zilongwang/ReadingBank huggingface dataset:
Project Objectives, Activities, Outcomes, & Measures: [Project title] GOAL/AIM: Blanks County will screen 100 adult (ages 50-75) low-income patients for colorectal cancer by the end of the grant period. Objective Number Activities Anticipated outcomes Measures (2-3 per outcome) Data collection tools (survey, attendance, etc.) 1 200 adult patients, ages 50-75, will participate in at least one colorectal cancer education event by the end of the grant period Develop colorectal cancer screening educational materials in English and Spanish Conduct 3 colorectal cancer screening education events for adults, ages 50-75 1. 3 education events will be held, with a unique participant count of 200 # of materials distributed # education events conducted # patients participating in education events Age and income status of participants Event data collection sheet for counting materials distributed, participation in activities Attendance sheet (including age and income status) 2 80% of participants in the education events will demonstrate an increase in knowledge of the benefits of colorectal cancer screening by the end of the grant period Develop/adapt survey to measure knowledge of benefits of colorectal cancer screening Distribute pre/post survey for education event participants 1. 75% of participants will demonstrate an increase in knowledge of benefits of colorectal cancer screening # surveys distributed survey response rate % increase in knowledge of screening benefits, as measured by surveys Pre-Survey Post-Survey Survey response tracking sheet or database 3 200 patients ages 50-75 will be contacted to determine eligibility for colorectal cancer screening and offered FIT kits by the end of the grant period 1.Conduct direct outreach to adult patients in the target age range to determine eligibility for colorectal cancer screening 2. Distribute FIT kits to 75% of eligible patients by end of grant period 3. Refer patients who receive positive screens to follow-up care 1. Direct outreach conducted with 200 adult patients in the target age range 2. 150 FIT kits distributed to patients in the target age range 3. 70% of kits distributed will be returned for analysis 4. 100% of patients with a positive result will be referred for follow-up care. # patients contacted through outreach efforts # kits distributed # kits returned # of positive screens # of patients referred for follow-up care Age and income status of participants Outreach tracking sheet Tracking for kit distribution, return, results, referrals Note: Example in italics, to be deleted and replaced with project specific information.
CPP Needs Assessment Data Sheet FRYSC FY 19-20 School District: Center Name: Required Data Possible Sources Result % of children in your school NOT prepared for Kindergarten according to the Kindergarten screening tool (i.e., Brigance) School Principal Lowest 3 skill areas identified through the Kindergarten screening tool School Principal Average # days missed by top 10 truant students Attendance Clerk, School Report Card Graduation rates for each school served School Report Card Average number of minutes parents spend reading with their child(ren) each week Elementary Parent survey % of students reading at grade level School Report Card, Principal Top 3 health issues that interfere with learning as reported by teachers and parents Teacher Survey Parent Survey # of teen pregnancies reported at your school during the previous school year Guidance Counselor Number or % of adults lacking a GED in your community KIDS COUNT, Adult Ed. 3 behavior/discipline violations in your school during the previous year PBIS, Guidance Counselor, Infinite Campus 3 social/emotional issues as reported by staff and students Teacher survey, Student survey, Guidance counselor Number or % of students reporting use of alcohol? Tobacco? drugs? KIP Survey, Student survey, YRBS of students who are college or career ready School Report Card (High School Only) Number of students confident in their job application, resume-writing and/or interviewing skills? College application skills? Student Survey
HLTAID003 Provide first aid TLID1001 Shift materials safely using manual handling methods PUAWER003B Manage and monitor workplace emergency procedures, equipment and resources QUALIFICATION MAPPING INFORMATION Code and Title CPP07 Property Services Training Package Comments Equivalency statement CPP3xxx19 Certificate III in Fire Protection and Safety Measures (Routine Service) CPP30811 Certificate III in Fire Protection Inspection and Testing Supersedes and is non-equivalent to CPP30811 Certificate III in Fire Protection Inspection and Testing N LINKS An Implementation Guide to this Training Package is available at:
How is “prior experience” of the CPP Applicant determined by the CPP Advisory Committee Members? International Candidates: “experience” begins at the time a license to practice pharmacy in the United States is obtained. Clinical rotations during the fourth year of pharmacy school counts as one year of experience. Each year of residency training counts as one year of experience. How do Committee Members determine if a “certificate program” satisfies the statutory requirement and is clinically applicable? Pharmacy Rule 21 NCAC 46.3101(b)(2) details the minimum core curriculum required for a certificate program Pharmacy Rule 21 NCAC 46.3101(b)(1)(B)(ii) specifically mentions the North Carolina Center for Pharmaceutical Care (NCCPC) and the American Council on Pharmaceutical Education (ACPE) as approved providers of certificate programs in the area of practice covered by the CPP agreement. ACPE-accredited courses followed by a “C” in the area of practice are acceptable. The NCCPC is no longer in existence. It is possible that there is not an ACPE-accredited certificate program in the area of practice covered by the protocol for a specific CPP applicant. In this instance, it is up to the professional judgement of the Advisory Committee member to determine if a given certificate program is appropriate to satisfy the intent of the rule. A committee member may request a table of contents or topic list to determine the clinical appropriateness of the certificate program. If a CPP applicant is employed by or has a relationship with a pharmacy, is it acceptable for the CPP to see patients, prescribe medication and perform Medication Therapy Management (MTM) at this pharmacy? Yes. The original CPP legislation identified that a CPP would work in a community pharmacy in this manner. The CPP and supervising physician are responsible for ensuring that a conflict of interest does not exist. In a group practice setting, is it acceptable for a physician other than the supervising physician to refer patients to the CPP? Yes. Referrals within the medical practice are acceptable as long as the referring physician makes the diagnosis and then refers the patient to the CPP. A supervising physician of record for the CPP is responsible for reviewing all decisions and plans of the CPP and for countersignature of CPP orders.
to earlier standards with greater complexity. Students are expected to: + (A) use and understand the function of the following of speech in the context of reading, writing, and speaking: + (i) verbs (irregular verbs and active and passive voice); + (ii) non-count nouns (e.g., rice, paper); ++ (C) use complete simple and compound sentences with correct subject-verb agreement. (20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B) recognize and use punctuation marks including: + (i) commas in compound sentences; + (ii) proper punctuation and spacing for quotations; and (21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: ++ (B) use spelling patterns and rules and print and electronic resources to determine and check correct spellings; and (26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A) listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions to clarify the speaker's purpose and perspective; (B) follow and give oral instructions that include multiple action and (C) paraphrase the major ideas and supporting evidence in formal and informal presentations.
Achievement Accelerated Accomplished Achieved Attained Carried out Completed Delivered Conducted Demonstrated Doubled/tripled Enhanced Enlarged Exceeded Expanded Expedited Finished Implemented Improved Increased Negotiated Obtained Perfected Performed Produced Secured Succeeded Surpassed Communication Advised Communicated Demonstrated Disseminated Edited Instructed Participated Presented Initiative Created Designed Developed Devised Extended Formulated Generated Initiated Instituted Introduced Launched Originated Pioneered Recommended Redesigned Set up Started Interpersonal Skills Advised Collaborated Consulted Determined Evaluated Facilitated Guided Handled Influenced Integrated Investigated Liaised Mediated Negotiated Persuaded Proposed Problem Solving Analysed Compared Diagnosed Eliminated Evaluated Examined Identified Investigated Reduced Refined Reorganised Resolved Restructured Reviewed Revised Simplified Streamlined Strengthened Tackled Traced Turned around Unified Creativity Contributed Designed Developed Devised Enabled Facilitated Formulated Improved Innovated Introduced Launched Originated Reshaped Structured Leadership Controlled Developed Directed Drove Expanded Guided Headed Inspired Led Managed Motivated Organised Represented Revitalised Steered Undertook Organisation Administered Arranged Attained Budgeted Compiled Conducted Coordinated Distributed Established Exceeded Executed Implemented Maintained Managed Organised Performed Produced Reduced Reorganised Scheduled Strengthened
Red Lorry Yellow Lorry. To exercise your lips try- Will you wait, will you wait, will you wait. When Wendy went to Wolverhampton the weather was wet. Boisterous Bert banged the bumper of a big black bus. Peter Piper picked a peck of pickled pepper. Bah bibby bee bay boh Boh bibby bay bah bee Bee bibby bah babby boh Boh bibby bay bah bee Try the following rhythm changing the consonants to exercise each muscle in turn. PPP PPP PPP PEE PPP PPP PPP POO PPP PPP PPP PAW PPP PPP PPP PAH PPP PPP PPP PAY Phonetic Symbols
HOW TO CRITIQUE YOURSELF AND OTHERS (Adapted from Magna_Training@magna.com) AREAS OF STRENGTH AREAS TO IMPROVE OPENING Goal clearly stated. Provided overview. Engaged audience. Central message Needed a “hook”. MAIN BODY OF PRESENTATION Supported argument. Used clear examples. Short and simple. Ideas well-organized. Too much content. Points not always related directly to argument. Went off CLOSING Restated purpose. Was brief. Brought audience to new understanding, or action. Did not recap or summarize. Did not achieve objective set out in opening. AUDIO-VISUAL Visual aids clear and helpful. Faced audience when describing graphics. Fluid interaction with visuals or Power Point. Too many slides. Charts too detailed. Writing not clear. Graphics distracting. Blocked visuals. VOICE Good diction. Spoke at good pace, with pauses. Projected voice. Varied and tone. Monotone, lacked energy. Mumbled, was unclear. Spoke too fast, or too slow. Used fillers, was not fluid. BODY LANGUAGE: Posture; Eye contact; Movement; Gestures; Facial Expression Connected with audience. Seemed confident. Scanned audience for reactions. Used movement well. Face was expressive. Avoided eye contact. Seemed nervous. Read from script. Paced, swayed anxiously. Needed more gestures and facial expression. Q & A Invited questions and engaged audience. Asked for clarification, when required. Maintained control. Closed question period on a high note, with time for intended closing remarks. Was not open to questions. Did not restate questions to get clarity. Questions period too long. Did not close question period in a positive manner.
solution. Your action plan should include actions, time-scales and required resources including people and finance. Explain how you will communicate the plan to all who need to know it. Plan the implementation and communication of the decision (16 marks) described as opposed to actually planned A plan is given but contains no timescales and/or no resources required to implement Implementation is planned or communication is planned but not both the plan includes time scales and responsibilities and some consideration of the resources required (including people and finance) although this may be limited resource requirements (including people and finance) Briefly describe the monitoring and review processes/techniques you could use to evaluate the effectiveness of your chosen solution. Describe how these will work and how they will be able to show that the plans are working effectively. AC 4.2 Describe which monitoring and review techniques which could be used to evaluate outcomes (8 marks) Referral [3 or less] Less than two monitoring and review techniques are provided At two monitoring and review techniques are given but are merely identified, as opposed to described, and/or are inappropriate or minimal Pass [4 to 5] A description, as opposed to a mere identification, is given of at least two monitoring and review techniques that could be used to evaluate outcome, although the description may be limited Good Pass [6 or more] Several appropriate monitoring and review techniques are thoroughly described Clear measures of the effectiveness of the outcome are provided, such as milestones By submitting I confirm that this assignment is my own work
Education at or above Degree Level and Training Starting with the most recent, please give details of your education at or above degree level and any training which is relevant to your application. We may ask you to produce qualification certificates if we ask you to come to an interview. Subject Qualification level (if applicable) Grade (if applicable) Place of learning Start date End date CAREER HISTORY Starting with the present, please give details of your full career history. As well as employment, please include any periods of voluntary work, travel, career breaks and unemployment. If you have worked for the University before, we may ask the relevant department about your employment record. Start date End date Employer Job title and key responsibilities Reason for leaving or notice period (where applicable) 1989 1973 1971 present 1989 1973 Sparks Ltd Waters Ltd Greys Wholesalers Senior Office Administrator Company promotional activities Data Protection Web-site updates Staff training and development Administrator Front of office duties Creating and maintain spreadsheets for invoicing, expenses and petty cash Coordinate and perform daily cash collections, counts, reports and bank deposits General Assistant Supporting Finance and HR team Company closing down Unreasonable Manager Further career
Permission to record (this student has signed the University’s recording agreement) Provide this student with a copy of the supervision outline, where available Guidance with reading lists, directed reading tasks or modified reading lists Any group discussion materials could be e-mailed to this student in advance Where discussion material need to be read during a class or tutorial/supervision adequate time should be allowed to enable this student to process the information and respond Please give instructions clearly, ensuring that the student has the opportunity to either write them down or record them Repetition of information, instructions or demonstrations may be necessary, If task details are long, tutors should break information down & provide in written form. This student would benefit from knowing assignment deadlines well in advance Tasks should be modelled (provide exemplars of expected work/assignments) Please provide detailed, written feedback on strong points of the essay or assignment as well as areas for improvement. Examples of how to put things right would help and also encourage the student to check for this in the future This student may need to contact you in order to clarify assignments. This student may need to re-phrase the assignment and send the re-phrased version to you via e-mail. Please then reply via e-mail, confirming that the student has understood the assignment or correcting misunderstandings. Practicals Sufficient time to rehearse or complete practical tasks (e.g. pouring chemicals into different containers) Extra access to the laboratory if required Extra help from demonstrators and technicians to help her to avoid making practical errors Libraries This student would benefit from extended library loans/ additional library privileges that may be available from the University’s library for students with specific learning difficulties. Please provide receipts for photocopying/ printing to enable this student to reclaim these costs from the funding body. Examination and assessments The educational psychologist has made the following recommendations: 25% extra time in examinations The option of using a word-processor Separate, distraction free room as this student will need to read aloud This information is for advisory purposes only and does not constitute an application for examination access arrangements. Support provided by the DRC 1:1 Study skills support is anticipated Evidence received by the DRC Educational Psychologist/ Specialist Teacher’s Report, dated: 2013 Please circulate this document to the following parties: (as agreed with the student) Senior Tutor, College Tutorial Office, Departmental teaching staff, Library staff, laboratory managers Date of Student Approval: Version: 1, 2 Last updated: 13 January 2014
22. 1.76 x 10 6 1,760,000 23. 7.4 x 10 -5 0.000074 Dimensional Analysis Complete the following dimensional analysis problems below. Show all your work (train tracks) and include units! Conversion factors: 3.28 ft = 1 m 5280 ft = 1 mi 12 in = 1 ft 1 yd = 3 ft 1 quart = 0.946 L 454 g = 1 lb 24. 43 mi to ft 43 mi 5280 ft 1 mi = 227,040 ft 25. 68 mi to in 68 mi 5280 ft 12 in 1 mi 1 ft = 4,308,480 in 26. 0.43 lbs/mL to g/mL 0.43 lbs 454 g mL 1 lb = 195.22 g/mL 27. 3.8 km/s to km/hr 3.8 km 60 s 60 min s 1 min 1 hr = 13,680 km/hr 28. 8 L/s to quarts/min 8 L 1 qt 60 s s 0.946 L 1 min = 507.4 qt/min 29. 1.10 g/mL to lbs/qt 1.10 g 1 lb 946 mL mL 454 g 1 qt = 2.29 lbs/qt 30. 32 ft/s to m/min 32 ft 1 m 60 s s 3.28 ft 1 min = 585.4 m/min 31. 45 mi/hr to ft/s 45 mi 5280 ft 1 hr 1 min hr 1 mi 60 min 60 s = 66 ft/s
Job Title: Employer: Work Address incl Postcode: Tel No: Mobile No. E-mail: Allied Health profession you work within: 4. APPLICATION DETAILS 4.1 I confirm that the learning opportunity has been identified and agreed via the applicant’s KSF and PDP. ( Page 17) I confirm 4.2 Please include relevant extract from PDP ( Page 17) 4.3 Why do you support this application? ( Page 18) If the identified learning opportunity relates to an HNC / HND, please complete questions 4.4 and 4.5. If not, please continue to question 4.6. 4.4 If the application is to support an HNC / HND, please provide the name of the appointed mentor. ( Page 18) 4.5 Please confirm that you will ensure that the mentor is available to participate in mentor support provided by the College (NB: 1-2 days of support and advice for HNC mentors will be provided by the College) ( Page 18) I confirm 4.6 Please describe your commitment regarding time allocation for any leave, assessment, classroom time in addition to reflective learning. ( Page 18)
Protocol agreement approved by: Primary Supervising Physician – Date Original Signature Full Name (typed or printed legibly) Clinical Pharmacist Practitioner – Date Original Signature Full Name (typed or printed legibly) ----------------------------------------------------------------------------------------------------------------------------------------- Back-up Supervising Physician(s): Date Original Signature Full Name or printed legibly) --------------------------------------------------------------------------------------------------------------------- Date Original Signature Full Name or printed legibly) --------------------------------------------------------------------------------------------------------------------- Date Original Signature Full Name (typed or printed legibly)
Beautiful as snowflakes, with each beat, in air meet, then retreat As they race and soar; Gently swaying, interplaying, grace displaying, then stop. (Russian Dance:Trepak) Hark to the sight of Cossacks dancing. See them, row by row, advancing. Squatting, kicking, tempo’s quickening At a hurried pace they go. Forcibly the stage commanding, With a feat of strength demanding. Colors streaming, costumes gleaming, Adding to the brilliant show. What athletic skill they’re showing, Crossing, turning, to-and-fro-ing, Racing to the final bow. (Waltz of the Flowers) Two people hand in hand, making a portrait of beauty; Merriment is in the cool night air, happy thoughts are blooming everywhere. All at once an enchanted scene is unfolding. Gliding, sliding, twirling, elegantly whirling, Hearts together turning, joined now this moment as one. Love lasts forever, parting them never, Surely its more than a dream!
Relevant persons may include: colleagues emergency services personnel members of the public specialist personnel supervisors technical experts Security equipment may include: batons communication equipment: telephone and mobile phone pager portable and mounted two-way handcuffs personal protective equipment (PPE): high visibility vest body armour slash proof gloves security equipment: electronic screening equipment video cameras and monitors spray Effects of stress may include: being distracted demonstrating frustration demonstrating negative body language inability to concentrate over-talking showing increasing aggression tiredness using minimal spoken communication using uncoordinated movements
Assessors must satisfy the requirements for assessors contained in the Standards for Registered Training Organisations. Assessment of performance must be undertaken in a simulated workplace or environment that reflects workplace conditions. are to be performed to the level of proficiency and within the time limits that would be expected in a workplace. Assessors are responsible for ensuring that the person demonstrating competency has access to: specifications of assessment tasks to apply WHS, emergency response and evacuation procedures to maintain security appropriate documents, materials, equipment and personal protective equipment currently used in industry standard operating procedures and workplace policies related to the security work role and which specify requirements for complying with industry legislation and regulations LINKS Companion volumes to this training package are available at the VETNet website: For inclusion in separate Companion Volume: Statements Workplace policies and legal rights and responsibilities may relate to: assignment instructions client service standards code of conduct and ethics communication and reporting procedures duty of care emergency and evacuation procedures industry codes of practice licensing requirements own role, responsibilities and authority risk management team work use of force guidelines workplace health and safety (WHS) policies and procedures
Assessors must satisfy the requirements for assessors contained in the Standards for Registered Training Organisations. Assessment of performance must be undertaken in a simulated workplace or environment that reflects workplace conditions. Tasks are to be performed to the level of proficiency and within the time limits that would be expected in a workplace. Assessors are responsible for ensuring that the person demonstrating competency has access to: specifications of assessment tasks to monitor electronic security equipment and respond to alarm events electronic security equipment in a monitoring centre environment standard operating procedures and workplace policies related to the security work role and which specify requirements for complying with industry legislation and regulations LINKS Companion volumes to this training package are available at the VETNet website: For inclusion in separate Companion Volume: Range Statements
Workplace policies and legal rights and responsibilities may relate to: access and equity policies, principles and practices aviation transport and maritime transport Acts and regulations chain of command client service standards communication and reporting procedures counter terrorism dangerous goods duty of care emergency and evacuation procedures items that are prohibited licensing requirements own role, responsibilities and authority professional standards, code of conduct and ethics risk management procedures for selecting a random and continuous sample of persons passing through the screening point team work use of force guidelines using and storing hazardous materials and substances workplace health and safety (WHS) policies and procedures Relevant persons may include: clients and their staff colleagues emergency services personnel (police, ambulance, fire brigade) security personnel supervisors
hand techniques may include: avoidance techniques blocking techniques body positioning body safety hand techniques impact techniques locking and holding techniques take-down techniques Relevant persons may include: clients colleagues emergency services personnel (police, ambulance, fire) supervisors Documentation may include: activity logs incident reports request for assistance forms security risk and incident details vehicle and personnel movements written and electronic reports Effects of stress may include: being distracted demonstrating frustration demonstrating negative body language inability to concentrate over-talking showing increasing aggression tiredness using minimal spoken communication using uncoordinated movements
Workplace policies and rights and responsibilities may relate to: anti-discrimination and diversity apprehension and powers of arrest of command client service standards code of conduct and ethics communication and reporting procedures consignment manifest duty of care emergency and evacuation procedures industry codes of practice licensing requirements for firearms and cash-in-transit operations operational instructions own role, responsibilities and authority risk management trespass and the removal of persons use of firearms use of force guidelines workplace health and safety (WHS) policies and procedures Relevant persons may include: authorities clients or their staff colleagues emergency services personnel members of the public security personnel specialist or technical staff supervisors
Records may relate to: breeder de-sexing health information immunisation programs pedigree registration Maintenance training may involve: basic training commands e.g. heel, sit, down (drop), come, stay patrolling procedures to attack and control intruders search procedures training to maintain proficiency training to work with the handler as a team working on or off lead Training aids may include: appropriate venue food and water leads muzzles training materials treats Documentation may include: health and welfare records nutrition records training activity and log book Health and condition may relate to: complying with registration requirements conducting health checks for infectious and contagious diseases conducting routine health checks (e.g. mange, eczema, internal and external parasites) general observation of coat condition, weight, and alertness maintaining up-to-date records of relevant vaccinations and boosters
TITLE CPPSEC3XXX Plan provision of close protection services PERFORMANCE EVIDENCE A person who demonstrates competency in this unit must plan provision of close protection services in separate operations to meet the protection needs of each of two (2) different principals. In doing this, the person must meet the performance criteria for this unit. KNOWLEDGE EVIDENCE To be competent in this unit, a person must demonstrate knowledge of: standard operating procedures and workplace policies that ensure compliance with legislative and regulatory requirements including: anti-discrimination and diversity confidentiality and privacy counter terrorism duty of care information privacy and legal use of gathered intelligence licensing requirements and limits of own authority search of premises surveillance workplace health and safety (WHS) access and exit points and layout of work environment and premises to be accessed by principal approved communication terminology, call signs and radio channels used in the security industry basic contingency planning techniques chain of command relevant to protection services difference between static, mobile and direct protection and the tactics used for each emergency and evacuation plans and procedures for premises that may be accessed by principal factors that may compromise safety and security of principal during embus and debus points and when entering and exiting premises
Flexibility and adaptability Adapts positively to changes in the environment and work demands. Demonstrates flexibility in thinking. Shows flexibility in coping with multiple and changing priorities. Communication Uses high level, verbal and written communication skills. Keeps accurate and complete records in accordance with HAH’s policies and procedures. Communicates in a manner that is consistent with HAH’s values. Relationship Building Respectfully interacts with people from diverse backgrounds and experiences. Focuses on establishing and maintaining productive working relationships with key groups to ensure collaborative work practices. Financial Adheres to all financial processes and policies. Work, Health & Safety Complies with legislation and HAH’s WHS procedures and practices to maintain the health and safety of self and others. Participates in WHS related training, briefings and updates as required. Actively takes responsibility for a safe working environment, reporting all incidents, near misses or any unsafe working practices. Essential An understanding of privacy and confidentiality requirements in Client care Well developed written and verbal communication skills Possessing a caring approach with empathy for a range of Clients Demonstrated reliability and trustworthiness Ability to show patience and understanding of Clients/carers needs Having a flexible approach to hours of work Strong abilities to use initiative appropriately, work independently or as instructed Desirable Previous experience working in an aged/disability or welfare role Qualifications Certificate III in Community Services - Aged, Disability, Home and Community or Mental Health or equivalent (Essential requirement for undertaking a Personal Care Support Worker role ) General Manager CEO XXXXX ________________________ Date _______________ Graham Ross ________________________ Date _______________
Engage: Connect to Prior Knowledge and Experience Estimated Time 10 Minutes Total Descriptions; 1. Show a quick video clip of a Kool-Aid Commercial. 2. Have students take some Grape Kool-Aid and some napkins and place drops on them making observations and coming up with questions Teacher’s Role Teacher Questions Students’ Role Show the video of the Kool-Aid commercial Have students use dropper, Kool-Aid and Napkins to explore Grape Kool-Aid Have you ever watched this commercial? What do you notice? Record in your notebooks what you observe? Write any questions that come to mind. Watch and answer questions Take the container of Kool-Aid and use dropper to place drops on paper napkin. Record in lab notebook what is being done and observations made, questions to explore. Explore: Hands-on Learning, Contextualize Language, Use of Scaffolding, Use of Multiple Intelligences, Check for Understanding Estimated Time Two (can be broken into two days) Description: Use of Close Reading on Chromatography to teach students how to extract purpose and method from a reading and design and use a strategy to separate a mixture of two pigments. Teacher’s Role Teacher Questions Students’ Role Hand out the Chromatography Passage Have them read it again, underlining key terms, write questions, looking for important relevant information Ask students to read through the passage once Read the passage again, highlighting key words and content. Can you extract the purpose of chromatography? A method? Read passage Read again, looking for key info, underline, right questions. Extract the purpose of chromatography and extract a method. Hand out the Pair Share Document (Double Have the number one student work with number Write what they think they have
Annex II: Preparation Schedule and Resources . Preparation Schedule Milestone Forecast Actual AIS Release 11/4/2010 12/08/2010 Concept Review 11/26/2014 05/14/2015 05/18/2015 Auth Appr/Negs (in principle) Bank Approval 06/27/2015 11/20/2015 . Sector Unit Estimate of Resources Required from Preparation through Approval Source of Funds Preparation Expenses to Date (USD) Estimate of Resource Requirements (USD) Variable Bank Budget 19,077.38 n/a n/a Trust Funds 473,419.54 70,000.00 30,000.00 . Team Composition Bank Staff Name Specialization Unit UPI Robert R. Davis Sr. Forestry Specialist Task Team Leader GENDR 94894 Peter Jipp Sr. Natural Resources Mgmt Spec NRM and former TTL GENDR 157997 Haddy Jatou Sey Sr. Social Development Specialist Social Safeguards GCCGT 146523 Waraporn Hirunwatsiri Sr. Environmental Specialist Environmental Safeguards GENDR 274260 Sirirat Sirijaratwong Procurement Specialist Procurement GGODR 21155 Malarak Souksavat Financial Management Analyst Financial Management GGODR 157956 Chutima Lowattanakarn Team Assistant Logistics, Administrative Support EACTF 341000 Wasittee Udchachone Consultant Environmental Safeguards GENDR 420106 Andrew Gillespie Consultant MRV and REL GENDR 368515 Annex III: R-PP Submitted by the REDD Country Participant Appended by reference
Middle School Picnic/Bowling – Kids enjoyed bowling & also enjoyed some leftover snacks from movie night. Spirit Day – May 26th. Teachers will receive “In the Bag” lunch May 26th – 8th Grade Graduation. 6:30 benediction, 7:30 reception. 33 kids graduating. 30 dinner tables & 2 cake/punch tables. Homeroom Parents – Push in eNewsletter over the summer. We need involved parents. Meeting adjourned/Closing Prayer – Shannon McDonald HAVE A GREAT SUMMER!!
QUESTIONS TO ASK YOUR CUSTOMERS By Tom Searcy Good Question - “What could our company do to serve you better?” Great Question – “Tell me about your favorite service experience you have had, whether in business or as a consumer.” Great Question – “What is the one thing none of your vendors do that you wish they would?” Good Question – “How is our team doing on your project?” Great Question – “What’s the most recent example of how we have exceeded your expectations on this project?” Great Question – “Is there a recent example where we have not met your expectations?” Good Question – “Are other ways in which our two companies can work together?” Great Question – “The biggest challenges we help our clients with after we have helped with (the challenge you are currently providing solutions for), include (provide a list of two to three additional services). What challenges are you facing in those areas?”
What is your theory of human motivation, and how does your compensation plan fit with that view? – Dan Ariely, professor, Duke University How do you encourage people to take control and responsibility? – Dan Ariely Who do we want out customers to become? – Michael Schrage, professor, MIT How do I stay inspired? – Paul Bennett, chief creative officer, IDEO Do I know what I’m doing? And who do I call if I don’t? – Erin Pooley, business journalist Do they use it? – Howard Tullman, CEO, 1871 What is our question? – Dev Patnaik, CEO, Jump Associates How is business? Why? – Thomas A. Stewart, executive director, National Center for the Middle Market
Year 7: Half-Term 2 – Medieval England Homework set - week beginning Homework due - week beginning Task 1 – 30/10/2017 1 – 06/11/2017 Spelling Test 2 – 06/11/2017 2 – 13/11/2017 Quiz Revision 3 – 13/11/2017 3 – 20/11/2017 Fact Find 4 – 20/11/2017 4 – 27/11/2017 Homework Menu 5 – 27/11/2017 5 – 04/12/2017 Spelling Test 6 – 04/12/2017 6 – 11/12/2017 Quiz Revision 7 – 11/12/2017 7 – 18/12/2017 Fact Find 8 – 18/12/2017 8 – 08/01/2018 Homework Menu
Week 4: Homework Menu Week 5: Spelling Test Use the ‘Look, Cover, Say, Write, Check’ method to learn these spellings ready for a spellings test next lesson. There will be bonus positive points if you are able to remember what each word means – you do not need to remember each word by word, you may summarise*. Apothecary – a person who prepared and sold medicines and Epidemic – a widespread occurrence of an infectious disease in a community at a particular time. Monastery – a building or buildings occupied by a community of monks living under religious vows. Succession – the action or process of inheriting a title, office or property. Magna Carta – a charter of liberties to which the English barons forced King John to give his assent in June 1215 at Runnymede. Outlaw – a person who has broken the law, especially one who remains at large or is a fugitive. Myth – a traditional story, especially one concerning the early history of a people or explaining a natural or social phenomenon, and typically involving supernatural beings or events. Chivalry – the combination of qualities expected of an ideal knight, namely courage, honour, courtesy, justice, and a readiness to help the weak. Plague – a contagious bacterial disease characterized by fever and delirium, typically with the formation of buboes. Death – a widespread epidemic of bubonic plague that occurred in several outbreaks between 1347 and 1400.
(5) the chairman of the Senate Labor, Commerce and Industry Committee or his designee; (6) the Director of the Department of Health and Environmental Control or his designee; (7) one member representing business and industry appointed by the Governor; (8) one public member appointed by the Governor; and (9) one member representing environmental interests appointed by the Governor; (10) the Lieutenant Governor or his designee.” SECTION 111. Section 54-7-100 of the 1976 Code is amended to read: “SECTION 547100. A committee of ten members of the ‘Hunley Commission’ shall be appointed, three of whom must be members of the House of Representatives to be appointed by the Speaker, three of whom must be members of the Senate to be appointed by the President Pro Tempore of the Senate, and three members to be appointed by the Governor. The tenth member of the commission shall be the Lieutenant Governor to serve ex officio, or his designee. The committee shall make a study of the law regarding the rights to the salvage of the Hunley and any claim that a person or entity may assert with regard to ownership or control of the vessel. The committee is authorized to negotiate with appropriate representatives of the United States government concerning the recovery, curation, siting, and exhibition of the H.L. Hunley. Provided, inasmuch as actual locations or geographical coordinates of submerged archaeological historic properties are now exempt from disclosure as public records pursuant to Section 547820(A), the geographical coordinates of the Hunley’s location, regardless of the custodian, upon receipt from the Navy or receipt otherwise are expressly made exempt from disclosure pursuant to the Freedom of Information Act or any other law and no remedy for the disclosure of such coordinates exists pursuant to the Freedom of Information Act; and provided further, that with respect to the Hunley project, as described herein, the applicable duties and responsibilities contained in Article 5, Chapter 7 of this title shall be vested in the Hunley Commission; and provided further, that with respect to the Hunley project that the Hunley Commission shall be exempt from compliance with the provisions of Chapter 35, Title 11. However, the committee may not negotiate any agreement which would result in the siting
The Traction range of speed indicating instruments has been designed to meet the requirements of transit units worldwide. In the operational areas of passenger transport & industrial rail frieght great demands are severe shock and vibration that can be experienced during service. In many of these applications RECORD Traction Speed instruments are choosen because of their robust design and reliability. Many of the world’s railways are now run by operating companies with franchises. Trains themselves usually last between 30 and 40 years and because of these factors operators and look for long term reliability and availabilty to support the working life of the transit system. The Twinset internal movement pointer indicates the actual track speed of the vehicle, and the outer pointer controlled by additional equipment shows the max allowable track speed for the particular line. As interiors of the passenger change to meet of fashion and passenger safety. The driver’s cabin has become more spacious and designed with driver comfort in mind. Mechanical Specs & Dimensions One item, the speed indicator, has remained relatively unchanged. This is due to the need to maintain familiarity between drivers around the world and the engineering acceptance that this product has gained over many years.
D OPTIONAL FEATURES The 4TA & 6TA instruments can be supplied with digital displays to indicate variables such as run. Servo motors can be utilised to give additional indication. The Traction range utilises the 240° "Premier" movement system. This proven system has been using the very best precision components and automated production facility. These factors give the movement its inherent reliability, linearity and accuracy. ARE 3 SIZES 3.25TA, 4TA & 6TA. All instuments have square bezels with 4 point corner fixing. This allows easy front mounting. slotted cover allows light to illuminate the dial and pointer. The scale is engraved into the acrylic dial and protected by a toughened glass window. Instruments are fitted with a rear zero adjuster and are designed to operate from either A.C. or D.C. signals with accuracy to ±1.5%. OPTIONAL FEATURES Internal Illimination: Longlife filament or LED’s can be fitted into the rear of the case to illuminate a translucent dial. Illumination power with 12V d.c. or 24V d.c. as standard. Round Bezel: Instrument can be fitted with round bezel and rear clamp fixing. Mechanical Specs & Dimensions glass window Special Features: Contact RECORD Sales and discuss you special Existing optional features have been developed from our customer’s needs to BS 89/BR563 under the control of the ISO 9001 Quality System. Type Dimensions (unit s) A B C D E F Scale Weight max max max max min Fixing holes Length (Approx)
“Section 432170. The Lieutenant Governor may employ shall appoint with the advice and consent of the Senate a director to be the administrative officer of the division Department on Aging who shall serve at his the Governor’s pleasure and who is subject to removal pursuant to the provisions of Section 13240.” SECTION 35. Section 43-21-100 of the 1976 Code is amended to read: “Section 4321100. The division Department on Aging shall prepare the budget for its operation which must be submitted to the Lieutenant Governor and to the General Assembly for approval.” SECTION 36. Section 43-21-130(A)(1) of the 1976 Code is amended to read: “(1) the Lieutenant Governor or his designee;” SECTION 37. Section 43-21-190(2) of the 1976 Code is amended to read: “(2) make recommendations to the Lieutenant Governor and members of the General Assembly and to the Joint Legislative Committee on Aging;” SECTION 38. Section 44-21-130(A)(1) of the 1976 Code is amended to read: “(1) the Lieutenant Governor or his designee;” SECTION 39. Section 44-21-190(2) of the 1976 Code is amended to read: “(2) make recommendations to the Lieutenant Governor and members of the General Assembly and to the Joint Legislative Committee on Aging;” SECTION 40. Section 44-36-20(21) of the 1976 Code is amended to read:
SECTION 16. Section 811260(k) of the 1976 Code is amended to read: “(k) staff of the Office of the Lieutenant Governor who report directly to the Lieutenant Governor.” SECTION 17. Section 817370(19) of the 1976 Code is amended to read: “(19) employees of the Office of the Lieutenant Governor if the employees report directly to the Lieutenant Governor or report directly to a person who reports directly to the Lieutenant Governor.” SECTION 18. Section 10-1-40 of the 1976 Code is amended to read: “Section 10140. There is hereby established a committee to be known as the ‘State House Committee’, consisting of five members of the Senate, appointed by the Lieutenant Governor President of the Senate and five members of the House of Representatives, appointed by the Speaker, whose duties shall be to review all proposals for alterations and/or renovations to the State House. No alterations or renovations shall be undertaken without the approval of this committee.” SECTION 19. Section 14-27-20(10) of the 1976 Code is amended to read: “(10) the Lieutenant Governor President of the Senate or his designee;” SECTION 20. Section 14-27-30 of the 1976 Code is amended to read: “Section 142730. The Chief Justice of the Supreme Court shall appoint the following members to the Judicial Council: the two circuit court judges; the two family court judges; the two probate judges; the two summary court judges; the two mastersinequity; the Attorney General or one of the Assistant Attorneys General or one of the circuit solicitors; the Dean or member of the faculty of the Law School of the University of South Carolina; one person
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