zilongwang/ReadingBank huggingface dataset:
serve as an exemplary model. Comments: 6. Motivates students. Motivates students to achieve beyond previous performance levels. Clearly motivates students to perform assigned tasks according to their abilities. Inconsistently requires students to perform according to their abilities. Unrealistic expectations dissuade students from performing to their abilities. Comments: 7. Communicates effectively with the students. Uses a variety of verbal and nonverbal techniques effectively Communications are clear and relevant dialogue is encouraged. Communications are clear but student input is not encouraged. Communications are unclear; students appear confused. Comments: Performance Area III Management Distinguished X Accomplished X Growth Area X Unsatisfactory X 8. Organizes the classroom for effective use of instructional time and resources. Demonstrates exemplary individual and collaborative use of time, materials, and resources Utilizes carefully structured instructional practices to organize the classroom environment. Organization is evident only occasionally. Organization is ineffective. Comments: 9. Sets high standards for student behavior. Promotes student Establishes rules which are fair. Inconsistently sets high standards for student behavior. Does not set high standards for student behavior. Comments: 10. Meets established standards for student performance. Concentrates on high standards for all students to meet. Challenges all students to meet performance standards. Occasionally meets established standards for student performance. Does not attempt to meet established standards. Comments: Performance Area IV Positive Interpersonal Relations Distinguished X Accomplished X Growth Area X Unsatisfactory X 11. Demonstrates effective interpersonal relationships Involves students in activities to create an understanding and acceptance of all individuals. Maintains effective interpersonal relationships with others. Intermittently demonstrates effective interpersonal relationships. Does not demonstrate effective interpersonal relationships. Comments: Performance Area V Professional Responsibilities Distinguished X Accomplished X Growth Area X Unsatisfactory X
7. SUPPORT AND SUPERVISION POLICY &STRUCTURES (Also see the ………………….. Support and Supervision contract) 6.1 EFFECTIVENESS IN THE WORK: The ……………….. aims to provide consistent and appropriate support / supervision to in an honest, open and safe environment. 6.2 CO-OPERATION AND COLLECTIVE RESPONSIBILITY: Staff are expected to participate co-operatively in support and supervision sessions. Getting the balance right between autonomy and adequate support and
Name: _________________________________________ Table# ___ Period _____ Date _________ 10.4A Zero and Negative Exponents_Classwork Objective: Know and apply the properties of integer exponents to generate equivalent expressions (CCSS: 8.EE.1) HW: (10.4A) p. 432 #5 – 12, 37 – 39 (odd answers on p. A40) Complete the table below. QUOTIENT REPEATED MULTIPLICATION FORM VALUE AFTER SIMPLIFIED QUOTIENT QUOTIENT OF POWERS RULE POWER Describe the pattern in the table. Then write a rule for using zero exponents. Except zero, everything to the zero power equals ____________ a0 = ____ 30 = _____ PRACTICE: Simplify 30 ∙ 34 Simplify 82 ∙ 80 Simplify (-2)3 ∙ (-2)0 Simplify Complete the table below. QUOTIENT QUOTIENT OF POWERS RULE POWER QUOTIENT REPEATED MULTIPLICATION FORM VALUE AFTER SIMPLIFIED
The Disciplinary and Grievance Policies and Procedures of the organisation are detailed in the and Conditions of Employment document accompanying this contract. 13. Job description: The job description for the post of ……………… is attached to this contract. 14. Terms and conditions of employment: Conditions of employment are set out in the Terms and Conditions for Employment document and form part of your Contract of Employment. You are deemed, by signing this Contract of Employment to be familiar with and to have accepted those terms. 15. Revision of conditions of employment: Employees and the Voluntary Board of Management (VBOM) are jointly bound by this contract. It will only be changed by requirements of the law or with the full approval of the employee and the VBOM. Any change so agreed will be notified to the employee within 28 days. 16. Acceptance Please acknowledge your receipt and acceptance of this employment contract by signing both copies and returning on copy to us by (Date) May we take this opportunity to welcome you to (Project’s Name) and wish you every success with your position. I …………………………………. accept all of the terms and conditions set out in this contract. SIGNED ____________________________________ EMPLOYER SIGNED ____________________________________ EMPLOYEE DATED _____________________________________
Updated: 10.5.18 Scholarship/EPC Event Newsletter - Fall 2018 Ed Planning Center Events/News ** If you would like to attend the College Representatives Information Presentations visiting LHS, please go directly to the location (Library) and sign in the attendance sheet. A copy of the signed attendance sheet will be given to the Attendance Office. You will be excused from missing your class. October 1 FAFSA/CA Dream Act Application opens – submit your FAFSA/CA Dream Act application 1 CSU Application opens – submit your CSU college application 3 Boise State University @ LHS (Library) – 5th period 9 Azusa Pacific University @ LHS (Library) – 2nd period 10 PSAT* 12 Yale University @ LHS (Library) – 2nd period 16 LHS College & Career Night. 5-7 pm* (Gym) 18 UC College Application Workshop @ LHS Library Media Center noon-5th period* 24 ASVAB Test – Media Center* 24 St Mary’s College @ LHS (Library) – 3rd period 25 CSU College Application Workshop @ LHS – Library Media Center (3rd-4th period)* 30 LHS Cash For College Financial Aid Workshop – Library Center (5- 7 pm)* November 1 UC Application – submit your UC college application 1 UC Santa Barbara @ LHS (Library) – 6th period 14 ASVAB Test Interpretation – Library Media Center 8:15 – 11:30 30 UC & CSU Application Deadline. Submit your a December 2019 January February March 2 Cal Grant Deadline 13 ASVAB Test – Library Media Center (8:15 am – 11:30 am)* 10 ASVAB Test Interpretation – Library Media Center 8:15 am – 11:30 am May 14 Senior Awards Ceremony – New Gym 23 Honors Breakfast – Practice Gym 30 Graduation *** Important Financial Aid (FAFSA/CA Dream Act Application) Information
10th June 2016 for Your Diary Date Who Time 13 Wiggery Wood Squirrel Class 14 Walton Trip Whole School 17 Parents Assembly Fox Class 2.40pm 21 School Photographs Class/Team 24 Parents Assembly Owl Class 2.40pm 27 Wiggery Wood Squirrel Class 28 & 29 Hedingham Induction Day Year 6 30 Hedingham Day Year 5 July 1 Parents Assembly and cream tea. Squirrel Class 2.40pm 4 Wiggery Wood Fox Class 4 Bulmerdon Tournament 6 SPORTS DAY 8 NON PUPIL DAY 11 Wiggery Wood Squirrel Class & new intake 13 CELEBRATION EVENING 12 * Reserve Sports Day *New Date 14 Hedingham Sports Day 18 Wiggery Wood Owl Class 18 Hedingham New Intake Eve 20 Awards Assembly 22 Leavers Assembly Sept 1 NON PUPIL DAY 2 START OF TERM
This feature implements PIE D2062, D2895, D2444, D1222, and D584. Figure 3: Notification Email field in submission folder properties Configuration Variable Global Change Look and Feel Organization Wide Tool Change Workflow Impact of Change Technical Details Next Steps Slight impact to administrators due to the addition of a new configuration variable, The availability of this feature is controlled by d2l.Tools.Dropbox.AllowNotificationEmail which is enabled by default in Brightspace Learning Environment 10.6.8. Administrators can turn off this feature in the Config Variable Browser if they do not want this option to be available to instructors. Slight impact to instructors due to additional options when creating or editing submission folder properties. When you edit the properties for an assignment submission folder, your email address or a comma-separated list of addresses, in the Notification Email field to receive a notification when new submissions are added. Class Progress - Dropped Grades appear on Summary and Grades tabs | New configurationvariables,lookfeel,toolchange, In the Class Progress > User Progress tool, it is important that instructors and learners are aware of which grade items are dropped. Changes to the Class Progress tool now provide more clear information about which grades are included in the calculation of a final mark and clearly indicate which items are included in category totals. Changes include: On the Grades section of the summary page, dropped items do not appear.
Moderate impact to administrators due to the change in the Quizzes > create/edit True or question user interface. Administrators can opt-in to create or edit True or False questions using the new create / edit True or False questions user interface. To return to the original user interface, Turn it off. This feature is dependent on the Authentication Service microservice in the Brightspace Cloud. To enable the new quizzing experience for instructors at any org level, turn on the configuration variable. Moderate impact to instructors due to the change in the Quizzes > create / edit True or False question user interface. To use the new create / edit True or questions user interface, click Leave it on. To return to the original user interface, click Turn it off. If you do not see the new create / edit True or False question user interface, contact your administrator.
Students will understand how to compare, select, record and sequence relevant information from a range of sources as evidence to answer inquiry questions Locate, compare and select information from a range of sources as evidence to answer inquiry questions Examine and sequence information from sources as evidence to answer inquiry questions LEARNING GOAL 9 Students will understand how to compose a text to explain the effects and relative importance of an Australian contribution to an aspect of popular culture. Develop an explanation about the effects and relative importance of an Australian contribution to an aspect of popular culture? Examine a model response to identify text and language features Plan paragraphs on the effects and relative importance of an Australian contribution to an aspect of popular culture Compose an explanation on the effects and relative importance of an Australian contribution to an aspect of popular culture LEARNING GOAL 10 Review, reinforce and extend learning Revise, reinforce and extend history learning. LEARNING GOAL 11 DIMENSION 1. Classroom Climate: Classroom Tasks:
Year 10 achievement standard By the end of Year 10, students refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their relative importance. They explain the context for people’s actions in the past. Students explain the significance of events and developments from a range of perspectives. They explain different interpretations of the past and recognise the evidence used to support these interpretations. Students sequence events and developments within a chronological framework, and identify relationships between events across different places and periods of time. When researching, students develop, evaluate and modify questions to frame an historical inquiry. They process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions. Students analyse sources to identify motivations, values and attitudes. When evaluating these sources, they analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context. They develop and justify their own interpretations about the past. Students develop texts, particularly explanations and discussions, incorporating historical argument. In developing these texts and organising and presenting their arguments, they use historical terms and concepts, evidence identified in sources, and they reference these sources ACARA Work Samples * Sample 21 http://www.australiancurriculum.edu.au/File/8ad30713-c926-4716-91f1-209665916a7d * Sample 22 http://www.australiancurriculum.edu.au/File/d9588b86-b947-4cf2-89f4-1cc351f674bb * These work samples are generic samples provided by ACARA in relation to the Year Level Achievement Standard. They are not related to the specific Assessment Tasks contained in this unit. AUSTRALIAN CURRICULUM ALIGNMENT:
Tool Change Workflow Only Impact of Change Technical Details Next Steps Slight impact to instructors who want to use web or Google Drive attachments in activity feeds. Google Drive attachments must originate from the instructor's personal Google Account. Before attaching the link, the instructor must ensure that the file has proper visibility permissions in Google Drive. Navigate to a course homepage with Activity Feed widget available. Click anywhere in the Create a post text box and type a message. Do one or more of the following: To attach a web link, . To attach a Google Drive file from your Google account, click . Virtual Classrooms and Video Assignments by YouSeeU Virtual Classrooms by YouSeeU – New client available for Virtual Classrooms | New Instructors can now use the HTML5 version of the Virtual Classroom client in addition to the existing Flash version of the client. HTML5 is the now the recommended Virtual Classrooms client when using Google Chrome or Mozilla Firefox. HTML5 is not yet available in other browsers due to missing technical dependencies. Integration System Requirement Change Workflow Tool Change Impact of Change Technical Details Next Steps
Arrangements for monitoring progress in [2.16] Sept 2013 Consultation list reviewed and updated [3.4] Director of Operations (in liaison with BSO Equality Unit) Mar 2013 and ongoing Screening timetable [4.4] Screening Reports [4.15] Chair / Director of Operations Director of Operations (in liaison with BSO Equality Unit) Ongoing Quarterly from Sept 2013 EQIA timetable [4.16] on screening outcomes) / Director of Operations Ongoing Monitoring Review of monitoring information [4.31] Publication of monitoring information [4.33;4.34] Chair / Director of Operations / Director of Operations annually annually Measure Lead responsibility Timetable Training Raise awareness with staff and make available equality scheme [5.4] Development of overall training programme [5.5] Focussed training [5.4] Update training [5.4] Evaluation of training [5.6] Chair / Director of Operations / Director of Operations (in liaison with BSO Equality Unit) Chair / Director of Operations (in liaison with BSO Equality Unit) Chair / Director of Operations (in liaison with BSO Equality Unit) Chair / Director of Operations (in liaison with BSO Equality Unit) Training for and briefing for Board Members will be carried out as soon as possible after scheme approval, but within 1 year. Annually Annually Ongoing
Role Permissions Tool Change Impact of Change Technical Details Next Moderate impact to administrators due to required configuration variables, tool changes, and permissions to make this feature available. To make the Lessons experience available in Brightspace Learning Environment, turn on the following configuration variables: d2l.Tools.Content.UseLessonsExperience d2l.System.Services.DocumentConversion.IsEnabled The Document Conversion Service is located in AWS U.S. East (N. Virginia) and depends on the Authentication Service. The Learning Outcomes tool must be turned on, and the Manage Outcomes permission is required to import standards from the Achievement Standards Network and to copy standard requirements between courses. This tool relies on the Learning Outcomes service (LOReS). LOReS is a regional service that is currently only available to clients in the US East region. The Lessons experience is only available in US English as of Brightspace Learning Environment 10.7.2. In the Config Variable Browser, ensure that the Organization Value for is set to on. Turn on for all courses to use the Lessons experience. To enable Lessons for individual courses, set override values in the configuration variable for the desired courses. Turn on to activate Document Conversion Service for your organization. From the Admin Tools menu, select Organization Tools and turn on Learning Outcomes. Grant the Manage Outcomes permission for the Learning Outcomes tool to roles responsible for importing standards and copying standards between courses.
Slight impact to instructors due to new workflows for creating assignment submission folders, and sharing assignments with learners. Availability: Assignment posts are available to all clients using Activity Feed. To Enable: N/A Microservices Dependencies: Authentication Service, Landlord Service, and Activity Feed Service Microservices Location(s): Activity Feed is a service located in all supported D2L Amazon Web Services™ (AWS) locations: U.S. East (N. Virginia) Canada Central (Montreal) EMEA (Ireland) Sydney Singapore Client regions are determined by D2L and routed accordingly. 1. From your course homepage, in the Activity Feed widget, click Create a post. 2. Click the Assignment tab. 3. Enter a title, instructions, a due date, and select the Add to Grades check box. 4. Click Post. Ensure that you have the appropriate permissions to enable these features by checking your organization’s policies regarding data residency, and by consulting with your legal advisors.
NAME OF CHILD: Monday Tuesday Wednesday Thursday Friday Saturday Sunday Date Medicine Time Given AM PM AM PM AM PM AM PM AM PM AM PM AM PM Dosage/Amount Licensee Signature Notes/Concerns Monday Tuesday Thursday Friday Saturday Sunday Date Medicine Time Given AM PM AM PM AM PM AM PM AM PM AM PM AM PM Dosage/Amount Licensee Signature Notes/Concerns Signatures: Medication returned to parent/guardian Date: Parent/Guardian signature: Licensee Signature:
Written Plan for Dangerous or Aggressive Pet or Animal WAC 110-300B-4875(3) THE LICENSEE MUST HAVE A WRITTEN PLAN TO KEEP A PET OR OTHER ANIMAL INACCESSIBLE TO THE CHILDREN IF THE PET OR ANIMAL IS KNOWN TO BE DANGEROUS OR AGGRESSIVE. LICENSEE SECTION: LICENSEE NAME DATE TELEPHONE NUMBER ( ) - PLAN: TYPE OF PET OR ANIMAL: (Pet’s name and identifying markers) WHERE WILL THE PET OR ANIMAL BE WHILE THE CHILDREN ARE IN CARE? EXPLAIN IN DETAIL HOW THIS PET OR ANIMAL WILL BE PREVENTED FROM HAVING ACCESS TO THE CHILDREN: (attach photo(s) of pets described above, if available) OTHER COMMENTS: (To include if this animal has previously had contact with animal control) I understand I must keep the above mentioned animal(s) from having any interaction with the children in care. I also understand I must include in the parent/guardian handbook how the children will be kept safe around any pets or any other animals. I declare this information is true and accurate to the best of my knowledge and I understand that my licensor may make a site visit to verify the information. Licensee Signature: Date:
Family Home Child Care Request to Change Capacity Information below to be completed by licensee. Printed licensee’s name Provider ID # Anniversary date I request capacity change in the number of children that I am licensed for WAC 110-300B-5700 Current licensed capacity Age range Number under two years of age Requested capacity Age range Number under two years of age Complete the following information: Indoor play I have square feet of licensed play space for children in my home. This does not include hallways, bathrooms, or closets. A minimum of 35 sq. ft. per child is required by WAC 110-300B-4225. Outdoor Play Space: I have square feet of fenced useable outdoor play space at my home. A minimum of 75 sq. ft. per child is required by WAC 110-300B-4925. Equipment: I have a sufficient quantity and variety of appropriate indoor/outdoor play equipment for children required by WAC 110-300B-5000 and Attach a sample list of your learning and play materials to this request. Nap Equipment: I have # mats, cots, beds, cribs, and/or playpens for napping children by WAC 170-296A-3750. Licensee information: of licensed experience First aid expiration date CPR expiration date HIV/AIDS training date Total hours of ongoing training STARS (Child Care Basics) List all staff: Name Resume TB test result CPR expiration date First Aid expiration date HIV/AIDS training STARS (Child Care Basics) Background authorization submitted Attach copies of documentation for your DCYF file of Early Childhood Education classes taken by you and your primary assistant. Include documentation of STARS training completed. (See WAC 110-300B-1175, 110-300B-1800 and 110-300B-1910)
7700 Washing dishes Automatic dishwasher, using the sanitizing cycle or hand wash method by emersion in hot soapy water, rinse, sanitize and air dry 7725 Food containers and utensils Containers used in the microwave are labeled for microwave use Disposable serving containers, dishes and utensils are sturdy and used only once Keep sharp utensils and utensils that may cause serious injury inaccessible to children when not in use 7750 Food preparation area All food preparation area requirements are followed – if applicable 7800 Food storage Food is stored safely 7825 Satellite kitchens Must have copy of permit issued by local health jurisdiction Written policy on handling food from satellite kitchen 14. Staff records DEL Orientation Program Orientation Background Check TB Test HIV/ AIDS BBP training CPR First aid Food worker’s card STARS Training 10 Hrs Section 1125 5800 1200 1750 1850 1825 1825 7675 1775 1800 Staff Name Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired Date Expired 15. Staff Qualifications C = Compliance D = Discussed N = Non Compliance NA = Not Applicable Section Requirement Code 1710 Program Director Meet requirements and qualifications 1715 Site Coordinator Meet requirements and qualifications 1720 Lead Teachers Meet requirements and qualifications 1730 Program assistants Meet requirements and qualifications 1735 Volunteers Meet requirements and qualifications 16. Children’s Records Enrollment application Immunizations or exemption Health history Persons authorized to pick up Emergency contact Parent/ guardian information Medical provider or written plan Dental provider or written plan Section 2050 3250-3300 2050 2050 2050 2050 2050 2050 Child Number Child #1
Safeguarding Cognita Schools are committed to safeguarding and promoting the welfare of children and young people and expects all staff, volunteers and other third parties to share this commitment. Safer Recruitment practice and pre-employment background checks will be undertaken before any appointment is confirmed. In addition to all other background checks, appointment is subject to an enhanced Disclosure and Barring Service (DBS) check for regulated activity (if you have lived in the UK) and/or overseas checks for all other countries in which you have lived or worked (for 3 months or more in any one country in the past ten years) and your country of origin. Equal Opportunities Cognita Schools are equal opportunity employers. Our policy is to ensure that no job applicant or employee receives less favourable treatment because of gender, marital status, age, race, sexual orientation, gender reassignment, religion, pregnancy/maternity or disability or disadvantaged by conditions or requirements which cannot be shown to be justifiable. Completing the form You must complete all sections of the application form for us to be able to consider your application for shortlisting. Regretfully, we cannot accept incomplete forms. Please write in black ink or type. Application Forms presented with an electronic signature will be accepted, however an original signature will be required at interview or at the very latest prior to offer. If a section is not applicable to you, please state “N/A”. We do not accept CVs instead of application forms. Although you may include a copy of your CV, the application form will be the primary source of information considered during recruitment. Please submit this form with a covering letter supporting your application, providing details of your relevant experience for this role, a statement of your personal qualities and why you have chosen a Cognita School/Cognita as an employer of choice. This should be no more than two pages of A4. Please also provide details of the notice period for your current role, if applicable.
Traditionally these processes have worked separately. The DAWG enables the groups to work together, coordinate the flow of data and reports, and review material that is produced. A particular benefit has been in understanding the different forecasting processes (data, method) used by the utilities and the Energy Commission. Approximately 20 organizations and 130 individuals belong to the DAWG. The DAWG has two subgroups: Demand Forecasting and Energy Savings. We are contemplating reaching out to Distributed Generation and Demand Response. Accomplishments: Two incremental-uncommitted energy efficiency reports (the first was published as a supplement to the 2009 IEPR. The second, a supplement to the 2011 IEPR is due out presently. Next Steps for the DAWG Energy Efficiency Goal Studies Shared model EM&V integration Demand response and distributed generation. DAWG Website: See attached presentation. III. Presentations- Role of End-Use Saturation Surveys and Collecting Baseline Data History of CEC Forecasts and Methods of Baseline Data Collection End-Use Surveys and Efficiency Studies discussion on IOU Perspective Facilitator CEC (Chris Kavalec ) Itron (Jean Shelton) KEMA (Claire Palmgren) SDG&E (Tim Vonder) SCE (Andrea Horwatt) PG&E (Rafael Freidmann) 9:30-11 am 30 min 30 min 30 min Use
Fettig: Accept Muske: Nominate myself Mach: Nominate Schefter Schefter: Accept Mach: Nominate Hegstad Hegstad: Respectfully decline Hagen: Nominate myself Nominations closed Nominations: Mach, Fettig, Muske, Schefter and Hagen Appoint One Senator to ASA Commission Mastel: At this time I seek a motion from the floor to open nominations. Reimers: So moved. Hagen: Second. Schefter: I nominate Wognin. Not present to accept or decline. Nominations closed Student Concerns No student Concerns Reports off the Muske: We got a new microwave in the Union! When I was originally tasked with this, here were over 100 students in favor of more microwaves so we are looking at placing one near the coffee shop or SAO. Mach: I attended TFAC and it was interesting, I learned a lot about technology fee advisory board. Not going to want a fee increase. They work hard for us! Kniffen: Senator of the Week is Adam Muske. Harper: I had two committees this past week. In Board we are revising policies and guidelines for the board. I will be asking every media entity to give me guidelines to review, because that hasn't been done since 2015. A new committee will be convening, led by Mark Wallman to talk about TopHat vs. Turning Technology. We will also be discussing how access codes will be taking come about. Sales representatives for them feed like piranhas on our faculty and . are not told by reps how much these cost. Fettig: In Finance Commission we are passing lots of good things for student organizations. The consent agenda is quick and fast but that doesn't mean it is not important. You should put thought into what you are passing. Always read the consent agendas before meeting and ask questions if you have any. Schefter: I sat on CCRC, please carefully review the documents because they are bulky. We made some small changes and more substantial ones. Take a good strong look so you know what you are voting on. Schwalbe: I recently worked with Michael on PocketPoints. It is an app that five minutes you open the app and lock your phone, you can earn points to be redeemed in the community. Hagen: We made progress on the discount card let me know Kabir: I had a meeting with the Provost about Graduate Studies concerns.
We may have M possible ordered categories. Considering the response variable R, it can take on the value of m (one of the ordered categories) with probability φm = Prob(R = m) If we have a rating scale with the categories (1) not proficient, (2) proficient, and (3) exceeds proficient (with respect to academic achievement), we can represent these outcomes as φ1 = Prob(R = 1) = Prob(“not proficient”) φ2 = Prob(R = 2) = Prob(“proficient”) φ3 = Prob(R = 3) = Prob(“exceeds proficient”) In these models, we work with cumulative probabilities, since we want to capture the ordinal nature of the response options (outcome variable). We consider cumulative probabilities as = Prob(R ≤ m) = φ1 + φ2 + … + φm In our example, = φ1 = φ1 + φ2 = φ1 + φ2 + φ3 = 1 Also note that the third equation is redundant, because if you know the first two, the third is known. Generally, we only need M -1 cumulative probabilities are estimated. The cumulative logit function can be used to represent the idea of cumulative probabilities = A logistic regression can be formulated ηmi = θm + βX In this model, there is an intercept θm for each category m (called thresholds) and a common slope β. There are a couple of assumptions in the use of this model, including the assumption that X affects the odds ratios for each category m in the same way. Level-1 Model To continue the example above with the 3-level performance scale, the level-1 model would be η1ij = θ1j + β1j X1ij η2ij = θ2j + β2j X1ij
Here, the level 1 outcome is the log-odds of selecting category m relative to category M, the reference category. Level-1 Structural Model In our case of M = 3, we have two level-1 equations Level-2 Model In our example of M = 3, there would be two level-2 equations.
strengthening existing institutions, in order to deal more effectively with particular aspects of such problems.” The World Charter for Nature states that States, international organizations, individuals, groups, and corporations should “[c]o-operate in the task of conserving nature through common activities and other relevant actions, including information exchange and consultation.” The WCED Legal Principles provide that “States shall cooperate in good faith with other States in implementing the preceding rights and obligations.” Moreover, “States shall cooperate in good faith with other States to achieve optimal use of transboundary natural resources and effective prevention or abatement of transboundary environmental interferences.” The Montreal Guidelines encourage States to “undertake, as appropriate, to establish internationally agreed rules, criteria, standards and recommended practices and procedures to prevent, reduce and control pollution from land-based sources, with a view to their policies in this connection, particularly at the local and regional level.” Furthermore, the Guidelines provide that if “discharges from a watercourse which flows through the territories of two or more States or forms a boundary between them are likely to cause pollution of the marine environment, the States concerned should co-operate in taking necessary measures to prevent reduce and control such pollution. The Rio Declaration provides that “States should effectively cooperate to discourage or prevent the relocation and transfer to other States of any activities and substances that cause severe environmental degradation or are found to be harmful to human health.” States are also called on to cooperate “to promote a supportive and open international economic system that would lead to economic growth and sustainable development in all countries, to better address the problems of environmental degradation” and that “[e]nvironmental measures
Were Compromised. 1999, (, diakses 15 Mei 2012). Onny Rafizan. Analisis Penyerangan Social Engeneering. (2011), Peneliti Bidang Teknologi Informatika di Puslitbang Aptika & IKP Balitbang SDM Kominfo. Protect Against Social Engineering. ( diakses 14 Mei 2012) Rick Nelson, “Methods of Hacking: Social Engineering,” the Institute for Systems Research, University of Maryland. (, diakses 10 Mei 2012). Sarah Granger, “Social Engineering Fundamentals, Part II: Combat Strategies ”, 2002. (, diakses 10 Mei 2012) *) Penulis adalah Marwana Dosen Teknik Informatika STIMED Nusa Palapa Makassar, Indonesia Email :
Try the activity, “Can I Get a New Bike?” Notice the following relationships: “TRUE” = YES = 1 = NO = 0 Next week, we will be learning about Digital Logic, which includes Logic Gates (which you have been introduced to in these tutorials) and Boolean Algebra. Completing these activities thoroughly will help you for the upcoming lessons!
University Mentors or Visiting Tutors will let you know when they are coming in to school to visit. If you suddenly find that your plans or school plans have to change just let them know if you can. It may be that they can rearrange and this may be more beneficial for the student or more convenient for all of you. We all recognise the need to be flexible. Pupil Progress We recognise that all our partners have a priority to ensure growth for their pupils in terms of secure breadth and depth of knowledge, understanding and skills. We also recognise that in order to achieve this teachers are experienced professionals who work alongside other adults; are advised by other professionals and bring to their classrooms a wealth of wider experience that they have developed including warmth, understanding, compassion and good humour. Student teachers do not always have a full set of those skills that you have developed over a number of years and they will look to you to model and share them. If you are concerned pupil progress discuss those concerns with your student teacher. Use a focused observation to illustrate your concern, or discuss their evaluations of their planning and teaching. If there still appears to be a lack of understanding speak to the mentor – don’t let it drift. Some student teachers become blinkered to the wider positive attributes of the classroom teacher because they are concerned with their own progress – advise them to take a step back and reflect on what makes things go well. Developing secure relationships, positive feedback, humour, creativity and flexibility will help to build a resilient future teacher. Student teacher progress The student teacher has a Professional Development Profile which they will bring with them to placement. It contains records of their achievements prior to starting the programme and details of previous placements and campus based academic study. It will give you a clear indication of the student teachers’ starting point as they join you. The requirements relating to progress during each school placement is clearly set out in each Notes of Guidance. The expected (or required) stage to be attained in each placement and the exceeded stage to be reached are clearly outlined in the placement report document. The student teachers will be aware of what they need to achieve and what targets they have set themselves and will be able to articulate this. Alongside this document you will be given an overview of the Teachers’ Standards that are broken down into stages which mark progress. Stage 3 are the Teachers’ Standards, with stages 5 and 4 moving towards them, and stages 2 and 1 moving
End of Life Care Phases Advance Care Plan Record Assessment on the North West Model above 1 Advancing disease 2 Increasing decline 3 Last days of life 4 Post bereavement support given 5 Follow up Date completed or declined Review date – record any change Review date– record any change Review date– record any change Review date– record any change Key worker Resident’s Name Date Supportive Care Record V2 2014
BBT9 Turn Down the Dial on Cyberbullying What factors intensify cyberbullying and online cruelty, and what can you do to lessen them? Vocabulary: Target – a person who is the object of an intentional action Offender – a person who has malicious intent to hurt or damage someone Bystander – a person who does nothing when they witness something happening and the target to be hurt and degraded Upstander – a person who supports and stands up for someone else, and take whatever action they can to stop the cruel and unacceptable behaviour Escalate – to increase or make more intense De-escalate – to decrease or make less intense Online cruelty can escalate quickly because people are often anonymous and posts spread quickly. Online cruelty, also referred to as cyberbullying, takes place whenever someone uses digital media tools such as the internet and cell phones to deliberately upset or harass someone else, often repeatedly. Targets of online cruelty often feel that they can be blasted with negative comments at anytime, anywhere. When more offenders join the online cruelty, by commenting or even just sharing or liking, the situation becomes much worse, very quickly. Watch this . It’s called “Ricardo’s Story – Making Fun of Others Online”. Then, answer the questions in the video discussion guide called Ricardo’s Story – Making Fun of Others Online, found on the class website. Save the answers in your U drive and upload your answers to the Google Classroom. Review the vocabulary at the beginning of this document. HOW TARGETS AND UPSTANDERS CAN DE-ESCALATE ONLINE CRUELTY Targets Bystanders Ignore and block the bully. Offenders often want attention. Take it away and they may give up. Save the evidence. You may need it for documentation. Change your privacy settings. Allow only people you trust to see or comment on your pages. Stand up to the offender when appropriate. If you see something negative, say something. Make it clear that you think online cruelty is wrong, and tell the offender to back off. (It may be easier to do this if you have good standing with the offender.) out the bully’s motivation to the target. Comfort the target by
61. What type of firearm is fed by chamber? 1998 Criminologist Licensure Examination) A. Single shot firearm B. Automatic type C. Bolt action D. Slide action 62. In stake out surveillance photography, where the photographer cannot get to the subject, what kind of lens must be used? (March 1998 Criminologist Licensure Examination) A. Normal B. Telephoto C. Wide-angle D. Zoom 63. What is the range of distance from the nearest object to the farthest object that is sharp when the lens is set or focused at a particular distance? (March 1998 Criminologist Licensure Examination) A. Depth of field B. Focal length C. Focal distance D. hyper focal distance 64. What is death due to the mercy killing of a sick person? (March 1998 Criminologist Licensure Examination) A. Natural death B. Euthanasia C. Negligent death D. Violent death 65. What is the last stage in toxicological examination? (March 1998 Criminologist Licensure Examination) A. Multiplication B. Qualification C. Measurement D. Quantification 66. What hand firearm has a rotating cylinder that serves as a magazine which successively places cartridges into position for firing? (March 1998 Criminologist Licensure Examination) A. Revolver B. Pistol C. D. Carbine 67. What are the little openings on the skin from where sweat is excreted? (March 1998 Criminologist Licensure Examination) A. Ridges B. Whorl C. Pore D. Loop 68. What kind of ridge resembles a dot, fragment or period? (March 1998 Criminologist Licensure Examination) A. Ending ridge B. Lake ridge C. Ridge of tranquility D. Island ridge 69. What is the locking device activating the extractor called? (March 1998 Criminologist Licensure Examination) A. Ejector B. Extractor rod C. Rachet D. Lock
100 BOARD QUESTIONS IN CRIMINALISTICS 1. b 2. c 3. b 4. b 5. a 6. a 7. a 8. a 9. a 10. a 11. c 12. a 13. b 14. b 15. b 16. c 17. d 18. d 19. b 20. b 21. c 22. d 23. d 24. a 25. a 26. b 27. c 28. d 29. b 30. c 31. c 32. a 33. a 34. a 35. a 36. a 37. d 38. a 39. b 40. d 41. d 42. b 43. c 44. b 45. b 46. c 47. a 48. a 49. a 50. b 51. d 52. d 53. b 54. a 55. b 56. b 57. a 58. c 59. c 60. d 61. a 62. b 63. a 64. b 65. b 66. a 67. c 68. d 69. b 70. d 71. d 72. b 73. a 74. b 75. d 76. c 77. a 78. a 79. a 80. a 81. b 82. b 83. d 84. b 85. a 86. c 87. d 88. c 89. c 90. b 91. b 92. b 93. d 94. c 95. b 96. d 97. d 98. b 99. c 100. a
Students should see their seat No. and Name in the Name list and mistakes if any should be communicated to this office immediately. All Candidates are requested to confirm their Examination Seat Numbers as well as place of the examination on the Notice Board of University / Colleges mentioned above at least two days before the date of the Examination. The candidate should write correct Seat No. on each Answer Book. If candidate writes wrong seat no. on Answer Book, the performance of the Candidate at the said subjects will not be considered. Candidate should write Answers in Blue Ink Only. Cellular Phone, Scientific Programmable Calculator, Pager & Digital Diary or any other means, which can be used for unfair practice, are not allowed in the Examination hall. The Examination programme is subject to change, If there any change in the examination programme, the university will not be responsible for the loss or inconvenience caused to the candidates. Seating arrangement is made date wise and subject wise, therefore, candidate are requested to see their seating arrangement one day before the date of examination. The examinee should confirm the customized time table on his hall ticket with final time table at his college at least two days prior to the actual date of examination. Place :Kolhapur Sd/- Date : 15/4/2017 Director, Board of Examination & Evaluation
According to the how many runners are in their forties? C. D. Mr. Turner bought x of pencils. Each box holds 25 pencils. He left 3 boxes of pencils at home and took the rest to school. Which expression represents the total number of pencils he took to school? C. D. made a cube in technology class. Each edge measured 1.5 cm. What is the volume of the cube in cubic centimeters? C. D. Which value of p is the solution of ? C. D. The statement 2 + 0 = 2 is an example of the use of which property of real numbers? associative C. additive inverse additive identity D. distributive. Mrs. Smith wrote “Eight less than three times a number is greater than fifteen” on the board. If x represents the number, which inequality is a correct translation of this statement? C. D. There is a negative correlation between the number of hours a student watches television and his or her social studies test score. Which scatter plot below displays this correlation?
Which point lies on the line defined by ? (0, 2) C. (0, 6) D. What is the equation of the line that has a slope of 4 and passes through the point (3, -10)? The data in the table shows the cost of renting a bicycle by the hour, including a deposit. Hours (h) Cost in dollars (c) 2 15 5 30 8 45 If hours, h, were graphed on the horizontal axis and cost, c, were graphed on the vertical axis, what would the equation of a line be that fits the data? Some ordered pairs for a linear function of x are given in the table below. x y 1 1 3 7 5 13 7 19 Which of the following equations was used to generate the table above? The equation of the line l is , and the equation of line q is . Which statement about the two lines is true? Lines l and q have the same y-intercept. Lines l and q are parallel. Lines l and q have the same x-intercept. Lines l and q are perpendicular. Which equation represents a line that is parallel to ?
2 11-9-2018 The Development of Sociological Thinking Hughes, M. & Kroehler, C. J. (2009).p. 8 3 18-9-2018 Sociology as Science. Sociology and the Other Social Sciences Nukunya, G. K. (2003).. Pp. 8-14 4 25-9-2018 Founding Fathers of Sociology I – Auguste Comte (1798-1857), Herbert Spencer (1820-1903) and Karl Marx (1818-1883) Giddens, A. (2009). Pp 11-22. Hughes, M. & Kroehler, C. J. (2009) Pp. 910. 5 2-10-2018 Founding Fathers of Sociology II Durkheim (1858-1917), Max Weber (1864-1920) Giddens, A. (2009). Pg. 11-22. 6 9-10-2018 Sociological Perspectives – Functionalism (Manifest and Latent functions, Dysfunction) Conflict, and Symbolic Interactionism. Giddens, A. (2009). Pp 23-30. Johnson, A. G. (1996). Pp.87-99. 7 16-10-2018 Sociological Research Giddens, A. (2009). Pp. 41-49. 8 23-10-2018 Culture – Norms, Customs, Sanctions, Values, Symbols, Language, Mores, etc Hughes, M. & Kroehler, C. J. (2009). Pp. 41-45. 9 30-10-2018 The Individual and Socialization Giddens, A. (2009). Pp. 288-291. Hughes, M. & Kroehler, C. J. (2009). Pp. 67-70. 10 6-11-2018 Social Groups and Formal Organization Hughes, M. & Kroehler, C. J. (2009). Pp. 59; 99-103. 11 13-11-2018 Bureaucracy, Characteristics and its Perpetuation Dzorgbo, (2013). Pp. 155-163. 12 20-11-2018 Deviance and Control Abotchie, C. (2008). 13 27-11-2018 Revision
Digitally-backed (“virtual”) team organization and coordination (digital calendars, chat room, desktop sharing, conference calls, telecommuting, video conferencing, intranet, etc.) Empowered triangle professionals: moving in and out of leading + following + managing as situationally required TM internalization of the master TM productivity niches (matching responsibilities to capabilities) Team-constituent mutual contributions: *Agenda-blending *Counterintuitive innovative thinking Feedback exchange *Modificationment *Team-CON bill of rights Enjoying your job more: Forming new WE pods Giving > taking Letting team members do what they do best Two-way contributions JOB ADVENTURE 81: TEam Needs (planning needs seeds) TMs = team members; CONs = constituents NEED FUNCTION SEED *Ambidexterity Pros who can create value for CONs both inside and outside the org A mixture of technical/quantitative and administrative/qualitative TMs who empower the team to create value for people both inside and outside the org *Concentricity Sharing productivity responsibilities with org members outside your work zone Working/networking for a variety of projects throughout separate areas of the org, thus diversifying your pro network and extending your team’s zone of influence. *Empowerment The freedom to manage your own work to a significant extent *Triangle pros on your team capable of and equipped to create teamwork synergies *Interdependency maps A prioritized list of who you need most to perform your job well and vice versa Inter-departmental project work and *concentricity *Manyvation Being motivated to excel by a more than $$ Strong interdependency alliances within your team and *concentricity partners elsewhere in the org
I can exponential functions. Graph each exponential function. 11. y = 2(3)x 12. y = 4 x y x y 13. y = –2 14. y = –3(2)x x y x y 15. The function f(x) = 57.8(1.02)x gives the number of passenger cars, in millions, in the United States x years after 1960. Using this model, in about what year does the number of passenger cars reach 200 million? 16. In the absence of predators, the natural growth rate of rabbits is 4% per year. A population begins with 100 rabbits. The function f(x) = 100(1.04)x gives the population of rabbits in x years. a. How long will it take the population of rabbits to double? b. How long will it take the population of rabbits to reach 1000?
Location Details Material Details Results / Management Details Photographs Item Location: Plaster within ceiling void on copper pipe and ceiling intrusion. Material Type: Plaster Status of ACM: Confirmed Quantity: 0.3 m2 Sample ID: S06 Inspection Date: 06/09/2017 Extent of Damage Medium Damage Sample Result: Chrysotile (White Asbestos) Fibres Item Accessibility: Accessible Surface Treatment: Unsealed Risk Score: 7 Room Accessibility: Accessible Recommendation: Manage (label and inspect at intervals) Comments: Plaster within ceiling void on copper pipe and ceiling intrusion. Potential for hidden asbestos rope Location Details Material Details Results / Management Details Photographs Item Location: Brown/yellow sealant in ceiling void around ducting throughout. Material Type: Sealant Status of ACM: Not Present (Tested) Quantity: 1 m2 Sample ID: S07 - S03 Inspection Date: 06/09/2017 Extent of Damage Low Damage Sample Result: No Asbestos Detected Item Accessibility: Accessible Surface Treatment: Completely Sealed Risk Score: 0 Room Accessibility: Accessible Recommendation: No action required Comments: Yellow/brown sealant to air ducting