this evidence alone, can you say for sure that the continents were once connected? Explain. Can you tell when the continents may have been connected? If not, what evidence would you need to collect to find out. Analysis Questions: The Mystery of the Far-Flung Fossils A. On the basis of what you found in the red rocks (300 mya), which continents had similar fossils? B. From this fossil evidence which continents seem to have been connected 300 million years ago? Why? A. On the basis of what you found in the yellow rocks (200 mya) which continents had similar fossils?
Unlikely Minor Injury Moderate Injury Death / Serious Injury No impact on race Delay the race Stop the race Low Medium High Consequence Sample Contingency Plan (insert date) Risk Likelihood Consequences Reason Action Likelihood following actions Consequence following actions Acceptable Flooding of competition Channel Possible Stop the race Channel unsuitable for competition Liaise with water authorities to manage water inflows Prepare competition schedule if competition is postponed for one day Unlikely May delay the event Yes
Fire suppression systems; Fire and smoke detectors; Water sensors in the computer room ceiling and floor; Heat-resistant and waterproof containers for backup media and vital non electronic records; Emergency master system shutdown switch; Offsite storage of backup media, non-electronic records, and system documentation; Technical security controls, such as cryptographic key management; and Frequent scheduled backups including the backups are stored (onsite or offsite) and how often they are recirculated and moved to storage. Step 4 – Create Contingency Strategies Contingency strategies are used to mitigate risks associated with the contingency planning family of controls in NIST SP 800-53, Rev 4, and may vary depending on the FIPS 199 impact level for the information system. As documented in NIST SP 800-34, these strategies generally cover the full range of backup, recovery, contingency planning, testing, and ongoing maintenance of the information system. Detailed backup and recovery guidance for implementing appropriate backup and recovery strategies to restore system operations following a disruption can be found in Section 3.4 of NIST 800-34. Step 5 – Develop an Information System Contingency Plan Development of the contingency plan is a critical step in the process of implementing a comprehensive contingency planning program. The plan contains detailed responsibilities, teams, and procedures associated with restoring an information system following a disruption. The CP documents the technical capabilities designed to support contingency operations. The CP format must follow NIST 800-34. CP templates for Low-, Moderate-, and High-impact systems are available in of this guide. The templates may be modified to accommodate system specific, operational, and/or organization requirements. The contingency plan has five main components as identified in Figure 2-2. The supporting information and plan appendices provide essential information to ensure a comprehensive plan. The Activation and Notification, Recovery, and Reconstitution Phases address specific actions that must be taken following a system disruption or emergency. Detailed CP development guidance can be found in Section 4 of NIST 800-34. Figure 22: Contingency Plan Structure Step 6 – Ensure Plan Testing and Exercises The contingency plan must be maintained routinely and exercised/tested at least annually to continually refine resumption and recovery procedures to reduce the potential for failure. Contingency plan tests aid in determining the plan’s overall effectiveness by enabling plan deficiencies to be identified and addressed by validating one or more of the system
APPENDIX A KEY PERSONNEL AND TEAM MEMBERS CONTACT LIST Role Name and Home Address Email Phone Contingency Plan Director Primary: Alternate: Alternate Contingency Plan Director Primary: Alternate: Contingency Plan Coordinator Primary: Alternate: Alternate Contingency Plan Coordinator Primary: Alternate: Outage and Damage Assessment Lead Primary: Alternate: Alternate Outage and Damage Assessment Lead Primary: Alternate: Procurement and Logistics Coordinator Primary: Alternate:
APPENDIX E SYSTEM VALIDATION TEST PLAN Procedure Expected Results Actual Results Successful? Performed by At the Command Prompt, type in sysname System Log-in Screen appears Log-in as user testuser, using password testpass Initial Screen with Main Menu shows From menu, select 5-Generate Report Report Generation Screen shows Select Current Date Report Select Weekly Select To Screen Report is generated on screen with last successful transaction included Select Close Report Generation Screen Shows Select Return to Main Menu Initial Screen with Main Menu Select Log-Off Log-in Screen appears APPENDIX F CONTINGENCY PLAN TEST REPORT Test Information Description Name of Test
Implement and monitor 1. Emerging 2. Evolving 3. Embedding 4. Excelling Schools encourage teachers to monitor the impact they have on student progress Teachers review and determine whether new initiatives are positively impacting on student progress Teachers share what they have learned with other teachers in their department or grade level Teachers regularly check in systematic and planned ways to see how new practices are developing, and how they are impacting student learning Schools allow time for teachers to discuss their findings and how they could be used Staff determine what they will do differently, how they will implement changes, for future teaching and learning cycles Schools help teachers develop skills in collecting, and interpreting assessment evidence from multiple sources, and in making appropriate judgements on the evidence Schools create space for teachers to collaborate, observe peers, and discuss findings Leaders and staff discuss what practice changes are needed, and what professional development is required to improve individual and team effectiveness The school a range of opportunities for staff to learn from each other, and to facilitate the transfer of new learning into practice Schools start to share evidence-based successes with other schools in their networks Teachers embed formative assessment as part of the learning program, and continually capture feedback from students Teams use moderation against continua and worked examples to assess and record the impact of different approaches on students' progress Teachers collectively document approaches taken, and evidence of their impact, to build an evidence base of effective, developmentally targeted teaching strategies. Teams have honest and robust conversations about the impact of their interventions and decisions, using student data Schools use external input to ensure that the evidence generated, and the conclusions drawn, are valid Evidence-based learnings are shared within and between schools, to foster effective practice School leaders, students and community partners regularly review the changes in practice and their impact on students
Rosicrucian Egyptian Museum This museum houses the largest collection of Egyptian artifacts on display in the Western North America. Hours: Wed-Fri 9am-5pm Sat-Sun 10am-6pm Phone: (408) 947-3635 Address: 1664 Park Avenue San Jose, CA 95191 Admission: General Admission $9 Senior/Student $7 Children $5 Under 5 FREE Monterey Bay Aquarium Located in a historic cannery building, exciting live shows and staff-led discussions teach you about the ocean and conservation. Hours: Daily 10am-6pm Phone: (831) 648-4800 Address: 886 Cannery Row Monterey, CA 93940 Admission: Adult $49.95 Senior/Student $39.95 Child $29.95 Under 3 FREE Foothill Observatory Offers weekly programs that allow the public to view the wonders of the universe through a telescope. Phone: (650) 949-7334 Address: Located at Foothill College Main Campus adjacent to Parking Lot 4 and the Krause Center for Innovation (Bldg. 4000) Admission: FREE (note: Parking is $3) Lick Observatory Check out the historic visitor center during the day, or their “Summer Series” presentations done at night featuring guests speakers and music for the stars. Hours: Thu-Sun 12pm-5pm Phone: (408) 274-5061 Address: 7281 Mt Hamilton Rd, Mt Hamilton, CA Admission: FREE (excluding night events) Fujitsu Planetarium at DeAnza College Located on the De Anza College campus, the Fujitsu Planetarium hosts an array of shows from educational to the laser light shows of yesteryear. The Fujitsu Planetarium is the largest school planetarium west of the Rockies and one of the most modern in the world. Hours: Astronomy shows @ 4pm, 5pm, and 6:30pm Laser shows @ 8pm and 9pm Phone: (408) 864-8814 Address: Stevens Creek Blvd. Cupertino, CA 95014 Admission: Parking $3 Astronomy Shows $7 Laser Shows $9
Name of Organization Offering Course Course Title Credit Approval Category Course Approval Expiration Date Course Number ALPEC (Alabama Petroleum Equip. Contractors) AI#194138 6449 Norman bridge Road Montgomery, AL 36105 (334) 288-4103 Fax: (334) 288-4163 Contact: Kevin Henderson Installation/Closure/Repair Certification 8 IRC 6/12/2018 DEQ-IRC-0020 Kevin Henderson Consulting, LLC AI#194139 59 Summit Place Brandon, MS 39042 (601)825-1985 Fax: (601) 706-4463 Installation/Closure/Repair Certification 8 IRC 6/12/2018 DEQ-IRC-0021 Mississippi Petroleum Marketers AI#194140 808 North President St. Jackson, MS 39202 (601)825-1985 Fax: (601) 706-4463 Contact: Kevin Henderson Installation/Closure/Repair Certification 8 IRC 6/12/2018 DEQ-IRC-0022
Continuing Education Application for Certified Code Officials and Technical Assistants Directions: 1. Make sure your profile is up to date on the Online Registration System (required for certification) at: 2. Complete parts 1 - 3 of application. 3. Attach required documentation. 4. Submit to Virginia Building Code Academy office via email, fax, or postal mail to above noted address upon completion of total required hours. Failure to submit a complete and accurate application or to establish a current online profile may result in delays or rejection of application. All statements and documentation are subject to further review, investigation, and verification. Please notify the Virginia Building Code Academy office of any changes in address, employment location, and/or work status as well as update your profile on the online system with the appropriate information. Part 1: Applicant Information (please type or Name: Driver’s License Number: Home Address: Current Employer: Government Non-Government Employer Address: Position/Title: Date of Appointment: Work Phone: Cell Phone: Fax: E-mail: Part 2: Continuing Education Record (Please refer to attached Credit Record) Part 3: Required Signature Applicant: I attest that all information provided by me on this application is true and accurate to the best of my knowledge. I understand that falsification of any part of this application may result in denial of active certification status. Applicant’s signature: Date: ______________________ For office use only Date Received: Date Reviewed: Staff Initials: Date Entered: Date Returned to Applicant: Year Next Due: Approved Credit Hours Approved: Denied Application and documentation incomplete Education program content does not meet requirement Education credit hours do not meet requirement Administrative Part 2: Continuing Education Hours Credit Record