zilongwang/ReadingBank huggingface dataset:
Priority Step Make Arklow known for 1 thing, revive Arklow pottery, buy out Boland’s premises on main street, would give training; employment; retail sales on main street; generate tourism Engage WCC and WCP in initial consultation to purchase premises or find entrepreneur To improve the structure of our town & county and to make Wicklow a “must see” for tourists To get the entire community working together Water treatment plant in Arklow Fast track planning permission so work can start immediately Enjoy, respect and protect the natural beauty of Co Wicklow Council staff & contractors to do biodiversity awareness training Commitment to protect Wicklow’s natural beauty in the planning process Education programme to build pride in our environment & care for environment (perhaps building on Pure Project & Leave no Trace Re-invigorate Arklow Town as a place to work, live and play by using its natural asses as a coastal town situated on a river which will be pollution free in 3 years or so Invest in a major tourism venture located in the town Quality jobs through development of Wicklow’s outdoor tourism potential Bring together the key government & local agencies & entrepreneurs to develop viable tourism/outdoor pursuit/heritage businesses Tourism Creation of attractions & facilities to inspire visitors to go around and stay in Wicklow Town (e.g. bins & benches along the Murrough & The South Quay, gazebos, restraint walls along the coastline, improvement on transports to Arklow & Glendalough Community Development – resourcing & building the capacity of communities, groups & individuals to counteract the imbalance & identified needs Having community development separate to local development companies – community development needs to stand alone Regeneration, refurbishment of Wicklow Town – do up derelict buildings – nice street lighting Paint the town hall Building communities - tourism in our towns Networking with TDs Wicklow Develop Arklow Forum Education Resources for 1st & 2nd levels Open up more walking trails to bring tourists to Town. The more outdoor activities available the longer the tourists will stay in Arklow Open up the walk to Shelton through the Arklow Marsh via the gate at Ferrybank A beautiful looped walk is then available in the town An Arts Festival in Arklow – theatre, spoken work, dance, comedy, visual art Develop of multi-purpose theatre/exhibition space To open up the natural environment – mountains, lakes & coastline for the enjoyment & education of county residents Choose an area/amenity that is used or works well & develop a template for countywide development
FWOP – include assumptions for FWOP condition. Use as many TYs as necessary and justify. TY 1 – acres of marsh (% of project area); acres of water TY X – acres of marsh (% of project area); acres of water TY Y – of marsh (% of project area); acres of water TY 20 – acres of marsh (% of project area); acres of water FWP – include assumptions for FWP condition. Use as many TYs as necessary and justify. TY 1 – acres of marsh (% of project area); acres of water TY X – acres of marsh (% of project area); acres of water TY 20 – of marsh (% of project area); acres of water V2 – Percent open covered by submerged aquatic vegetation Discuss aquatic vegetative communities in the project area. TY 0 – % cover value FWOP – assumptions for FWOP condition. Use as many TYs as necessary and justify. TY 1 – % cover TY X – % cover TY 20 – % FWP – assumptions for FWP condition. Use as many TYs as necessary and justify. TY 1 – % cover TY X – % cover TY 20 – % cover V3 – Marsh edge and interspersion TY 0 – % within each class FWOP – include rationale for percent in each class TY 1 – % in each TY X – % in each class TY20 – % in each class FWP – include rationale for percent in each TY 1 – % in each class TY X – % in each class TY20 - % in each class V4 – Percent of the open water area <= 1.5 feet deep Provide data that was used to derive the baseline value and the subsidence rate (and source) used to project future values. TY0 – baseline value; % of open water <=1.5 ft deep FWOP – include rationale for values
TY 1 - % value TY X - % value TY 20 - % value FWP - include rationale for values TY 1 - % TY X - % TY 20 - % value V5 - Salinity Provide data and station numbers (e.g., CRMS 0334) used to derive baseline value. Provide analyses, modeling, etc. utilized to determine future conditions. TY 0 – ppt FWOP – provide rationale for values TY 1 – ppt TY X – ppt TY 20 – ppt FWP – provide rationale for values TY 1 – ppt TY X – ppt TY 20 – ppt V6 – Aquatic organism access Show all calculations to determine baseline value. TY 0 – access value FWOP – provide assumptions and access values TY 1 – access TY X – access value TY 20 – access FWP TY 1 – access value TY X – access value TY 20 – access value Literature Cited Land Loss Spreadsheet (s) Supporting Information
Psalm 63, vv. 1-8, Common Worship 1. O God, you are my God; | eager-· ly I | seek you: my | soul· is a- | thirst for | you. 2. My | flesh· also | faints for you: as in a dry and thirsty | land· where there | is no | water. 3. So would I gaze on you in your | holy | place, that I might be- | hold your | power · and your | glory. 4. Your loving-kindness is better than | life it- | self and | so my | lips shall | praise you. 5. I will bless you as | long as· I | live and | lift up· my | hands· in your | name. 6. My soul shall be satisfied, as with | marrow· and | fatness, and my mouth shall | praise· you with | joyful | lips. 7. When I re- | member· you up- | on my bed and meditate on you in the | watches | of the | night. 8. For you have | been my | helper and under the shadow of your | wings will | I re- | joice. Words taken from Common Worship © The Archbishops’ Council 2000.
Date Testing Time Location Class Proctor Notes 2/4/16 7:20- 9:30 library Fok 1A Fok, Blum, Clay (2nd block) Students will be held until 9:30 Fok 2A Clay 2A 223 Morris 1A Bennett Bennett will stay until 9:30 224 Bennett 1A Le to start Davanzo to cover 8:55 -9:30 226 Davanzo 2AB Morris Peek to cover extended time 227 Bennett 2A Smith Smith will stay until 9:30 11:00 – 1:10 Library Clay 3A Clay Ripa Morris Clay will stay until 1:10 Morris will stay until 1:10 Morris 4A Clay 4A 11:30 – 1:40 223 Morris 3A Le will start Bennett will 12:35 – 1:40 224 Fok 4A Peek 226 Bennett 4A Smith will start Fok to cover 12:35 – 1:40 227 2/5/16 7:20 – 9:30 Library Singer 1B Singer, McMath, Ripa Students will be held until 9:30 Singer 2B Morris 1B 223 Fok 1B Morris Smith to cover extended time 224 Fok 2B Bennett Peek to extended time 226 Bennett 1B Fok 227 11:00 – 1:10 226 Bennett 3B Bennett Le to cover extended time 2/8/16 7:20 – 9:30 226 Makeups Perm subs All makeups students will go to first lunch 11:00 – 1:10 On 2/4/16, there will be staggered start times; first and second lunch students will go to first lunch and begin testing at 11:00, third and fourth lunch students will go to second lunch and start testing at 11:30. This plan does not impact the schedules of Votech/ATC students. All students will be held until the end of the testing time, regardless of whether they finish early or not (this might be incentive for them to take their time on the test).
OSI State Contract Manager OSI Privacy Officer OSI Information Security Officer See the Agreement for Contract Manager information Privacy Officer c/o OSI Legal Division Office of Systems Integration 2495 Natomas Park Drive, Suite 515 Sacramento, CA Email: Telephone: (916) 263-0744 Information Security Officer OSI Information Security Office Office of Systems Integration 2525 Natomas Park Drive, Suite 370 Sacramento, CA 95833 Telephone: (916) 263-4052 or (916) 825-9213 SECTION II – REQUEST FOR EXHIBIT C - PROCUREMENT GLOSSARY The Child Welfare Digital Services (CWDS) Procurement Glossary (“Procurement Glossary”) provides a list of terms and their definitions used in all CWDS contracts. The definitions provided in the Procurement Glossary are in addition to the definitions provided in the Child Welfare Services – California Automated Response and Engagement System (CWS-CARES) General Provisions. Terms ending with an asterisk (*) are defined in the General Provisions – Information Technology, Section 1. LIST OF ACRONYMS ACF Administration for Children and Families ACYF Administration for Children, Youth and Families AFCARS Adoption and Foster Care Analysis and Reporting System AFCARS ADPQ Development Pre-Qualified BIA Bureau of Indian Affairs CDE California Department of Education DOJ California Department of Justice CDSS California Department of Social Services CDT California Department of Technology CEAF California Enterprise Architecture Framework CHHSA California Health and Human Services Agency CAIR California Immunization Registry CALPADS California Longitudinal Achievement Data System CRS California Service CSAR California Sex and Arson Registry CalWIN CalWORKS Information Network CBCB Caregiver Background Bureau CBC Caregiver Background Check System CLF Cashiering and Centralized Licensing Fee System CALS Certification, Approval, and Licensing Services
Critical Thinking Rubric ideas, suggestions, recommendations from Faculty Flex (first draft, 1/13; second draft 1/23; third draft 1/30; fourth draft 2/6/2012) Definition: Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. (From the AAC&U) Unsatisfactory Emerging Proficient Advanced Comprehension: Identification of issues, problems, topics, etc. Does not identify the intended meaning of the work, or its biases and perspectives. Few issues/problems in the work are identified with a beginning understanding of their relevance to the work. Biases and perspectives are touched upon; information is delivered (expressed) in a way that shows a beginning understanding of the work and its purpose. Some issues/problems in the work are identified with some understanding of their relevance to the work is evident. Biases and perspectives are adequately identified; information is delivered (expressed) in a way that shows good understanding of the work and its purpose. Main issues/problems in the work are identified and why/how they are problems or questions is clearly and comprehensively explained. Biases and perspectives are understood; all the information is delivered (expressed) showing a full understanding of the work and its purpose.
Evaluation and Analysis: Accepts or refutes positions, perspectives, arguments, etc., and draws conclusions. Does not identify the positions, perspectives, arguments, or implications of the work, and does not draw a conclusion. Begins to identify the positions, perspectives, arguments and implications of the work, and a conclusion from these is attempted. Reasonably identifies and discusses the positions, perspectives, arguments and implications of the work, and draws some conclusion based on this consideration. Effectively identifies and discusses with insight the positions, perspectives, arguments and implications of the work, and considers their relevance in order to draw conclusions.
Discussion: Cultural Resources (Archaeological / Historical) Are there any properties (e.g., historic, architectural, archaeological) in the planning area which are listed on or eligible for listing on the National Register of Historic Places? If yes to (a), has the project site been surveyed for cultural resources? Discussion: & Fauna (including threatened & endangered species) Are there any designated threatened or endangered species or their habitat in the planning area? Will the project have direct or indirect adverse impacts on any such designated species or habitat? Will the project have a direct or indirect adverse impact on fish, wildlife, or their habitat including migratory routes? Does the planning area include a sensitive habitat area designated by a state or federal agency? Discussion: Recreation & Open Space Will the project eliminate or modify recreational open space, parks, or areas of recognized scenic or recreational value? Is it feasible to combine the project with parks, bicycle paths, hiking trails, waterway access &/or other recreational uses? Discussion: Air Quality Are there any direct air emissions from the project (e.g., sludge incinerator) which do not meet federal & state emissions standards contained in the State Air Quality Implementation Plan (SIP)? Is the project service area located in an area without an approved or conditionally approved SIP? Do the population projections used in the facility plan exceed the state or area-wide projections in the SIP? Does the project conform with the requirements of the SIP? Is the project inconsistent with the SIP of an adjoining state that may be impacted by the project? Does the project violate national ambient air quality standards in an attainment or unclassified area? Will the facilities create an odor nuisance problem? Discussion: Water Quality & Quantity (Surface / Groundwater)
Cross-referenced examples Example 3(a)-1: D acids 96 Example 30-1: Feature key “CARBODHYD 122 Paragraph 30 – Annotation of a modified amino acids Example 30-1: Feature key “CARBODHYD” 122 examples Example 3(a)-1: D amino acids 96 Example 3(c)-1: Enumeration of amino acids by chemical structure 97 Example 7(b)-2: Branched amino acid sequence 111 Example 7(b)-3: Branched amino acid sequence 113 Paragraph 31 – Representation of a acid examples Example 3(a)-1: D amino acids 96 Example 3(c)-1: Enumeration of amino acids by chemical structure 97 Example 7(b)-2: Branched amino acid sequence 111 Example 7(b)-3: Branched amino acid sequence 113 Paragraph 32 – Annotation of an “unknown” acid examples Example 3(c)-1: Enumeration of amino acids by chemical structure 97 Paragraph 34 – Annotation of a contiguous region of “X” residues Cross-referenced examples Example 29-1: Most restrictive ambiguity symbol for an “other” amino acid 121 Paragraph 36 – Sequences containing regions of an exact number of contiguous “n” or “X” residues Example 36-1: Sequence with a region of a number of “X” residues represented as a single sequence 123 Example 36-2: Sequence with multiple regions of a known number or range of “X” residues represented as a single sequence 123 Example 36-3: Sequence with multiple regions of a known number or range of “X” residues represented as a single sequence 127 Paragraph 37 – Sequences containing regions of an unknown number of contiguous “n” or “X” residues Example 37-1: Sequence with regions of an unknown number of “X” residues must not be represented as a single sequence 125 Example 37-2: Sequence with regions of an unknown number of “X” residues must not be represented as a single sequence 125 Paragraph 54 – The element INSDSeq_moltype Cross-referenced examples
EarliestPriorityApplicationIdentification The application identification of the earliest priority claim (also contains IPOfficeCode, ApplicationNumberText and FilingDate, see ApplicationIdentification above) Mandatory where priority is claimed ApplicantName Name of the first mentioned applicant typed in the characters as set forth in paragraph 40 (a). This element includes the mandatory attribute languageCode as set forth in paragraph 47. Mandatory ApplicantNameLatin Where ApplicantName is typed in characters other than those as set forth in paragraph 40 (b), a translation or transliteration of the name of the first mentioned applicant must also be typed in characters as set forth in paragraph 40 (b) Mandatory where ApplicantName contains non-Latin characters InventorName Name of the first mentioned inventor typed in the characters as set forth in paragraph 40 (a). This element includes the mandatory attribute languageCode as set forth in paragraph 47. Optional InventorNameLatin InventorName is typed in characters other than those as set forth in paragraph 40 (b), a translation or transliteration of the first mentioned inventor may also be typed in characters as set forth in paragraph 40 (b) Optional InventionTitle Title of the invention typed in the characters as set forth in paragraph 40 (a) in the language of filing. A translation of the title of the invention into additional languages may be typed in the characters as set forth in paragraph 40 (a) using additional InventionTitle elements. This element includes the mandatory attribute languageCode as set forth in paragraph 48. The title of invention is preferably two to seven words. Mandatory in the language of filing. Optional for additional languages. SequenceTotalQuantity The number of all sequences in the sequence listing including intentionally skipped sequences (also known as empty sequences) (see paragraph 10). Mandatory
Location descriptor type Syntax Description Single residue number x Points to a single residue in the sequence. Residue numbers delimitating a sequence span x..y Points to a continuous range of residues bounded by and including the starting and ending residues. Residues before the first or beyond the last specified residue number <x >x <x..y x..>y Points to a region including a specified residue or span of residues and extending beyond a specified residue. The '<' and '>' symbols may be used with a single residue or the starting and ending residue numbers of a span of residues to indicate that a feature extends beyond the specified residue number. A site between two adjoining residue numbers x^y Points to a site between two adjoining residues, e.g. endonucleolytic cleavage site. The position numbers for the adjacent residues are separated by a carat (^). The permitted formats for this descriptor are x^x+1 (for example 55^56), or, for circular nucleotides, x^1, where “x” is the full length of the molecule, i.e. 1000^1 for circular molecule with length 1000.
Feature Key repeat_region Definition region of genome containing repeating units Optional qualifiers allele function gene gene_synonym map note rpt_family rpt_type rpt_unit_range rpt_unit_seq satellite standard_name Feature Key rep_origin Definition origin of replication; starting site for duplication of nucleic acid to give two identical copies Optional Qualifiers allele direction standard_name Comment direction qualifier has valid values: left, right, or both Feature Key rRNA Definition mature ribosomal RNA; RNA component of the ribonucleoprotein particle (ribosome) which assembles amino acids into proteins Optional qualifiers allele function gene gene_synonym map note operon product pseudo pseudogene standard_name Comment rRNA sizes should be annotated with the product qualifier
Qualifier strain Definition strain from sequence was obtained Value format free text (NOTE: this value may require translation for National/Regional procedures) Example <INSDQualifier_value>BALB/c</INSDQualifier_value> Comment feature entries including a strain qualifier must not include the environmental_sample qualifier Qualifier sub_clone Definition sub-clone from which sequence was obtained Value format free text (NOTE: this value may require translation for National/Regional procedures) Example <INSDQualifier_value>lambda-hIL7.20g</INSDQualifier_value> Comment a source feature must not contain more than one sub_clone qualifier; to indicate that the sequence was obtained from multiple sub_clones, multiple sources may be further described using the feature key “misc_feature” and the qualifier “note” Qualifier sub_species Definition name of sub-species of organism from which sequence was obtained format free text (NOTE: this value may require translation for National/Regional procedures) Example <INSDQualifier_value>lactis</INSDQualifier_value> Qualifier sub_strain Definition name or identifier of a genetically or otherwise modified strain from which sequence was obtained, derived from a parental strain (which should be annotated in the strain qualifier). sub_strain from which sequence was obtained Value format free text (NOTE: this value may require translation for National/Regional procedures) Example <INSDQualifier_value>abis</INSDQualifier_value> Comment must be accompanied by a strain qualifier in a source feature; if the parental strain is not given, the modified strain should be annotated in the strain qualifier instead of sub_strain. For example, either a strain qualifier with the value K-12 and a substrain qualifier with the value MG1655 or a strain qualifier with the value MG1655
*Alcohol Units: 1 Pint Of Premium Beer = 2.5 Units. 1 Pint Beer/Cider = 2 Units. Single Measure Of Spirit = 1 Unit. Small (125ml) Glass Of Wine = 1 Unit Total Score 6 Diet and Exercise What type of diet do you have? How much exercise do you do? Healthy Sedentary (No exercise) Unhealthy Gentle (climbs stairs, walking , gardening) Vegan Moderate (Cycling, swimming regularly) Vegetarian Vigorous (Attends gym regularly) Moderate Please enter your height in Please enter your weight in Feet / inches: cm: Kilos/grams: Stones / lbs: 7 Women Only What is the date of your last Smear test? Date: Result: Was this at your GP Surgery? Yes No Date of last Mammogram (if applicable): Number of pregnancies (include miscarriages & terminations) (If applicable) Do you wish to see a doctor in this Practice for contraceptive services (including the pill, coil or cap)? Yes No 8 Your Medical Background Are there any serious diseases that affect your parents, brothers or sisters? Tick all that apply and state family member: Diabetes Who: Asthma Who: Thyroid disorder Who: Stroke Who: COPD Who: Attack under age of 60 Who: Cancer (Specify type) Who: High Blood pressure Who: Any other important family illness. Please state: Who: Please state any allergies and sensitivities you have to medicines, food & dressings: Please state any mental disabilities you have: Are you able to administer your own medicines? Yes No If no please give details, e.g. swallowing or opening containers: What long term medical conditions have you had? Date of Diagnosis: What operations or serious injuries have you had? Date of operations or injuries:
USERS’ SUPPORT Is there a general or field search user guide available in the system? Is there an email address where users can send their feedback regarding the content and functionality of the system? Is there a dedicated phone contact to help users in case of questions concerning search and content? Is there a clear indication of which information the official publication is issued by your Office/Organization or a disclaimer indicating the contrary? FUTURE Please briefly describe the future plans with respect to the system, its content and functionality. In which of the following areas are WIPO recommendations the most needed and/or most effective: For full descriptions For legal status Composition of published information Frequency of updates Availability of information and/or interfaces in other languages Information retrieval functionality Please specify [附件和文件完]
IV. General Information Date: PWS Name: PWSID No.: Address: Phone: Fax: Contact Person: Title: Email: Population: Minimum Number of Samples: V. Community Water System Sample Site ACTIVATION Use the following graph to determine the accurate tier. Tier Single Family Residence Multiple Family Residence/ Buildings 1 Copper pipes w/ lead solder installed AFTER 1982 Lead Pipes Lead service lines - 2 - Copper w/ lead solder installed AFTER 1982 Lead Pipes Lead service lines 3 Copper pipes with lead solder installed BEFORE 1983 - Non-Tier Non-copper and non-lead Copper pipes with lead solder installed BEFORE 1983 Non-copper and non-lead Street (or 911) Address: Type of Structure: Type of Plumbing: Tier: Street (or 911) Address: Type of Structure: Type of Plumbing: Tier: Street (or 911) Address: Type of Structure: Type of Plumbing: Tier: Street (or 911) Address: Type of Structure: Type of Plumbing: Tier: Street (or 911) Address: Type of Structure: Type of Plumbing: Tier: IV. General Information Date: PWS Name: PWSID No.: Address: Phone: Fax: Contact Person: Email:
The Safety Enhanced Together (SET) practice framework was developed through a collaborative approach that integrated feedback from all levels of CWS staff. In keeping with this collaborative approach, CWS has developed a reflective learning approach, called “Learning Cycles”, to nurture a learning organization in which all levels of leadership and staff explore meaningful ways to work together to prepare children and families to grow and thrive. What are Learning Cycles? Learning Cycles create intentionality and introduce discipline in implementing actions to support SET practice. A Learning also creates a supportive group process to collectively and iteratively discuss SET action implementation and nurture a supportive culture that routinize SET actions. Learning Cycles: are a process for group deliberation that is voluntary and participatory; are led by a facilitator who is impartial, who helps manage the deliberation process, but is not an “expert” or “teacher” in the traditional sense; build individual and team capacity to perform by comparing intended results to actual results; identify successful practices and challenges to sustain and improve SET actions; plan for how to apply insights to future performance; and provide an opportunity for members to work together to improve their workplace and community. Learning Cycles involve a Before Action Review, to provide a dedicated space and process for staff to consider how they demonstrate the Value in their practice and an After Action Review, for staff to reflect on how they demonstrated the Value in their practice and what additional supports they may need to fully realize the Value in their everyday practice. When and How will Learning Cycles Roll Out? Learning Cycles will occur every two months and coincide with the roll-out of each of the 6 Values that comprise the SET Practice Framework (see Exhibit 2). The roll out will start with Value 6 in July 2015 and staff will engage in the Learning Cycle’s Before Action Review (described below). After 2 months of field work using Value 6, participants will be invited back to a Learning Cycle After Action Review on Value 6. All meetings after the initial July meeting will include both an After Action Review of the previous Value and a Before Action Review of a newly introduced value. Exhibit 2. CWS Learning Cycle Approach
reducing potable water use, or providing ‘fit-for-purpose’ water supplies that can replace existing potable sources. Funded activities covered projects such as recycling and reuse, stormwater capture and reuse schemes; household demand management; education programs; and urban design initiatives. In addition to improved water security, the diverse benefits to basin councils included reduced wastage of water, and improved amenities, water quality, economic growth and development, knowledge of water, community engagement and environmental sustainability. The Upper Lachlan Shire Council received $4,375,000 for Crookwell Water Supply and Irrigation Improvements Programme which improved the water use efficiency within Crookwell by reducing water losses throughout the water supply system of the town. Project works included replacing existing potable water demands with “fit for purpose” water for the irrigation of town playing fields, installing water efficient irrigation systems on these town playing fields, providing a rebate program for installation of water efficient fittings and fixtures throughout the community and replacing the existing aged and inefficient town water treatment plant with an efficient, reliable and cost effective water treatment process. The project secured the community water supply achieving water savings in excess of 40ML per year, making available dam storage in the order of 50ML per year, and assisted in offsetting costs to allow the Council to fund further water saving initiatives, in particular replacement of aged asbestos cement pipes which were known water leak areas. The Australian Government’s investment to plan, modernise and construct infrastructure has provided rural communities with the ability to improve their resilience for a future with less available water.
12:15 – 12:45 on Instruction Deb Focus on Instruction – 2a & 2b Identify Instructional Practices/Descriptions (page 52) Identify Student Grouping Formats (page 53) Discussion/Consensus Practice Walk – Video (recording CWT form for sections 1a, 2a, 2b, & 3c) Debrief the – Discussion/Consensus Participant Guide Page 52 & 53 Video #3 – Grade 2 Science CWT Form 12:45-1:45 Marzano’s High Yield Strategies Deb Focus on the Instruction – 2c: Teacher, 2d: Student Focusing on Identifying Similarities and Differences & Reinforcing Effort/Recognition for CWT school wide reflection, but also collecting data on the rest Learn, understand, identify and present the other seven strategies to the CWT in teams of two people, assigned to one strategy. Presentation must be in the style of the strategy for better understanding. Make sure we know it when we see it and differentiate who is using the strategy, the teacher or the students. Participant Guide pp. 54-58 Classroom Instruction That Works Chart Paper Pens 1:50-2:00 BREAK 2:00-2:15 Practice Walk Jen Practice Walk using another video (1a, 2a, 2b, 2c, 2d & 3c) Debrief – Discussion/Consensus CWT Form Video #4 – Grade 3 Math 2:15-3:00 Focus on the Learner Jen 3a – Identifying Student Actions 3b – Identifying Instructional Materials Participant Guide pp. 59-60 3:00-3:15 Closing Jen Prepare for Friday Day 2 9:20-9:45 (25 min.) Orientation to Buddy Walks Jen Having a focus for the Walkthrough Watch Video - Data Collection/CWT with a Buddy Ready, Set, Go! Video – Buddy Walks 9:45-10:45 (60 min.) K-5 Classrooms for the purpose of practicing Team Walk& Talk (Round 1) - Debrief “what you saw” together with your buddy (outside the classroom) – get calibrated after each walk Do 3 or 4 – 3-5 minutes walks with 10 minutes to debrief after each Classroom Walkthrough CWT Forms 10:45-11:15 Deb Debrief Buddy Walks as a Group - 2412
Attachment: Proposed Amended Bulk Entitlement WATER ACT 1989 BULK (GREATER YARRA SYSTEM – POOL – CITY WEST WATER) AMENDMENT ORDER 2016 I, Lisa Neville, as Minister administering the Water Act 1989 (the Act) make the following Order Title This Order is called the Bulk Entitlement (Greater Yarra System – Thomson River Pool – City West Water) Amendment Order 2016. Preliminary The Bulk Entitlement (Greater Yarra System – Thomson River Pool – City West Water) Order 2014 was made on 30 June 2014 and published in the Victoria Government Gazette. Purpose The primary purpose of this Order is to amend the Bulk Entitlement (Greater Yarra System – Thomson River Pool – City West Water) Order 2014 (the bulk entitlement) to reflect the changes to the size of the Greater Yarra System – Thomson River Pool to offset the provision of a 3.9 per cent share of inflows into the Thomson Reservoir to the Victorian Environmental Water Holder. The other amendments are minor wording changes to improve the clarity of the bulk entitlement and which do not affect practical operations. Authorising provisions This Order is made in accordance with section 44 of the Act. Commencement This Order comes into effect on the day it is published in the Victoria Government Gazette. Amendment of clause 5 In clause 5 of the bulk entitlement – for the definition “Department” substitute – “ “Department” means Department of Environment, Land, Water and Planning;” for the definition “entitlement volume” substitute – “ “entitlement share” means the volume as set out in clause 7 against which water allocations are made;” for the definition “Greater Yarra System – Thomson River Pool” substitute – “ “Greater System – Thomson River Pool” means water available to Melbourne Water under the bulk entitlements listed in Schedule 1 and to be allocated to the Primary Entitlement Holders listed in Schedule 2;” for the definition “seasonal determination” substitute – “ “seasonal determination” means a seasonal determination made by the Resource Manager in accordance with Schedule 3;”
CWW2.10.2 Soviet Union Position Paper Primary Source Soviet Foreign Minister Dmitri Shepilov, “Statement at 22-Power London Conference, Aug. 17, 1956.” True to its policy of peace, the Soviet Union is a consistent exponent of having all disputes settled by peaceful negotiation. The Soviet Union is convinced that it is possible to settle also the Suez problem by respecting the sovereign rights of nations, and by developing international co-operation on a basis of equality and non-interference in internal affairs, in keeping with the spirit of the times. . . . There are two aspects of the Suez Canal problem; that of the nationalization of the company and that of free navigation through the canal. The first aspect falls exclusively within the internal competence of the sovereign Egyptian state…. I would like to point out that position of some governments on the Suez Canal is intrinsically contradictory. On the one hand they recognize the sovereign rights of Egypt; on the other hand they contest the possibility of Egypt exercising these rights, and thus they are trying to justify interference in the internal affairs of the country. . . . What is the meaning of this reservation to the effect that international interest allegedly limits the right to nationalization? It can mean only one thing; the desire to preserve an inferior status for Egypt by artificially combining the question of the nationalization of a private company with the question of navigation through the Canal. It should be pointed out that the Suez Canal Co., founded on the basis of a one hundred year old concession, has a very pronounced colonial character. . . . The whole of Asia, the whole Near and Middle East are in the midst of a great patriotic upheaval of nations which are now at present members of the United Nations . . . . If we are all to accept the high principles of the United Nations, and if we speak about welcoming the changes which have taken place in relation to countries which had once been in a state of colonial dependence, then we cannot, and should not, hinder the exercising by these countries of their sovereign rights. Egypt, like many other countries who have recently attained their independence, is naturally still desiring to overcome the grave consequences of her colonial status. The nationalization of the Suez Canal Co. is in itself a legitimate step on the way to freeing Egypt from the survivals of the past and a help in the upsurge [improvement] of her national economy which is lagging behind
the canal. The Soviet Union provided weapons and aid money to Egypt. However, neither superpower was happy with Nasser, who spent the rest of his life (until his death in 1970) playing the US and the Soviet Union off against each other. Nasser’s non-alignment policy was to use the strategic importance of his nation to get as much as he could from both sides in the Cold War, without committing Egypt to either side. What was the position of the US during the Suez Canal Crisis? What was the position of the Soviet Union during the Suez Canal Crisis?
Information on which outcomes and service recommendations are based Internal Records External Records Collateral Contacts Face-to-face Text Email Phone Other: Consumer Contacts Face-to-face Text Email Phone Other: Other: Summary of Consumer Priorities and Measurable Goals Date Domains with Consumer Priorities Summary of Consumer’s Priorities Consumer’s Desired Outcomes / Measurable Options for Treatment, Psychosocial Rehabilitation Services, and Self-Help Programs Discussed Domain Work on it now Wait/maybe later Domain Work on it now Wait/maybe later Domain Work on it now Wait/maybe later Domain Work on it now Wait/maybe later Domain Work on it now later Domain Work on it now Wait/maybe later Domain Work on it now Wait/maybe later Domain Work on it now later
BUILDING EVACUATION CHECKLIST Building No: Date: Time of Alarm Name of Chief or Deputy Chief Warden: Time of Complete Building Evacuation Floor/Lvl Name/s Area Cleared Comments YES NO YES NO YES NO YES NO YES NO YES NO YES NO YES NO Are all exits assigned/Secured YES NO Any Occupants with Special Needs YES NO Details/Location: Any occupants refuse to YES NO Details/Location: Any person injured or stuck YES NO Details/Location: Arriving Emergency Service Crews briefed (if applicable) YES NO NOTES:
Interest name line 1 Interest name line 2, if applicable If user selects to use “Legal Property” for this form, the Legal Property Address must be typed in by the user A dynamic Legal Description Disclosure checkbox appears at the bottom of this form. User must also check this checkbox Interest address line 1 Interest address line 2, if applicable Interest #2 city, state and zip If more space is needed for Mortgagees and Other Interests please continue using 2nd page; Display interests according to the requirements listed for this field on 1st; Otherwise, please delete the 2nd page Loan # Interest loan # populated from PAS Must be filled in by the user Legal Description Disclosure If Insured Name, Legal Property Address or a Legal Additional Interest Name is entered to this form, this checkbox must be checked; Otherwise, leave this checkbox unchecked Select the checkbox Authorized Representative User must sign this form if requested by the mortgagee/insured Must be filled in by the user Details for each field in Invoice (HSESXX 01 12): Field(s) What included How to use Company Name Company name and NAIC#: UT: please choose “CSAA Fire & Casualty Insurance Company” AZ: please choose “CSAA Affinity Insurance Company” Rest of states please choose “CSAA General Insurance Company” Select from a drop-down list Company Phone # All Eastern region states (PA, VA, MD, DE, NJ) please choose “(888) 222-0094” Rest of states please choose “(800) 207-3618” Select from a drop-down list Payor Name and Address Please fill in the following information: Name (Payor is the same as the 1st Mortgagee listed below) If user to enter “Legal Mortgagee” for Invoice, the mortgagee name listed on the policy must be typed in by the user. Mortgagee and Payor Name should always match. A dynamic Legal Description Disclosure checkbox appears at the bottom of this form. User must also check this checkbox Payor Name Line Payor Address Line 1 Payor Address Line 2, if applicable Payor City, State and Zip Must be filled in by the user Contact Payor Contact Name Must be filled in by the user Phone # Payor Contact Phone Must be filled in by the user Fax # Contact fax Must be filled in by the user Date Mailed or to Payor Date of the Invoice generation Select from a calendar
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Abraham Lincoln An abolitionist from Illinois whose election was the final cause for secession and the Civil War. 16th President of the United States Shot at Ford’s Theatre by John Wilkes on April 14, 1865. Jefferson Davis President of the Confederate States of America At the end of the Civil War, he was arrested and imprisoned for two years but was released after his trial. Robert E. Lee General of the Confederate Army Turned down command of the Union army to remain faithful to his home state of Virginia.
BREAKDOWN OF TEACHING AND LEARNING HOURS DEFINITIVE KIS CATEGORY INDICATIVE DESCRIPTION HOURS Scheduled learning and teaching Lectures and Class exercises 140 Guided independent study Includes guided online exercises (with automatic feed forward to tests). 360 Study abroad / placement N/A 0 Total (number of credits x 10) 600 ASSESSMENT STRATEGY (INDICATIVE) Summative assessment will be by both coursework and examination. The coursework element will typically consist of a portfolio of online coursework, time constrained assessments and a statistics assignment that will together contribute 40% to the overall module mark. The end of module examination will contribute 60% towards the module and will be designed to test overall learning and understanding of the course content. LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY Recall and use a range of numerical, algebraic, graphical and statistical techniques to solve mathematical problems Formatively via exercises with group/individual feedback in class sessions. Statistics Coursework Assessment. Summatively in end of module examination. Solve a range of problems involving trigonometrical equations and identities Formatively via exercises with group/individual feedback in class sessions and online coursework portfolio elements. Summatively in end of module examination. Demonstrate an understanding of the techniques of calculus and its uses Formatively via exercises with group/individual feedback in class sessions and online coursework portfolio elements. Summatively in end of module examination. Use spreadsheets to present, analyse and interpret numerical data Formatively via exercises with group/individual feedback in class sessions and online coursework portfolio elements. Statistics Coursework Assessment Summatively in end of module examination. Demonstrate an understanding of probability and its uses to solve problems Formatively via exercises with group/individual feedback in class sessions and online coursework portfolio elements. Summatively in end of module examination. Demonstrate an understanding of vectors in two dimensions and use to solve problems Formatively via exercises with group/individual feedback in class sessions and online coursework portfolio elements.
BINDER CONTENTS…worth 50 points Reflection Paper … 5 total ... 3 volunteer experiences, job shadow, water project Job Shadow (part 2) What education is needed for the job? Are any internships available? What kind of entry level positions are available? Any other information you want to include 3. Copy of thank you note in binder … MUST be handwritten and mailed through USPS 4. Verification forms … 6 total … 3 volunteer experiences, job shadow, water project, 1365 video 5. Hard copy of your presentation REMINDERS March 28, 2018 Arrive on Time Dress Appropriately 15 – 18 minutes 1365 Video included (Transformation) Water Project Experience included (Compassion) MUST demonstrate each of the remaining values…NOT just mention them Job Shadow Experience must be included
Activities Graphing calculator activity, Create a Unit circle, Review Game Homework 4-1: 57- 68 all, 3-21 mult of 3, 27-37 odd 39, 47-53 odd, H: 55 Notes 4-2 4-2: 11-25 odd, 27-39 odd, 43-47 odd, H: 59 Notes 4-3 4-3: 3-39 mult of 3, 45-57 mult of 3, H: 49, 106 Notes 4-4 4-4: Graph the parent functions of sine and cosine with more than just the axis points – include all the special angles. 1-4, 14, 16, 18, 19, H: 5, 40 Notes 4-5 4-5: Graph the parent graph of the tangent function with more than just the axis points – include all the special angles., 1, 2, 4, 6, 7 Notes 4-6 4-6: 1-13 odd, 18, 21, 29-41 odd, 69, H: 15, 72 Notes 4-7 4-7: 1-7, odd, 37,45 H: 10, 53 Practice Test Finish Quick Check Unit 5 Materials Text: Common Core Text: Common Core Text: Common Core Text: Common Core Text: Common Core Text: Common Core Text: Common Core Text: Common Core
FACEM VAQ Exam 2006.1 – Question 5 The overall pass rate for this question was 35/40 (87.5%). The CXR given shows extensive, bilateral pulmonary infiltrates It was expected that the candidates would be able to describe the CXR accurately and demonstrate that they are able to interpret the CXR in a systematic way, noting major positives and negatives,and including lung fields, cardiac size and borders, bone, diaphragms etc. It was also expected that the candidate could interpret the CXR sensibly in the clinical context (Down’s syndrome, dry cough) that was given, form a reasonable differential diagnosis, recognizing that the most likely diagnosis was infection, types of infection likely (both typical and atypical organisms), with other possibilities less likely. 2007.1 VAQ 6
Interpretation Major Trauma – airway, ventilation and circulation concurrently compromised Life threatening scenario Needs action now PART B Activate Trauma Response Assume leadership – delegate tasks Commence primary survey, concurrent with emergent Rx Secure airway – if tracheostomy, establish patency and function C spine immobilization (in line immob, if intubation required) Decompress L chest with needle – then re-insert or re-position L ICC Fluid resuscitation – crystalloids and O neg blood Secondary survey following initial stabilisation Fast track to definitive care – urgent laparotomy and probable thoracotomy Communicate to team and all stakeholders, such as OT and ICU
Team culture Unit Mapping Information (Unit mapping information to be provided once unit has been finalised) Performance Evidence Before competency can be determined, individuals must demonstrate they can perform the following according to the standards defined in this unit’s elements, performance criteria and range of conditions: Apply compliance requirements to specific organisational context, to determine organisational obligations under current accessibility and anti-discrimination legislation, standards and codes. Determine to what extent an organisation is currently meeting compliance requirements under identified current legislation, standards and regulations. Analyse and confirm requirements for access and use specific to organisational context. Apply the Principles of Universal Design to the physical and operational aspects of an organisation. Outline barriers to access that need to be addressed within an organisation. Develop practical solutions that effectively address identified opportunities to improve accessibility, leveraging best practice findings and technological developments where appropriate. Consult with internal and external stakeholders, such as customers, colleagues or access experts, as needed to test solutions, confirm suitability, and implement changes. Knowledge Evidence The candidate must be able to demonstrate knowledge to effectively complete the tasks outlined in the elements and performance criteria of this unit. This includes knowledge of: Current access and anti-discrimination legislation and regulations, including: Disability Discrimination Act 1992. Current version of the Web Content Accessibility Guidelines. Current state and territory anti-discrimination legislation. The different of disability, as outlined in the Disability Discrimination Act 1992. Environmental and structural factors that create barriers to access for people with disability. The Principles of Universal Design. Domestic and international best practice solutions to barriers to access and use. and tests that can be utilised to test the accessibility of websites and other online content or digital platforms.
and support needs of learners with disability consultation with the individual, and any other relevant stakeholders. 1.2 Identify any real or potential barriers to participation in learning that exist for the individual learner. 2. Plan support for learners with disability 2.1 Access current organisational policies and legislative requirements and identify obligations for supporting learners with disability. 2.2 Identify teaching practices, support strategies or reasonable adjustments that can increase access to learning and address barriers to participation in learning and assessment for a learner
with disability. 2.3 Consult with individual learner and agree on teaching strategies and supports to implement. 2.4 Identify support services or facilities that can be accessed, both internal and external to the organisation, to address individual learner needs. 2.5 Identify where additional support required is beyond scope of teaching role and refer to specialist support as needed. 3. Provide support during delivery of training to learners with disability 3.1 Identify and assemble required resources to implement agreed strategies and support. 3.2 Implement planned support
Oral Communication 1.1-1.2, 3.4, 4.2 Uses techniques to build rapport and explore Discusses and seeks using appropriate structure and language for the particular audience Uses questioning and active listening to clarify or confirm Navigate the world of work 2.1-2.5, 4.1-4.3 Recognises and follows protocols, policies and procedures relevant to own role Interact with others 1.1-1.2, 3.2-3.4, 4.1-4.2 Uses inclusive and techniques to seek