zilongwang/ReadingBank huggingface dataset:
Handford Hall Primary School – Making a World of Difference 1 day school based course at Handford Hall Primary School in Ipswich – available every term This school-based course will provide teachers and teaching assistants with the confidence to promote a fully inclusive approach to teaching pupils with English as an additional language. Course agenda: 8.45 – 9.10 Meeting Handford Hall team. Session 1 9.15 -10.15 Learning Walk with senior leaders ‘New Arrivals – day’ School procedures Assessing new arrivals on entry in the world of no levels ‘What you must know about your new child’ 10.15 – 10.30 Coffee break Session 2 (10.30 – 12.00) Visits to classes (lesson observations and discussions with teachers and pupils) – part 1 (12.00-12.45) Included
Session 3 (12.45 – 1.30) Visits to classes (lesson observations and discussions with teachers and pupils) – part 2 Session 4 (1.30 – 2.30) in primary school – led by Kelly, Kasha Blake Managing new arrivals in the classroom Pupils arriving mid - term with early acquisition of English – successful programmes for KS1 and KS2 to ensure the best possible outcomes for new arrivals. Learning and teaching new arrivals Planning for EAL learners in all phases (EYFS, KS1 and KS2) including innovative and highly successful interventions. Language learning strategies Resourcing your classroom/school and supporting parents – led by Clare Kelly and Kasha Blake Resources for supporting teachers and learners – workshop Assessing EAL pupils – led by Clare Kelly and Kasha Blake Practical assessment tools of EAL learners in the world post levels – workshop Session 4 (2.30 – 3.00) 3.00 – 3.15 – led by Clare Kelly and Kasha Blake In primary schools advanced EAL learners are a hidden underperforming group who tend to be forgotten. This course will help you to consider how you can improve provision for more advanced EAL learners to accelerate their progress and raise their achievement. Question Time ‘Supporting EAL pupils in primary school’ pack Assessing EAL pupils in the NC 2014 Examples of lesson information form Assessment of bilingual learners Grammatical features presenting particular challenges for EAL learners Mathematical Vocabulary Useful - list Examples of planning (selection of year groups). EAL provision – HH guidelines. Request form: Course title Working with pupils with English as an additional language Venue Handford Hall Primary School (Ipswich)
Autumn term 2017 – Wed 15th November 2017 Spring Term 2017 – Wed 14th March 2018 Duration 8.45am – 3.15 pm Your name Your email address Your establishment Year group taught at the moment Cost £80 (all are going towards supporting EAL pupils at Handford Hall) Payments required in advance Booking requirements Dietary requirements: Please return by post or email back to Handford Hall Primary School 57 Gatacre Road Ipswich Suffolk IP1 2LQ Tel. 01473 251 603 Contact name: Clare Kelly (EAL specialist), Kasha Blake (headteacher)
Syllabus content Candidates may follow either the Core curriculum only or the Extended curriculum includes both the Core and Extended. Candidates aiming for grades A* to B must follow the Extended curriculum. Reading: Core Level Reading: Extended Level • understand simple texts, e.g. public notices and signs (including timetables and advertisements) • identify and retrieve some facts from simple texts, e.g. to complete a form • select and organise some relevant information from a of texts including letters, brochures, forms and imaginative writing within the experience of young people and reflecting the interests of people from varied cultural backgrounds • recognise some opinions and attitudes in a of texts • begin to understand what is implied but not actually written, e.g. gist, purpose and intention • understand and select from a range of texts in a variety of forms, including public notices, signs, and magazines and newspapers • identify and retrieve facts, details, important points and themes from a range of including extended pieces of writing, e.g. to complete a form • select and organise relevant information from a range of texts including letters, brochures, forms, extended texts and imaginative writing within the experience of young people and reflecting the interests of people from varied cultural backgrounds • recognise and understand ideas, opinions and attitudes within extended texts and explore the connections between them • understand what is implied but not actually Writing: Core Level Writing: Extended Level • carry out simple writing tasks in response to a written stimulus, such as completing a form, writing a postcard, a short letter, a basic summary or an extended piece of writing (100–150 words) in an appropriate and accurate form of English • describe, report and give personal • carry out a range of writing tasks in response to a written stimulus, on a range of topics, including completing a form, writing a postcard, a letter, a summary or extended piece of writing in an appropriate, accurate and clear form of English • describe, report and give a wide range of information
» task 2 Identify valid sources which can be used to obtain data and information to support the aim of the project, both internal and external sources should be used. Collate the data and information gathered and synthesise it to analyse relevancy to the project. Determine two options or alternatives which may be selected to support the project aims. Justify why these two options are suitable from synthesising the data and information obtained. Analyse the two options and select one which will support the project aims stating why this choice was preferable to the other option. Guideline word count: 700 - 900 words A.C. 2.1 - Identify sources of data and information that will support the aim of the project A.C. 2.2 - Synthesise the data and information for options or alternatives that support the project aims A.C. 2.3 - Determine an option or alternative that supports the project aims » task 3
Enrolment: : Please for either a morning session or an afternoon session Morning session : event 1D 138177 Afternoon session: event 1D 138178 Closing date for applications: Monday 17 October 2016 Contact person Kim Cootes Cindy Valdez Adams Phone 97241065 Email
The Kite Runner ~ atonement, redemption, guilt, salvation ... DISCUSSION: Think about the following situations. Discuss in groups. Be prepared to share your answers. Your friend is physically attacked by a gang. Your friend is on his own and outnumbered by the gang. Do you step in to help? What would stop you from helping? (think of different factors – strength, numbers, feelings) How would you feel if you did not help but stood by? A friend is badly hurt emotionally by something which you have done. You feel guilty. You try to make it up to your friend – e.g. a special present, inviting him somewhere special etc Can you ‘buy’ forgiveness? Can a present ‘fix’ emotional hurt? Who benefits from the return action – the victim? Or the guilty person? It is useful to think about these issues while reading “The Kite Runner” as these ideas are central to the novel. "Hosseini's book is more than a typical coming-of-age story. Rather it is about personal salvation, betrayal, and redemption." Journal KEY WORDS = SALVATION, ATONEMENT, REDEMPTION re·demp·tion Pronunciation: Function: noun: the act, process, or an instance of redeeming Meaning: (Christianity) the act of delivering from sin or saving from evil ; ; ; (recovery or preservation from loss or danger) Hyponyms (each of the following is a kind of "redemption"): ; ; (the act of atoning for sin or wrongdoing (especially appeasing a deity))
The range of professional learning that supports the development of EALD teachers and raises the awareness of the needs of EALD students The new English as an Additional Language or Dialect Manual (December 2011) and the ongoing support provided by the EALD Executive Officer and other officers within the Literacy and Numeracy team The refugee programs that support an emerging need in student support. In analysing the feedback on what is missing in the provision of EALD services the issues raised can be categorised into four main groups: Funding and Resourcing. Central Office Support. Training and Professional Learning for teachers. Assessment and Curriculum. The strongest concerns/issues were raised in relation to funding and resourcing of EALD students and programs. Participants highlighted the inadequacy of the overall level of funding as being the most significant issue. Other issues raised in this category included: the need for increased support for Preschools increased support for student transition more time for students in IECs increased funding for interpreters the potential for schools (Principals) to dilute EALD support by redirecting resources to other areas. the area of Professional Learning and Training there was strong consensus that all EALD teachers should be TESOL qualified as well as having access to further training and professional learning. Increased knowledge of current practice in other states was also raised by some participants. In the area of Central Office support concerns were raised around the disbanding of the ESL Reference Group, the loss of Early Childhood Educator positions, and the need for greater support for Preschools. Assessment and curriculum concerns were not strongly articulated by participants, though the updating of moderation materials was raised along with improved data analysis tools. THE LPR PROCESS AND SUBSEQUENT FUNDING OF STUDENTS Participants identified some benefits/strengths of the current LPR process including: the LPR process helps EALD teachers identify EALD student needs and is a good base assessment of language skills the process is a system wide and moderated process the LPR process encourages good communication between EALD and mainstream teachers LPR make mainstream teachers more of EALD student strengths and weaknesses the LPR process is generally well understood by EALD teachers. In analysing the feedback on the concerns about the LPR process and subsequent funding of students the issues raised can be categorised into three main groups:
English Learners Academic and Thinking – Pauline Gibbons Classroom Instruction That Works With English Language Learners – . Hill Kathleen Flynn Department of Education Victoria ESL Fundamentals – NT Government Kit Bag – Keep It Together – Katherine Schools Kinder Kapers – Sue Radovich. Speech/Language Pathologist Teaching English Language Learners in Mainstream Classes – Marg Hertzberg
School Safeguarding Manager: Date of Assessment: Date for review: Risk Area Hazard Severity (A) 1 - 5 Likelihood (B) 1 - 5 Risk Rating A x B Existing Measures Proposed Actions Risk Owner Planned Completion Date Welfare and Safeguarding Staff or contracted providers are not aware of the school procedure for handling concerns and/or do not feel comfortable sharing issues internally E.g. Staff have received appropriate training and are familiar with the safeguarding policy. Identity of safeguarding lead is well WRAP training ? Learners are radicalised by factors internal or external to the school E.g. Learners have received training in critical thinking as part of the curriculum Parents have the opportunity to agree behaviour or equality ‘contracts’. The school is not linked in with statutory partners and/or does not feel comfortable sharing extremism E.g. The school is a member of its local community safety/safeguarding forum and communicates regularly with named statutory
related concerns externally partners regarding a range of concerns Curriculum and learning Learners are exposed by school staff or contracted providers to messaging supportive of extremism or which contradicts ‘British Values’ E.g. Appropriate whistleblowing and safeguarding policies for assessing concerns raised by staff or learners Opportunities to promote school values are clearly identified within all curriculum areas Extreme or divisive behaviours, and cultural adaptions which harm the ability of different groups and individuals to learn and work together are left unchallenged E.g. The school values, and communication of these within the premises and through the curriculum culture Governors, or contracted providers are not aware of /do not subscribe to the values of the school E.g. Recruitment and induction programmes and ongoing development
are unable to raise extremism related organisational concerns due to the lack of an appropriate mechanism E.g. Appropriate policy and awareness raising training provided to all staff and governors Management of space are exposed by visiting speakers to messaging supportive of terrorism- or which contradicts ‘British Values’ of individual liberty and mutual respect and tolerance for those of different faiths and beliefs E.g. Speakers are signed in and collected by a member of staff and are not left alone with learners Format and content of material is checked Booking policy specifically excludes behaviour of extremist or divisive nature Extremist or terrorist related material is displayed within school premises E.g. Policies for the display of materials within school premises Prayer and contemplation space is not equally E.g. Room booking policy setting out equal rights of access for all bookable rooms
civilization & Week 6 (2/13, 2/15) Jane Jacobs, “Introduction,” The Death and Life of Great American Cities ii. Global city Week 7 (2/20, 2/22) Saskia Sassen, “Overview,” The Global City: New York, London, Tokyo 2004) Week 8 (2/27, 3/1) industrial transition Week 9 (3/6, 3/8) the city & the country 2001) David Strand, Rickshaw Beijing (excerpt) Week 10 (3/13, 3/15) (continued) Week 11 (3/20, 3/22) housing Spring break Week 12 (4/3, 4/5) new workers Week 13 (4/10, 4/12) environment
Jellied Meat- Stuudina{ (E/A) Recipe by: Mary Bourdukofsky, St. Paul Island, 2009 Ingredients 2 sea lion flippers 2 onions, chopped 3 carrots, chopped 1 teaspoon garlic, minced 3 tablespoons Worcestershire Johnny salt, small amount (if needed) 1-6 tablespoons vinegar, to taste 2 tablespoons chicken bouillon 8 packages gelatin 4 dill pickles, chopped 1 can olives, sliced (green or black) 6 boiled eggs, sliced Salt and pepper, to taste Directions Cut the sea lion flippers at the joints and soak in water 1-3 days. After the flippers have soaked, place in pot and cover with water. Bring pot to a boil, and boil for a couple of hours. After it has cooked, remove the bones. Chop the remaining meat by hand or carefully with a food processor so you don’t produce a paste.
TENDER & FINANCIAL specifications Financial Specifications Participants are requested to submit a financial proposal for providing the total Solution and services that are the subject-matter of this RfP as described in the tender document. Financial proposal layout Financial Table F.1 SOFTWARE Item # Description / Category Unit Software Cost (€) without VAT Quantity Total Software Solution Cost (€) without VAT Free Warranty Provided (in 1 Software license for implementing above mentioned chapter 5 [Procurement Process Flow] 2 Software license for implementing mentioned chapter 6 [Short – Two step approval flow] 3 Software license for implementing above mentioned chapter 7 [Supplier Creation] 4 Software license for implementing mentioned chapter 8 [Supplier Evaluation & Scoring] 5 Software license for implementing above mentioned chapter 9 [INFOR License support] 6 Software license for implementing mentioned chapter 10 [INFOR EAM API] … Other Software SOFTWARE TOTAL SOLUTION COST (without VAT) : Financial Table F.2
What is Energy Action National Energy Action Month is a federal program promoted during the month of October that encourages energy and water saving in federal facilities. During Energy Action Month, organizations are encouraged to post information encouraging employees to save energy and water, teach employees about how energy affects their work, engage in competitions or events, and more. Energy Action Month is designed to bring attention to energy use, but efficiency isn’t only for October. This month is a perfect time to develop new energy habits that can be carried on the other 11 months of the year. Why is the Marine Corps participating in Energy Action Month? The Corps is known for leading the way in new efforts, for being a lean, lethal, and efficient force, and for having unwavering discipline. This applies to training, combat, and logistics, on base and in the battlefield. These principles should apply to all resources used, including electricity, fuel, and water. Energy is vital to the Marine Corps – it powers all of our efforts, from crucial training and logistics on our installations, to the warfighter and operating bases in the field. Efficient energy use habits learned during Energy Action Month can be sustained throughout the year, enabling Marines to reduce costs, improve resiliency, and better support mission effectiveness. Energy expenditures on base account for almost 20 percent of the Base Operating Support (BOS) budget – money that could be spent on other essential operations. The reality of future fiscal constraints and volatile energy costs requires further energy reductions to minimize the impact the purchase of utilities on will have on constrained BOS budgets. Addressing these concerns requires the assistance of everyone who works and lives onboard our installations. Marines are known for using only what they need, and energy is no exception. Small things that individual Marines do across installations to save energy or spread awareness will have a large impact over time. The goals of Energy Action Month – to raise awareness about energy use and to encourage energy-saving actions – are in line with the Marine Corps Energy Ethos. What is the Energy Ethos? The Energy Ethos is the shared vision that the efficient use of energy resources is a critical component of mission readiness. It asks every Marine to take steps in their daily work to reduce energy and water use.
Scientific Panel Multiple sclerosis Monday, 26 June 10.00 – 11.00 Room F004/F005 Scientific Panel Neuropathies Monday, 26 June 10.00 – 11.30 Room D301 Scientific Panel Child neurology Monday, 26 June 2017 10.00 – 11.30 Room D302 Scientific Headache Monday, 26 June 10.00 – 12.00 Room D303 Scientific Panel Neurogenetics Monday, 26 June 11.30 – 13.00 Room D301 Scientific Panel Neuroepidemiology Monday, 26 June 12.30 – 13.30 Room D302 Scientific Panel Neuroimmunology Monday, 26 June 12.30 – 14.00 Room D304 Scientific Panel Autonomic nervous system disorders Monday, 26 June 13.00 – 14.00 Room D301 Scientific Panel Dementia and cognitive disorders Monday, 26 June 13.00 – 14.00 Room D202 Task Force Rare Neurological Diseases Monday, 26 June 13.15 – 14.45 Room D203 Scientific Panel Movement disorders Monday, 26 June 14.00 – 15.00 Room D202 Scientific Panel Pain Tuesday, 27 June 12.00 – 13.00 Room D203
EAN - INDIVIDUAL MEMBERSHIP APPLICATION 2018 Profession: First name: Last name: Institution: Department: Street: City & Postal code: Country: Nationality: Phone: Email: Membership category / membership fee for 2018 Documents attached Full Individual Member / €150 CV Fellow of EAN (FEAN) / €250 CV, congress certificates, *letter of recommendation from 2 FEANs Resident & Research Fellow / €45 CV, signed letter of supervisor Please state your residency starting date ________ Undergradute Student / FREE CV, student ID card Retired Individual Member / €75 CV, proof of retirement Corresponding Individual Member / €150 CV I am a member of the American Academy of Neurology (AAN). European Journal of Neurology I want to purchase the printed EJoN (Jan-Dec 2018) at a reduced fee of €75,- to be shipped to the above address. Abschicken an: Membership (membership@ean.org) ………………………… ……………………………………………………… Date Signature
B = μ0 μr H μr = = = A number of co-ordinates are selected from the B-H curve and μr is calculated for each as shown in the following table. B (T) 0.10 0.35 0.55 0.72 1.03 1.24 1.37 H (A/m) 250 500 750 1000 1500 2000 2500 318 577 583 573 541 493 436 μr is plotted against H as shown below. (a) From the the value of μr when the magnetic field strength is 1200 A/m is around 560 - 565 (b) The value of the magnetic field strength when μr is 500 is around 400 A/m or 1900 A/m EXERCISE 60, Page 149 1. Part of a magnetic circuit is made from of length 120 mm, cross-sectional area 15 and relative permeability 800. Calculate (a) the reluctance and (b) the absolute permeability of the steel.
Flood Insurance Flood Disaster Protection Act of 1973 and National Flood Insurance Reform Act of 1994 [42 USC 4001-4128 and 42 USC 5154a] Yes No STATUTES, EXECUTIVE ORDERS, AND REGULATIONS LISTED AT 24 CFR 50.4 & 58.5 Clean Air Clean Air Act, as amended, particularly section 176(c) & (d); 40 CFR Parts 6, 51, 93 Yes No Coastal Zone Management Coastal Zone Management Act, sections 307(c) & (d) Yes No Contamination and Toxic Substances 24 CFR Part 50.3(i) & 58.5(i)(2) Yes No Endangered Species Endangered Species Act of 1973, particularly section 7; 50 CFR Part 402 Yes No Explosive and Flammable Hazards 24 CFR Part 51 Subpart C Yes No Farmlands Protection Farmland Protection Policy Act of 1981, particularly sections 1504(b) and 1541; 7 CFR Part 658 Yes No Floodplain Management Executive Order 11988, particularly section 2(a); 24 CFR Part 55 Yes No Historic Preservation National Historic Preservation Act of 1966, particularly sections 106 and 110; 36 CFR Part 800 Yes No
If evacuating special instructions will be provided by IUPD Evacuate as quickly and orderly. Get as far away from the threat as quickly as possible. If out in the open do not run in a straight line but run behind vehicles, bushes, trees, and anything else to block the view of the intruder. Take into consideration an area in which to hide and remain hidden to avoid danger if you are unable to get away. Once the police arrive, all commands should be obeyed. This may involve a person being handcuffed or keeping hands in the air. This is done for safety reasons. Once circumstances are evaluated by the police, further instructions will be given. Medical Emergency Emergency Medical Service (EMS) personnel or those individuals who are trained by the American Red Cross will provide first aid. Until professional medical personnel arrive, administer first aid in the building or, in the event of a complete evacuation, at a designated safe assembly area outside. Call 9911 from a campus phone or 911 from a cell phone immediately if the injury is life threatening. Provide the following information: Nature of medical emergency. Location of the emergency (address, building, room number). Your name and the phone number from which you are calling. Event Coordinator or IUKPD will contact local emergency medical personnel and provide the following information: Nature of medical emergency. Location of the emergency (address, building, room number). Your name and the phone number from which you are calling. Do not move victim unless absolutely necessary. IUPD will provide CPR and First Aid until professional medical help arrives. First Aid Kits are located in each custodial closet. If personnel trained in First Aid are not available, as a minimum, attempt to provide the following assistance: Stop bleeding with firm pressure on the wounds (note: avoid contact with blood or other bodily fluids). Clear the air passages using the Heimlich Maneuver (abdominal thrusts or chest compressions) in case of choking. This Emergency Evacuation/Relocation Plan cannot cover every possible situation that might occur, but they are tools that can reduce the number of injuries or death if put into
Background Event Details Type of Event: Location: Incident Period: Brief Description of Event: Response Activities Summary of Successes Summary of Recommended Improvements Organizations Contributing to this Report Appendix H: Cal OES Warning Center Dam Incident Report DAM INCIDENT – CALIFORNIA STATE WARNING CENTER EVENT TYPE: DRILL ACTUAL EVENT DATE: TIME: CALLER INFORMATION
Text – How to Mark a Book (1940) By Mortimer J. Adler, Ph.D. (1902–2001) Template Overview Reading Rhetorically Prereading Getting Ready to Read Quickwrite –When you want to read a book, do you typically borrow it from the library? Do you purchase it and own it? How many books do you own? Why do you buy certain books and not others? Introducing Key Concepts Discussion – Is it necessary to own a book? Why or why not? Surveying the Text Read the title of the article. Read the description of the author. Making Predictions and Asking Questions What do you think about the title, “How to Mark a Book”? What do you think the article is going to be about? Do you think you will like the article? Why or why not? on the description of the author, what do you think his tone would be? Do you think it will be difficult to understand? Why or why not? Introducing Key Vocabulary mutilation (n) prelude (n) reverence (n) dilapidated (adj.) unblemished (adj.) indispensable (adj.) integral (adj.) presumably (adv.) humility (n) laboriously (adv.) Reading First Reading As you read, answer the following questions. What is the thesis statement? According to Dr. how many ways can a person own books? How are they different?
Environment Adjustments/Strategies: Anecdotal Records (CT) Professional Learning PL needed by staff to support the student Area of Need Goal Learning Design Who Will Support SNP Focus Area Level (Indicator): Baseline Information (issues, data etc.) Student can… Learning Outcome: Condition: Criteria: Teaching and Learning Class Teacher – Curriculum Focus: Australian Curriculum (Curriculum Areas or General Capabilities), EYLF. Data Collection List a 1 method to record evidence of learning and who is going to collect
EDUCATION ADJUSTMENT PLAN DEPARTMENT OF EDUCATION Name: Student UPN: D.O.B. Year Level: EAP Meeting Date: Review Date: Parent/Caregiver: Class Teacher: Spec. Ed. Teacher: Support Staff: Primary Diagnosis: Secondary Diagnosis: Address (optional): Phone Number(s) (optional): Moderated by Specialist Advisor and Date: Insert School Logo Insert Student Participation Communication Student Needs Profile Curriculum Access Behaviour Social Competence Safety Communication Access - Receptive Language Communication Participation – Expressive Language Level Indicator/s Personal Care Movement Student Needs Profile Hygiene Eating & Diet Health Care Motor & Mobility Fine Motor Indicator/s Level: 0=No Adjustments, 1=Supplementary (Minimal), 2= Supplementary (Moderate), 3=Substantial, 4=Extensive; Important Student Information (medical/allergy information, guardianship, e.g. Transition points if appropriate year 6 – 7, 9- 10, post school)
EDUCATION ADJUSTMENT PLAN Name: Student UPN: D.O.B. Year Level: EAP Meeting Date: Review Date: Parent/Caregiver: Class Teacher: Spec. Ed. Teacher: Support Staff: Primary Diagnosis: Secondary Diagnosis: Address (optional): Phone Number(s) (optional): Moderated by Specialist Advisor and Date Participation Communication Personal Care Movement Curriculum Access Behaviour Social Competence Safety Communication Access Receptive Language Communication Participation Expressive Language Hygiene Eating & Diet Health Care Gross Motor & Mobility Fine Motor Level Indicator/s
Learning Design Teaching and Learning Adjustments/Strategies: Environment Adjustments/Strategies: Who Will Support Class Teacher – Professional Learning PL needed by staff to support the student Data Collection List a least 1 method to record evidence of learning and who is going to collect Anecdotal Records (CT) Area of Need SNP Focus Area Level (Indicator): Baseline Information (issues, data etc.) Student can… Goal Learning Outcome: Condition: Criteria: Curriculum Australian Curriculum (Curriculum or General Capabilities), EYLF.
Lock the door Silence your cell phone and/or pager Turn off any source of noise (i.e., radios, televisions) Hide behind large items (i.e., cabinets, desks) Remain quiet If evacuation and hiding out are not possible: Remain calm Dial 911, if possible, to alert police to the active shooter’s location If you cannot speak, leave the line open and allow the dispatcher to listen Take action against the active shooter. As a last resort, and only when your life is in imminent danger, attempt to disrupt and/or incapacitate the active shooter by: Acting as aggressively as possible against him/her Throwing items and improvising weapons Yelling Committing to your actions HOW TO RESPOND WHEN LAW ENFORCEMENT ARRIVES Law enforcement’s purpose is to stop the active shooter as soon as possible. Officers will proceed directly to the area in which the last shots were heard. Officers may wear regular patrol uniforms or external bulletproof vests, Kevlar helmets, and other tactical equipment Officers may be armed with rifles, shotguns, or handguns Officers may use pepper spray or tear gas to control the situation Officers may shout commands, and may push individuals to the ground for their safety Remain calm and follow officers’ instructions Put down any items in your hands (i.e., bags, jackets) Immediately raise hands and spread fingers Keep hands visible at all times Avoid making quick movements toward officers such as holding on to them for safety Avoid pointing, screaming and/or yelling Do not stop to ask officers for help or direction when evacuating, just proceed in the direction from which officers are entering the premises INFORMATION TO PROVIDE TO LAW ENFORCEMENT OR 911 OPERATOR: Location of the active shooter Number of shooters, if more than one Physical description of shooter/s Number and type of weapons held by the shooter/s Number of potential victims at the location The first officers to arrive to the scene will not stop to help injured persons. Expect rescue teams comprised of additional officers and emergency medical personnel to
Ability to collect and report data to support service performance and evaluation Knowledge of employment and disability related benefits. Vocational assessment and profiling. interventions to support people with common MH problems remain in, return to & gain work Training Willing and able to undertake the relevant training associated with the role. Able to integrate training into practice. Application form & Interview. Attitude/Approach A caring, responsible and positive approach. Reliable, trustworthy and enthusiastic. Motivated and innovative. Application form & Interview. Other Requirements Ability to work within a team and foster good working relationships. Regard for others and respect for individual rights of autonomy and confidentiality. Willingness to travel to other locations throughout the organisation. MH – Mental Health
Tuesday, June 21st Noon to 1 p.m. Wednesday, June 22nd 10 a.m. to 11 a.m. 4 Patterns in Florida Reading/ Reading - Patterns of Karen Cowden Tuesday, May 24th 10 a.m. to 11 a.m. Thursday, May 26th 10 a.m. to 11 a.m. Tuesday, June 28th 10 a.m. to 11 a.m. Thursday, June 30th 10 a.m. to 11 a.m. 5 An English Journey Reading Amy Downs T.B.D. 6 Guilty Orlando/ Community Resources Reading – Main Ideas/ Details Karen Cowden Tuesday, June 7th 10 a.m. – 11 a.m. Thursday, June 9th 1 p.m. – 2 p.m. Tuesday, July 12th 10 a.m. – 11 a.m. Thursday, July 14th 1 p.m. – 2 p.m. 7 PowerPoint Exploration Computer Skills Amy Karen Rivera (lab assistant) Monday, May 23rd 1 p.m. – 2 p.m. Thursday, May 19th 1 p.m. to 2 p.m. Thursday, June 23rd 1 p.m. to 2 p.m. Monday, June 27th 1 p.m. – 2 p.m. 8 Reading Circles Reading/ Hart with Bruno Sato De Oliveria (lab assistant) Wednesday, May 25th Noon to 1 p.m. Thursday, June 2nd 2 p.m. – 3 p.m. Wednesday, June 29th Noon to 1 p.m. Wednesday, July 6th Noon to 1 p.m.
Aspects of programme highlight and foster study skills, independent learning and the inculcation of individual responsibility in students Professional, EU and international aspects if appropriate Feedback mechanisms e.g. use of surveys, focus groups and follow-up actions. Details above that are contained in the Programme manager template Full programme title Department Coordinator Delivery mode (semesterised or stage-based) Programme pathway (i.e. list of modules and pre-requisites/co-requisites) Date of first intake Course Schedule including NFQ Level Programme Learning outcomes Link between Programme and Module learning outcomes Assessment matrix Room requirements Resource requirement Reading list
2- Centre information Eligibility criteria Centre information FOR INTERNAL USE ONLY Technology chosen by the candidate □ Intra coronary imaging □ Fractional flow reserve □ Bifurcation PCI □ Radial approach □ PCI in STEMI / NSTEACS □ Rotational atherectomy □ Revascularization of chronic total occlusion □ Interventions using bioabsorbable scaffolds □ Transcatheter aortic valve replacement □ Mitral valve interventions (Mitral valvuloplasty, MitraClip, Novel devices) □ Left atrial appendage closure □ Atrial septal interventions Extensive experience with the chosen technology Please provide figures Dedicated mentor has to be identified and linked to each hosted fellow □Yes □ No Name of the mentor: Capable to expose the candidate with high volume during the visit Number of procedures to which the candidate is expected to be exposed: ….. Optical coherence tomography – 20 cases / 4w Please provide centre numbers Intracoronary Ultrasound – 20 cases / 4w Please provide centre numbers Fractional flow reserve – 25 cases / 4w Please provide centre numbers
Radial approach – above 80% of cases Please provide centre numbers Bifurcation PCI – 20 cases / 4w Please provide centre numbers PCI in STEMI / NSTEACS – 40 cases / 4w Please provide centre numbers Rotational atherectomy – 15 cases / 4w Please provide centre numbers Revascularization of chronic total occlusion – 20 cases / 4w Please provide centre numbers Interventions using bioabsorbable scaffolds – 20 cases / 4w Please provide centre numbers Transcatheter aortic valve replacement – 30 cases / 4w Please provide centre numbers Mitral valvuloplasty/MitraClip/novel devices – 5/15 cases / 4w Please provide centre numbers Left atrial appendage closure – 15 cases / 4w Please provide centre numbers Atrial septal interventions – 15 cases / 4w Please provide centre numbers OPTIONAL: Mentor has to be capable to offer one-time proctoring after the visit □ Yes □ No Description of the content/organisation of the 4 weeks programme Requirements During the 4 weeks visit, the hosting centre should provide Extensive theoretical education about the indicated technology (min. 4x60 mins) Observational experience with live procedures in the indicated volume Extensive expertise sharing based on case-review sessions (min. 4x60 mins)
Jan 25, 2013 012, Temporary Base Pay 11.56 1 Jan 27, 2013 Labor Distribution Effective Date: 01/25/2013 COA Index Fund Program Activity Location Project Cost Override End Date U 008002 7U0006 008C 2007 P101 GNACTV 100.00 Scenario 3: Saturday (02/9/13) to Saturday (02/23/13) class (3 Days) Enter agreement info for new semester Enter Changes Current Value New Jobs Effective Date: 12/31/2012 02/09/2013 Personnel Date: 12/31/2012 02/09/2013 Job Status: Terminated Active Job Change Reason: RHIRE Appointment Percent: 20 20 Timesheet Orgn: AGC Annual Salary: 5850 48000.00 Hours per Pay: 34.67 34.67 Supervisor ID: 100016198 Job End Dates Enter Changes Current Value New Value Jobs Effective Date: 12/31/2012 02/23/2013 Job End Date: 01/27/2013 02/23/2013 Job Status: Terminated Terminated
Job Change Reason: JBEND JBEND Default Earnings New Effective Date Earnings or Units Per Pay Deemed Hours Special Rate Shift End Date Feb. 09, 2013 012, Temporary Base Pay 34.67 1 Feb 24, 2013 Labor Distribution Effective Date: 02/09/2013 COA Fund Program Activity Location Project Cost Override End Date U 008002 7U0006 008C 2007 P101 GNACTV 100.00
Employee Assistance Program (EAP) Enhancing your wellbeing What does the EAP mean for you? Your Employee Assistance Program allows you to feel comfortable knowing that you can confidentially discuss any work or personal issues that are an inevitable part of life. What the EAP assists you with? OptumTM will help you to identify, explore and manage any issues impacting your life, which can include: What you need to know… Where does counselling take place? It’s up to you! We can provide counselling services over the phone or off-site face to face at one of our national locations. Who are the counsellors? Manager Assist Service A dedicated Manager Assist telephone advisory service which provides management advice and support to principals and managers. Make an appointment Australia (24/7) • Conflict and communication • Maximising performance • Depression, anxiety and stress • Relationship and marital problems • Children or family member concerns • Grief and bereavement O-WL-DET-0515 • Elder care issues • Addictions • Career path issues • Retirement • Work life balance • Work stress All Optum counsellors are highly professional qualified psychologists and social workers, with peak industry body accreditation and vast experience. 1300 361 008
of Texas and that the TBPE or TBPG is not aware of any reason that you are not qualified to perform corrective action; and A letter written by you, requesting the license. Requirements for a Municipal Solid Waste (MSW) License Review the . Your application may be delayed or denied if all requirements are not met prior to submitting. Required License-specific Documentation These completed forms are required to be uploaded as part of the online application. Please download these forms, complete and save to a storage device (personal computer, thumb drive, etc). MSW A and B Proof of completion of Note: If you manage or supervise medical or compost facilities requiring an MSW registration or permit, you will need to complete a TCEQ recognized or approved specialized training course ( or ) that is applicable to that facility before being issued a standard A or B MSW Facility Supervisor license. Requirements for an On-Site Sewage Facilities (OSSF) License Review the . Your application may be delayed or denied if all requirements are not met prior to submitting. Required License-specific Documentation These completed forms are required to be uploaded as part of the online application. Please download these forms, complete and save to a storage device (personal computer, thumb drive, etc). OSSF Apprentice Registration, Installer I and Designated Representative
Course Description: Students continue to develop writing skills in the context of guided discourse on personal topics with an emphasis on logical thought and mechanics (1 credit). Prerequisite: EAP 0140 or equivalent proficiency Co-requisite: EAP 0240 Course Competencies: Competency 1: The student will develop writing fluency and produce a series of related sentences on personal and/or general topics with an emphasis on logical thought. Competency 2: The student will write simple and compound sentences in paragraph format appropriate to the level in Standard English focusing on accuracy and grammatical form and word order. Competency 3: The student will proofread and edit grammar, mechanics, and sentence structure appropriate to the level. Competency 4: The student will use appropriate reference tools to edit writing. General Information: 1. Students may attend the lab any time during lab operating hours. 2. The lab will assist students in any way they can. 3. During the semester the EAP lab reserves the right to give priority to Speech lab students to work in the EAP lab since it is the only lab on campus that has headphones. 4. The EAP lab is not responsible for personal belongings. Any items (e.g., keys, memory sticks, jewelry, cellular phones, textbooks, etc.) will be taken to Security. MDC ID’s will be taken to Student Life. 5. EAP lab can move students’ belongings and log them out if they have been out of the lab for 10 minutes or more, especially during peak periods in the Lab. 6. Academic dishonesty. Cheating of any kind is not allowed (e.g., cheating, collusion, plagiarism). Students are to work independently. The result will be disciplinary action and/or failing the course as outlined in the Student’s Rights and Responsibilities Guide. 7. The EAP Discipline at MDC West requires that students enrolled in EAP Writing Lab and/or EAP Speech Lab complete a minimum of 15 hours to meet the 1 CREDIT LABORATORY COURSE. Having partially completed hours will not guarantee partial credit but rather no credit. Grade Breakdown Completion of pre-test and post-test 10% - Completion of all lab activities including diagnostic/post-test 80%
Exertional Heat Stroke & Symptoms Treatment Sudden onset Raised body temperature (<104°F) Pulse rate > 160 bpm Rapid respirations (20-30 rpm) Hot, dry, flushed skin Nausea/vomiting Lack of perspiration Dry and/or intense thirst Headache, dizziness, confusion, lethargy Staggering body control, poor judgment Decreasing consciousness Convulsion/muscle spasms LIFE-THREATENING EMERGENCY. SEEK IMMEDIATE MEDICAL ATTENTION. Stop activity; activate EMS immediately Remove from environment Remove equipment/constrictive clothing Maintain ABCs Monitor vital signs Utilize ice tub/cold whirlpool Provide sodium-containing fluid No RTP until written clearance by MD 3-5 day progressive RTP ExertionalHyponatremia & Symptoms Treatment Raised body temperature (<104°F) Nausea/vomiting Extremity swelling Low blood-sodium levels Progressive headache Confusion Significant mental compromise Lethargy Altered consciousness Pulmonary Cerebral edema Seizures Coma LIFE-THREATENING EMERGENCY. SEEK IMMEDIATE MEDICAL ATTENTION. Stop activity; activate EMS immediately Remove from environment Remove equipment/constrictive clothing Maintain ABCs Monitor vital signs Utilize ice tub/cold whirlpool Do NOT administer fluids without MD consent No RTP until written clearance by MD 3-5 day progressive RTP Sickle Cell Trait & Symptoms Treatment RBC can sickle during exertion in heat MIMICS CRAMPING Triggered by heat stress, dehydration, and/or lactic acidosis COLLAPSE EARLY IN EXERCISE HYPERVENTILATION MEDICAL EMERGENCY LIFE-THREATENING EMERGENCY. SEEK IMMEDIATE MEDICAL ATTENTION. Stop activity; activate EMS immediately Remove from environment Remove equipment/constrictive clothing Maintain ABCs Monitor signs Provide fluids No Day 1 fitness Stop at cramp The heat index is defined by the National Weather Service as the combination of air temperature
Police/Emergency [Phone#] Building Issues [Phone#] General Evacuation Walk to the nearest unimpeded exit. Provide assistance to those who cannot use stairs. Proceed to meeting point and take attendance. Follow instructions from captains and emergency responders. Provide updates and wait for an all clear signal. Tornado Stay away from windows. Keep constant weather updates available. Proceed to the designated shelter. Provide assistance to those who cannot use stairs. Remain in shelter until the tornado has passed. Fire Don’t panic. Activate the fire alarm. Call the fire department. Only properly trained employees should attempt to fight incipient stage fires. Provide assistance to those who cannot use stairs. Do not attempt to use elevators. Evacuate the building and gather at meeting Medical Emergency Assess the hazard prior to entering the scene. Call 911. Do not come in contact with blood or body fluids. Locate first aids kit and respond accordingly. Do no approach victims of electrocution or toxic exposure. Active Shooter Know placement of panic button or call 911. Keep you distance and avoid physical contact. If relocation of personnel is required, move away from the threat and put as many barriers between you and the threat as possible. If leaving the premises is possible, relocate to a safe distance away. Bomb Threat Call 911 immediately on another line. Ask the caller where the bomb is, time it will go off, type of bomb, and why they put it there. Record the time and date, caller speech, tone, or background noise. Police will determine whether an evacuation is needed and method of evacuation. Power Outage Do not panic. Remain in immediate area. Do not use elevators. Locate emergency flashlights. Open windows and blinds. Turn off electrical equipment. utility company and console management for further instructions. Gas/Chemical Leak Notify emergency coordinator: Evacuate and secure area to prevent others from entering. Call the proper authorities. Seek medical treatment if exposed to hazardous materials. Suspicious Mail Don’t panic. Do not touch item, isolate package, leave the area, and immediately wash hands and exposed skin. Call 911. The police will determine if the relocation of a portion or the entire building is required. Seek medical treatment if exposed to hazardous materials.
Alignment of CAP 8 Coursework & Early Childhood BA Check List CADV requirements for transfer students who completed all CAP 8 coursework ☐ ☐    Division (16 units) PSYCH 150 MATH 140 (should be done already) CADV 150 (CAP 1 counts) FCS 234 (CAP 2 counts) HSCI 131 (CAP 6 counts) Three CAP courses can be applied here (CAP 1, 2, 6). ☐ ☐ Domains of Development (6 units) CADV 350 CADV 352 No CAP courses can be applied. Take both CADV350 & CADV352. ☐  of Inquiry (8 units) CADV 380/L CADV 381/L or FCS 431/L (CAP 5 counts) One CAP course can be applied here (CAP 5). Take CADV 380/Lab. ☐ Cultural/Linguistic (3 units) CADV 460 No CAP courses can be applied. Must take CADV460.  ☐ Early Childhood Education Pedagogy (6 units) EPC 430 (CAP 4) + 1 course: (e.g., CADV 406/L, ART 383/L, or MUS 362/L) One CAP course can be applied here (CAP 4). Choose 1 more course. ☐    ☐ ☐ Professional Development (18 units) CADV 470 CADV 394 (CAP 8) EPC 314/315 (CAP 3) ELPS/PAS/AAS/CHS 417 (CAP 7) + 2 courses: Check catalog for FULL list of course choices Take CADV470. CAP courses can be applied here (CAP 8,3,7). Choose 2 more courses. Professional Development (18
Alignment of CAP 8 Coursework & Early Childhood BA Check List CADV requirements for transfer students who completed all CAP 8 coursework ☐ ☐    Division (16 units) PSYCH 150 MATH 140 (should be done already) CADV 150 (CAP 1 counts) FCS 234 (CAP 2 counts) HSCI 131 (CAP 6 counts) Three CAP courses can be applied here (CAP 1, 2, 6). ☐ ☐ Domains of Development (6 units) CADV 350 CADV 352 No CAP courses can be applied. Take both CADV350 & CADV352. ☐  Modes of Inquiry (8 units) CADV 380/L CADV 381/L or FCS 431/L (CAP 5 counts) One CAP course can be applied here (CAP 5). Take CADV 380/Lab. ☐ Cultural/Linguistic (3 units) CADV 460 No CAP courses can be applied. Must take CADV460.  ☐ Early Childhood Education Pedagogy (6 units) EPC 430 (CAP 4) + 1 course: (e.g., CADV 406/L, ART 383/L, or MUS 362/L) One CAP course can be applied here (CAP 4). Choose 1 more course. ☐    ☐ ☐ Professional Development (18 units) CADV 470 CADV 394 (CAP 8) EPC 314/315 (CAP 3) ELPS/PAS/AAS/CHS 417 (CAP 7) + 2 courses: Check catalog for FULL list of course choices Take CADV470. Three CAP courses can be applied here (CAP 8,3,7). Choose 2 more courses. Professional Development (18 units)
HOPPERS CROSSING KINDERGARTEN PREFS EDUCATOR GROUP HOURS $ PER TERM $ PER YEAR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Hoppers Crossing Children’s Centre* 162 Heaths Road Hoppers Crossing 3029 Diploma Wallaby 3 $335 $1,340 9:00 – 12:00 Diploma Goanna 4 $435 $1,740 9:30 – 1:30 Diploma Rosella 4 $435 $1,740 9:30 – 1:30 Diploma Bandicoot 4 $435 $1,740 9:30 – 1:30 Diploma Platypus 5 $535 $2,140 9:00 – 2:00 Diploma Emu 5 $535 $2,140 9:00 – 2:00 Karobran 64 Spring Drive Hoppers Crossing 3029 Bachelor Kookaburra 3 $335 $1,340 1:30 – 4:30 Wilmington 7-13 Wilmington Avenue Hoppers Crossing 3029 Bachelor Bunjil 3 $335 $1,340 8:30 – 11:30 Yerambooee Community Centre* 55 Maple Crescent Hoppers Crossing 3029 Diploma Cockatoo 4 $435 $1,740 9:00 – 1:00 Diploma Bilby 4 $435 $1,740 9:00 – 1:00 Diploma Possum 4 $435 $1,740 9:00 – 1:00 WERRIBEE College Road 34 College Road Werribee 3030 Bachelor Wombat 3 $335 $1,340 8:30 – 11:30 Thomas Chirnside 85-95 Walls Road Werribee 3030 Bachelor Bunjil 3 $335 $1,340 8:30 – 11:30 MANOR LAKES Lakes 86 Manor Lakes Blvd Manor Lakes 3024 Bachelor Koala 3 $335 $1,340 1:30 – 4:30 COOK Featherbrook 33-35 Windorah Drive Point Cook 3030 Bachelor Echidna 6 $635 $2,540 2:00 – 5:00 2:00 – 5:00 Jamieson Way 59 Jamieson Way Point Cook 3030 Bachelor Kangaroo 6 $635 $2,540 1:30 – 4:30 8:30 – 11:30 TRUGANINA Arndell Park 29-49 Federation Blvd Truganina 3029 Bachelor Koala 3 $335 $1,340 1:30 – 4:30 * 3+ Activity Groups Please Note: This timetable is subject to change