zilongwang/ReadingBank huggingface dataset:
(2) Temporal Accountability: This refers to the trust level of the timestamp information exchanged between sensors for accurate ECG/EEG logging. Temporal Accountability is very important in the MSN because all ECG/EEG anomaly detection depends on the accurate time interval analysis of different medical signal changes. As shown in Fig.14, we need to detect the timing gaps for ECG PR / ST wave segments in order to make correct heart disease classifications for the following arrhythmic heart beatings: NSR, Paced, A-Fib, Nordal, V-Fib, etc. [52]. Example 2: Medical sensor / RFID privacy preserving: This issue aims to design an extremely low-complexity key generation / refreshing scheme to achieve confidential medical sensor-to-RFID reader and RFID reader-to-tag wireless communications. Fig.15 shows that the proposed infrastructure enables such a RFID/sensor security research. Fig. 15 The THC infrastructure enables research on medical privacy preserving Table 1: Equipment (Detailed budget for major Items) Equipment Name Purpose Design method Company name Price / cost ECG sensor Also called EKG sensor; used for the collection of patients’ heart beat patterns. COTS & PCB manufacturing: we’ll assemble an ECG PCB board through COTS chips (e.g. CPU, leads, etc.). Most COTS will be from 40 cost: $70 PCB fabrication fee: $80 each Total cost: $6,000 EMG sensor To detect patients’ muscle COTS & PCB manufacturing: we’ll assembly COTS chips into an EMG board After ordering from , we make PCB 40 cost: $50 PCB fabrication fee: $50 each Total cost: $4,000 SpO2 sensor To measure Blood oxygen saturation level. Company Purchase From 30 Total cost: $4,500 RFID reader To read RFID tags attached in medicine or other places COTS & PCB manufacturing: we’ll design RFID reader by assembling chip components After ordering from , we make PCB 40 fee: $50 each Total cost: $4,000 RFID Develop Kit of Company Purchase Alien Inc. 2 (see Each kit: ~$2,000 .
(ALR-9900) subject identity tools) 1- Total: $4,000 EEG sensor To measure brain activity signals; can detect mental health issues. VLSI & SoC fabrication: we’ll use VHDL to design FPGA chips for EEG signal sensing After VHDL design, send to FPGA (cost with discount) 10 (note: chip cost will be much lower when in high Patient simulator To generate abnormal ECG signals Company Purchase Medi Cal Inc. 20 (see 1- Price: $280 Total cost: $5,600 RF detector To detect radio signals Company Purchase spyZone: 4 (see 1- Price: $250 Total cost: $1,000 Spectrum Analyzer To analyze RF commu. Features / Company Purchase Agilent 2 (see 1- Price: $8,000 Total cost: $16,000 Wave Generator To generate test signals Company Purchase + Agilent 2 (see 1- Price: $7,500 Total cost: $15,000 PDA Personal Digital Assistant (data Company Purchase + HP iPAQ handheld 15 (see 1- Price: $450 Total cost: $6,750 Data phone To use cell phone to transmit medical data Company Purchase + T-Mobile phone) 5 (see 1- Price: $500 Total cost: $2,500 RF motes To serve as Company Purchase + Crossbow Inc. ~ 90 sets Price: each set
broadly. Thus, in Schouten v. CSX Transp., Inc., 58 F.Supp.2d 614, 617-18 (E.D. Pa. 1999), the court declared that “for purposes of Section 1981, race is to be interpreted broadly and may encompass ancestry or ethnic characteristics.”
discrimination, notwithstanding the District Court's clear instructions to the contrary.” Id.; see also id. at 658 (distinguishing Fisher v. City of Memphis, 234 F.3d 312, 319 (6th Cir. 2000), and Brooks v. Cook, 938 F.2d 1048, 1051 (9th Cir. 1991)).
Instructions For Race Discrimination Claims Under 42 U.S.C § 1981 Numbering of Section 1981 Instructions 6.0 Section 1981 Introductory Instruction 6.1 Elements of a Section 1981 Claim 6.1.1 Disparate Treatment — Mixed-Motive 6.1.2 Disparate Treatment — Pretext 6.1.3 Harassment — Hostile Work Environment — Tangible Employment Action 6.1.4 Harassment — Hostile Work Environment — No Tangible Employment Action 6.1.5 Disparate Impact 6.1.6 Retaliation 6.1.7 Municipal Liability — No Instruction 6.2 Section 1981 Definitions 6.2.1 Race 6.2.2 Hostile or Abusive Work Environment 6.2.3 Constructive Discharge 6.3 Section 1981 Defenses 6.3.1 Bona Fide Occupational Qualification 6.3.2 Bona Fide Seniority System 6.4 Section 1981 Damages 6.4.1 Compensatory Damages — General Instruction 6.4.2 Punitive Damages
nongovernmental discrimination and impairment under color of State law. The Eleventh Circuit pattern instruction accordingly provides that if the jury finds that the same decision would have been made, the jury must find for the defendant. See Eleventh Circuit Pattern Jury Instruction 4.9. The Third Circuit follows the Eleventh Circuit approach. See Brown v. J. Kaz, Inc., 581 F.3d 175, 182 n.5 (3d Cir. 2009) (“[A]lthough the Civil Rights Act of 1991 amended section 1981 in other ways, it did not make the mixed-motive amendments described above applicable to section 1981 actions. Therefore, Price Waterhouse, and not the 1991 amendments to Title VII, controls the instant case, and Craftmatic has a complete defense to liability if it would have made the same decision without consideration of Brown's race.”).4 Accordingly, the pattern instruction sets forth the “same decision” defense as one that precludes liability, and thus differentiates it from the “same decision” defense in Title VII discrimination actions. Animus of Employee Who Was Not the Ultimate Decisionmaker For a discussion of the Court’s treatment in Staub v. Proctor Hosp., 131 S. Ct. 1186 (2011), of the animus of an employee who was not the ultimate decisionmaker, see Comment 5.1.7. Staub concerned a statute that used the term “motivating factor,” and it is unclear whether the ruling in Staub would extend to mixed-motive claims under statutes (such as Section 1981) that do not contain the same explicit statutory reference to discrimination as a “motivating factor.”
Instructions For Race Discrimination Claims Under 42 U.S.C § 1981 Numbering of Section 1981 Instructions 6.0 Section 1981 Introductory Instruction 6.1 Elements of a Section 1981 Claim 6.1.1 Disparate Treatment — Mixed-Motive 6.1.2 Disparate Treatment — Pretext 6.1.3 Harassment — Hostile Work Environment — Tangible Employment Action 6.1.4 Harassment — Hostile Work Environment — No Tangible Employment Action 6.1.5 Disparate Impact 6.1.6 Retaliation 6.1.7 Municipal Liability — No Instruction 6.2 Section 1981 Definitions 6.2.1 Race 6.2.2 Hostile or Abusive Work Environment 6.2.3 Constructive Discharge 6.3 Section 1981 Defenses 6.3.1 Bona Fide Occupational Qualification 6.3.2 Bona Fide Seniority System 6.4 Section 1981 Damages 6.4.1 Compensatory Damages — General Instruction 6.4.2 Punitive Damages
6.3.1 Section 1981 Defenses — Bona Fide Occupational Qualification No Instruction Comment There is no BFOQ defense in racial discrimination cases. 42 U.S.C.A. § 2000e-2(e)(1). See Ferrill v. Parker Group, 168 F.3d 468, 475 (11th Cir.1999) (no BFOQ defense to telemarketing or polling).
The Supreme Court has imposed some due process limits on both the size of punitive damages awards and the process by which those awards are determined and reviewed. In performing the substantive due process review of the size of punitive awards, a court must consider three factors: “the degree of reprehensibility of” the defendant’s conduct; “the disparity between the harm or potential harm suffered by” the plaintiff and the punitive award; and the difference between the punitive award “and the civil penalties authorized or imposed in comparable cases.” BMW of North America, Inc. v. Gore, 517 U.S. 559, 575 (1996). For a complete discussion of the applicability of the Gore factors to a jury instruction on punitive damages, see the Comment to Instruction 4.8.3.
Current Global Issues, the Geographic Inquiry Process and Geographic thinking Valid Sources Expectations Evaluated Level 4 (80 - 100%) Level 3 (70 - 79%) Level 2 (60 - 69%) Level 1 (50 - 59%) Understanding/ Knowledge Demonstrates a superior ability to Identify the purpose and intent of each source Demonstrates a good ability to Identify the purpose and intent of each source Demonstrates some ability to Identify the purpose and intent of each source Demonstrates a limited ability to Identify the purpose and intent of each source Thinking/Inquiry Demonstrates a superior ability to gather relevant articles Determines the short- and long-term consequence of an issue on people and/or places in a superior manner Demonstrates a good ability to gather relevant articles Demonstrates a good ability determine the short- and long-term consequence of an issue on people and/or places in a superior manner Demonstrates some ability to gather relevant articles Demonstrates some ability determine the short- and long-term consequence of an issue on people and/or places in a superior manner Demonstrates a limited ability to gather relevant articles Demonstrates a limited ability determine the short- and long-term consequence of an issue on people and/or places in a superior manner Communication Demonstrates a superior ability to communicate arguments, conclusions, predictions, and plans of action clearly and logically Demonstrates a superior ability to construct a correctly formatted works cited Demonstrates a good ability to communicate arguments, conclusions, predictions, and plans of action clearly and logically Demonstrates a good ability to construct a correctly formatted works cited Demonstrates some ability to communicate arguments, conclusions, predictions, and plans of action clearly and logically Demonstrates some ability to construct a correctly formatted works cited Demonstrates a limited ability to communicate arguments, conclusions, predictions, and plans of action clearly and logically Demonstrates a limited ability to construct a correctly formatted works cited Application Demonstrates a superior ability to identify biases in individual sources Demonstrates a superior ability to analyse evidence and information, applying the relevant concepts of geographic thinking Demonstrates a good ability to identify biases in individual sources Demonstrates a good ability to analyse evidence and information, applying the relevant concepts of geographic thinking Demonstrates some ability to identify biases in individual sources Demonstrates some ability to analyse evidence and information, applying the relevant concepts of geographic thinking Demonstrates a limited ability to identify biases in individual sources Demonstrates a limited ability to analyse evidence and information, applying the relevant concepts of geographic thinking Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.
DAPTIV TIP SHEET #6: Creating a “child” Task on your task list Select the line where you want to enter the new task. Remember, the task will be inserted above the line that you selected. Select “Add” to add the new task. Complete the details about the task. Use the blue arrow button to indent the task so that it becomes a “child” of the parent task.
District Implementation Team Communication Plan: Includes Linking Communication Protocols Groups / Teams: Internal and external to intentionally communicate Designees Linking Communication Protocol? (Y/N) Date to survey groups / teams about effectiveness of communication MIBLSI DIT: MIBLSI Central Office DIT: Liaison: Administrative Team DIT: Administrative Team: School coaches DIT: School names and coach names - or coordinator: School leadership teams DIT School names and designees: ISD DIT ISD Add others as needed DIT (other group designee) Communication Protocol: District Implementation Team and MIBLSI Purpose Communicate information that is critical to staff’s ability successfully use the components of an integrated behavior and reading MTSS model Information necessary to be gathered and communicated From: MIBLSI Professional learning information / updates: Upcoming training dates/details for your district team and school cohorts including reminders to register Other statewide and regional professional learning opportunities for the year (e.g. Implementer’s Conference, Anita Archer trainings, etc.) Data (measures, data system, data coordination capacity) MIDATA start-up activities and To: MIBLSI Implementation challenges: Barriers encountering that are difficult to remove Team Logistics Staffing changes: DIT membership Leadership District MTSS Coordinator Individuals providing data coordination Meeting schedule Dates for district events / presentations to build
Addressing Challenges Format for Responding to Challenges Communication Protocol: District Implementation Team and Administrative Team Purpose Communicate information that is critical to staff’s ability successfully use effective innovations (e.g., components of an integrated behavior and reading MTSS model) Information necessary to be gathered and communicated From: Administrative Team (Add suggestions from District Implementation Pre-Session) To: Administrative Team (Add suggestions from District Implementation Pre-Session) Team Designees Format for Gathering Necessary Information
Table 1: Types of Project Indicator Indicator Group Types of DRR Project it can be applied to Level of Complexity Benefits Limitations 1: Community Resilience Indicators Community Resilience building Local Authority DRR/DRM capacity building Climate Change Adaptation Higher level of complexity Holistic approach Directly links with the HFA framework Presents a wide number of options, from which priority indicators need to be identified Can require extensive stakeholder participation 2: Core CBDRM Structure Criteria DRM/DRR Community Preparedness & Response Basic Easily understandable by both communities and community facilitators/mobilisers Can be used as the core project framework Focused on community capacity development Only suitable for communities which have capacity and resources to develop independently 3: Disaster Preparedness & Response Community Preparedness & Response Basic Provides detailed planning and progress framework for community preparedness focused project Limited to preparedness for response 4: Mitigation Measures DRR mitigation measures Average complexity dependent upon types of mitigation activities Provides robust indicators for partner implemented measures Can be difficult for community to fully understand and own Option 1: Community Resilience Indicators The following table provides a sample of ‘potential generic indicators’ and ‘example indicators’ for some key community resilience characteristics. These indicators can be used as a guide for development of result level indicators suitable for different types of DRR project. The process of developing these indicators will also act as an opportunity to reflect upon the suitability of the project results that have been developed.
7-3 Earth Systems System Definition Details About the System Atmosphere The layer of mixed gases around the Earth. Nitrogen Oxygen Carbon Dioxide Argon Ozone Hydrosphere The Earth system that contains all of Earth’s water. Oceans Freshwater (Glaciers, Groundwater, Surface water) Geosphere The solid part of Earth. Soil Rock Metal Biosphere All living things on Earth. No distinct boundaries (found within the other systems) Cryosphere The frozen portion of water on Earth. Most of Earth’s freshwater is frozen. Snow, glaciers, and icebergs
6.7.8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. 784–791, 876–886 6.7.9.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres including those by and about Minnesota American Indians [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”). 73, 94, 102, 120–125, 227, 269, 297, 330, 425, 478, 492, 521, 550, 574, 590, 600, 648, 721, 772 The opportunity to address this objective in relation to Minnesota American Indians is available. See the following: 312-318, 544-545 Range of Writing 6.7.10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. a. Independently select writing topics and formats for personal enjoyment, interest, and academic tasks. Extended time frame: 120–125, 244–249, 442–447, 528–633, 688–693, 790-794 Shorter time frame: 73, 94, 102, 120–125, 227, 269, 297, 302, 309, 330, 425, 478, 492, 521, 550, 574, 590, 600, 648, 721, 744, 749, 754 Speaking and Listening Comprehension and Collaboration 793,
science fiction “All Summer in a Day” “The Fun They Had” “The Sand Castle” 75–81 82–85 95–99 realistic fiction “Lob’s Girl” “The Goodness of Matt Kaizer” “The Circuit” “The All-American Slurp” “Eleven” “The Scribe” “Aaron’s Gift” “La Bamba” “Tuesday of the Other June” “Ta-Na-E-Ka” “Zleteh the Goat” 11–22 27–38 43–49 57–65 69–71 87–93 104–111 112–118 135–146 161–168 183-190 allegories “The Affair of the Horns” 767-772 parodies “Dragon, Dragon” 229-235 satire “In Response to Executive Order 9066:” 158 graphic novels “The Adventures of Tintin: The Black Island” 438–440 Drama: Includes one-act and multi-act plays, both in written form and on film one-act plays (written/film) “Do You Think I’m Crabby?” 645–647 multi-act plays (written/film) The Phantom Tollbooth 650–686 Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics narrative poems “Ode to La Tortilla” “The Walrus and the Carpenter” “Jabberwocky” “One Time” “Steps” “Jimmy Jet and His TV Set” “Good Hot Dogs” A Remarkable Adventure” “The Wreck of the Hesperus” “Street Corner Flight” 460–463 479–485 487–489 498–500 506–509 520–521 522–523 524–526 551–556 586–587
Step 1: Describe the initiative to be evaluated. Who will the initiative impact? Students, teachers and administrators What is the desired goal/end state? Decrease the percentage of students who leave Carter Tech at the end of 8th grade What are the strategies being implemented? (From action plan or implementation monitoring plan) Differentiated instruction through tiered interventions (RtI) What is the logic model? (From tool 5.6 Constructing a Logic Model) Prior to the beginning of the 2011–2012 school year, all grade 7 and 8 teachers, counselors, and administrators at Carter Tech will have participated in a 5-day training on the practices of differentiated instruction through tiered interventions. Evaluation Plan Example Step 2: Define the measurable improvement targets.
4: If the Operator is a branch or a unit of an organisation, please provide the vision and mission of the branch/unit. 5: The information is for understanding the scale and nature of Operators’ training and education services. 6-7: It is to provide basic information on learning services offered by the Operators, below is an example of the presentation format: 8: Where appropriate, Operators may specify the relationship with the Holding Company or Parent Organisation and their respective roles, if applicable. 9: These are to illustrate Operators’ scale of operation and the division of work within the organisation. Operators may use an organisational chart to illustrate its structure (e.g. departments/ units, job ranks and positions, headcount). Below is an example of the presentation format: To facilitate better understanding, Operators may provide brief descriptions on the functions/work scope of different departments/units. 10: It is about the division of work among individual staff. Below is an example of the presentation format: The categorisation of staff into “Management staff” and “Programme administrative staff” is for reference only. Operators may have a different categorisation according to their internal structure. Operators may provide documents such as job descriptions as further elaboration. 11: Examples of common communication channels includes staff orientation, staff handbook, staff meetings, email notifications, etc.
For appended items listed in the chart below that apply to this proposal, append them at the end of this document, after this page, with continued pagination. In the first column of the chart, number the appended items contained in this proposal, and append them in number order. Expand the chart as needed. Number Appended Items Reference Items For all proposals, append marked pages from a current catalog (including an online catalog) that indicate all credit courses that have been offered or are projected to be offered at the Extension Center. Section 2, Item (B)(a)(i) If applicable, append course descriptions of any credit-bearing courses that are unique to this proposed Extension Center. Section 2, Item (B)(a)(ii) If applicable, append a list of any credit courses to be offered at this proposed Extension Center which will not be accepted toward the completion of any degree offered by the institution. Section 2, Item (B)(a)(iii) If applicable, append position descriptions or announcements for each to-be-hired faculty member. Section 3, Item (C)(b) If applicable, append written financial agreements with other institutions for joint operation of the proposed Center (e.g., contracts, MOUs, etc.). Section 3, Item (A)(b)(ii) For all proposals, append a one- or two-page abstract summarizing this application for an Extension Center. Section 4
Classifying Space Objects 6th grade Astronomy Kit Lab # 88 The Jackson Four -The big idea or main concept of the lesson: What kind of objects are found in the Solar System? Students will identify and classify celestial bodies based on their characteristics. -The Hook – story, leading question, Each group of 4 students will be given a bag with 8 objects that they will have to classify into groups based on charateristics. -Necessary prior knowledge/experience: History of Space ,Exploration, Observing Objects in Space, Telescope Technology -Suggested adaptations/improvements to the procedures- This activity would be the extension activity to our Space Object Trading cards. They could use their trading cards to help them classify the space objects. Extension- Celestial Trading Cards, Create a game using a beach ball where the space objective you must classify the objectives where your hand lands. -Reflections Great Activity! This activity can be used in a wide range of ways, such as an introductory activity, remediation activity, and or extension activity. This activity will allow all students to be successful because in touches a wide range of Multiple Intelligences. - Timing class period
Patient Name MRN Age DOB Ethnicity Immigrant/Refugee Status Patient Goals Current Dx Substance Use: Alcohol Tobacco Marijuana Other Drugs: ___________________________________________ Last HbA1c Last HbA1c Date Range of HbA1c over last year BP at target If BP not at target, last BP Last BP Date Statin: Yes No ASA: Yes No ACE or ARB: Yes No Last BMI Last BMI Date Last PHQ-9 Last PHQ-9 Date Last GAD-7 Last GAD-7 Date Last SU Assessment Last SU Assessment Date Recent ER Visits/Hospitalizations Rx Patient Strengths Patient Stressors/Barriers Action List: What is the problem? How will we intervene? Who will do what? When will this happen?
6th Grade 7th Grade 8th Grade Decision Making Model Goal Stress Management Chronic Disease Communicable Disease Pathogen Transmission Asthma Verbal Communication Non-verbal Communication Refusal Skills Peer Pressure Adolescence Puberty Conception Menstrual Cycle Conflict Dietary Guidelines Weight Management Food Facts Label Fiber Advertising Tobacco Refusal Skills Stress Management Techniques Quackery Unintentional Injury First Aid Relationship Tolerance Diversity Abstinence Sexually Transmitted Disease Virus Bacteria Contraception Sexual Assault Dietary Guidelines Nutrient Dense Weight Management Strategies Diabetes Body Image Fitness Plan Substance Abuse Over-the-Counter Medication Cessation Health Appraisal Fad Self-Destructive Behaviors Suicide Heimlich Maneuver CPR Relationship Communication Skills Digital Respect Abstinence Strategies Contraceptive Methods BMI Vitamin Mineral Caloric Expenditure Anorexia Bulimia Binge Eating Food Safety Physical Activity Alternatives (to drug use)
Physical Exam STUDY NAME Protocol Number: Pt_ID: Visit Date: / / . d d m m m y y y y Visit Type: Screening Baseline Visit 1 Visit 2 Visit 3 Visit 4 Visit 5 Completion Visit Category Normal or Abnormal If abnormal, describe below Change from baseline General Appearance Normal Abnormal Not Examined Yes No NA HEENT (Head, Eye, Ear, Nose, Throat) Normal Abnormal Not Examined Yes No NA Neck Normal Abnormal Not Examined Yes No NA Chest and Lungs Normal Abnormal Not Examined Yes No NA Cardiovascular Normal Abnormal Not Examined Yes No NA Abdomen Normal Abnormal Not Examined Yes No NA Genitourinary Normal Abnormal Not Examined Yes No NA Rectal Normal Abnormal Not Examined Yes No NA
Musculoskeletal Normal Abnormal Not Examined Yes No NA Lymph Nodes Normal Abnormal Not Examined Yes No NA Extremities/ Skin Normal Abnormal Not Examined Yes No NA Neurological Normal Abnormal Not Examined Yes No NA Other, specify: ___________ Normal Abnormal Not Examined Yes No NA Note: For followup PE, if a body system category changes from “Normal” at baseline to “Abnormal” at followup due to a new disease/condition or if a preexisting disease/condition worsens from the baseline, an adverse event form should be completed to report the change. Physician Signature: Date signed: / / . d d m m m y y y y
LA communications to schools Title: TBAP Teaching School Alliance – 3rd Annual Conference Summary: Details for TBAP Teaching School Alliance’s 3rd Annual Conference Target school(s): All, Schools Specific schools For attention of: Heads, Senior Leaders, Inclusion Managers, SENDCos, Alternative Provision Leaders, Safeguarding Leads, Children’s Services, Youth and Voluntary Organisations. Author: Inas Thomas Contact: Inas Thomas, Business Support Professional Email: Telephone: 020 7610 8340, ext 109 Newsletter date: 06/03/2017 Action required/ due date: Book your place via the Eventbrite link: TBAP Teaching School Alliance 3rd Annual Conference Thursday 23rd March 2017 at The Bridge AP Academy, Finlay Street, London, SW6 6HB 9.30 – 3.30pm Working with Challenging and Vulnerable Young People This year's Conference focuses on working with challenging and vulnerable young people in all phases and sectors of education. Looking at how best we can support them to achieve outcomes and support them at times of need. The Conference will look at possible solutions and networks to support you in school, and within multi agency teams. Key Note Speakers: Javed Khan – CEO Barnados John Timpson – Owner and Chairman of Timpsons and an advocate of vulnerable children and innovative employer of ex-offenders Workshops: Junior Smart - St Giles SOS Project (Gangs Prevention Work) Luke Roberts – Resolve – Restorative Approaches to Conflict Fostering.net – Virtual Schools for Children who are Looked After Greater London Assembly – Alternative Provision Team Plus sessions on Safeguarding, Mental Health and Youth Justice. Cost of Tickets: £158.83
We will emphasise the importance of strong and supportive relationships for family life and bringing up children. Confidentiality, safeguarding and child protection Although SRE is not about personal disclosures and personal issues, it is possible that a pupil may disclose personal information. Staff understand that they cannot promise pupils absolute confidentiality, and pupils know this too. If teachers are concerned in any way that a pupil is at risk of sexual or any other kind of abuse, they will talk to the Designated Child Protection Officer and follow the school’s Safeguarding and Child Protection Procedures. If a pupil discloses to a teacher that they are sexually active, or are considering sexual activity, then this would be viewed as a child protection issue. Assessing SRE Pupils’ progress in SRE is assessed as part of the assessment of science and PSHE and citizenship. Working with Parents/Carers and Child Withdrawal Procedures We place the utmost importance on sharing responsibility with parents and carers for their children’s education. We do our best to find out about cultural views which may affect the SRE curriculum and will try to balance parental views with our commitment to comprehensive SRE and equality. This policy is available on the school’s website for parents to read. Parents/carers have the right to withdraw their children from SRE, apart from the statutory national curriculum. This means that parents and carers cannot withdraw their children from SRE aspects of the science national curriculum. If a parent wishes to withdraw their child from the SRE curriculum they must arrange a meeting with a member of the Senior Leadership Team who will talk through their concerns and discuss the benefits of school SRE. If they decide to withdraw their child, work will be provided to do in another class. We will offer packs of the teaching materials if parents wish to use this with their children at home. Even when a child has been withdrawn from SRE lessons, if the child should ask questions at other times, these questions would be answered honestly by staff. Disseminating the Policy A copy of the policy is available on the school’s website. All staff and governors are made aware of the policy and have agreed to its contents. Copies are supplied to visitors who are involved in providing SRE in school.
Conley Hills Elementary STEM Showcase: Technology Project The participant in the technology category must create and/or design a project using computer technology. Participants will be responsible for supplying their own computers, laptops, and tablets to show their projects. These projects will be exhibited and participants must be able to share information about their projects and the processes in an oral presentation. Possible entries might include: Computer programming/coding (Scratch, Code.org,…) Architectural/engineering designs (Tinkercad, Google Sketchup,…) Digital storytelling Movies (Microsoft Movie Maker, iMovie, etc.)
Conley Hills Elementary STEM Showcase: Technology Project Checklist Knowledge of the technology Knowledge of the software is not evident. Information is confusing and incorrect. Includes few facts. Knowledge about the software is evident. Most information is clear and correct, but some pats are confusing or incorrect. Includes essential information. Knowledge about the software is clear and correct. Student is able to cover the topic completely and in-depth. /3 Design The final product is not clear. The final product shows effort and creativity. The final product shows mastery of the software. /3 Originality The final product is a collection of other people’s ideas. There is no evidence of new thought or originality. The final product shows evidence of original thought even though it is a large collection of other people’s ideas. The final product shows evidence of originality. The majority of the content and ideas presented are new, inventive, and interesting. /3 Use of Technology Not all parts of the technology was used effectively. Some parts of the technology are used effectively. All parts of the technology are used effectively. /3 Teamwork (If applicable) One or two students are able to demonstrate and present the final product. Most team member are able to demonstrate and present the final product. The work load was evenly divided and equally shared by all team members. /3 Written Report Answers some of the questions listed for reflections. Answers most of the questions listed for reflections. Clearly answers all of the questions listed for reflections. /3 Presentation Some difficulty communicating ideas. Communicates ideas well with some key points. Communicates ideas with enthusiasm and in-depth knowledge. /3 Total Points (18 Points Possible or 21 for Team) /21 Grade: Project Number:
Experiential Learning & Climate Steps/Process: (You may share by using this form, video, photo story, PowerPoint, etc.) Please attach rubric, checklist or other assessment tool, if applicable. ADVISORY Monday - Google Classroom Calendar / Show Tutorial Names & GE Lesson Tuesday – TUTORIAL Wednesday – Students put Grades in their Google Classroom Document & Goal Sheet Thursday – TUTORIAL FRIDAY – Educational Websites 6 – Plus YOGA for Teens DVD (M & W) & Tue/Th/Fri - Learning in sync, rhythm, & dancing moves dancing ISTE standards Check all that apply: X Empowered learner X Digital citizen X Knowledge constructor X_Innovative designer X Computational thinker X Creative communicator __Global collaborator
BELL WORK – IXL = Y.14 Kahoot – How Old is Dr. Jacobs Lesson: Adding and Subtracting Integer Variables Review: Adding and Subtracting negative numbers Individual Practice Wrks BELL WORK – IXL = Y.10 Lesson: Graphs and Variables Start Review – Students Take notes NO BELL WORK – IXL Y.15 REVIEW for MC Test – Students Take notes BELL WORK – Get Ready for MC Test / Paper-Pencil MC TEST – Use notes BELL WORK – Wrks Finish MC Test Prodigy or Graphing a picture
Idea Development: Rank each skill from 1 (low) to 5 (high) in the following: Organization Rank each skill from 1 (low) to 5 (high) in the following: Voice Rank each skill from 1 (low) to 5 (high) in the following: Word Choice Rank each skill from 1 (low) to 5 (high) in the following: Sentence Fluency: Rank each skill from 1 (low) to 5 (high) in the following: Conventions: Rank each skill from 1 (low) to 5 (high) in the following:
“Hunters to Herders: Ancient Civilization Made Rapid Switch” 8. Based on this article, “Have farming societies helped our diets?” Explain why or why not using one piece of evidence from your close-read articles. Although this article makes it clear that there was a shift from hunting to herding, it is not clear whether the researchers believe that this helped or hurt our diets. According to the text, “If people become more sedentary to take advantage of grains, they have a tendency to eat what’s nearby, and the best and largest kinds of game will get targeted first...” This shift did contribute to a more consistent diet through herding and farming but not necessarily a healthier one. Reflection Question: The three articles mainly talk about the health benefits of hunter-gathering and farming societies. However, a society cannot merely be supported by only healthy people. What other necessities need to be addressed and how could those support and sustain the lifestyles of a society? In order to support and sustain the lifestyle of a society, there needs to be a clear focus of social equality and equal opportunity. All members of a society should be viewed as having equal value. Also, a society must not view health as only being able to eat regularly but that food available to everyone helps them to live longer, stronger lives.
Experiential Learning & Climate Steps/Process: (You may share by using this form, video, photo story, PowerPoint, etc.) Please attach rubric, checklist or other assessment tool, if applicable. ADVISORY Monday - Google Classroom Calendar / Show Tutorial Names & GE Lesson Tuesday – TUTORIAL Wednesday – Students put Grades in their Google Classroom Document & Goal Sheet Thursday – TUTORIAL FRIDAY – Educational Websites 6 – Plus YOGA for Teens DVD (M & W) & Tue/Th/Fri - Learning in sync, rhythm, & dancing moves dancing ISTE standards Check all that apply: X Empowered learner X Digital citizen X Knowledge constructor X_Innovative designer X Computational thinker X Creative communicator __Global collaborator BELL WORK – Write ½ page of Brain Drain Lesson: 6.GM.3.1 Basic Measurement Practice (American & Metric) Hand-Out p. 202 Estimate Measurements PowerPoint MC Connect Buckle Down Workbook p. 205 MATH 7 – Equivalent Ratios Lesson & Wrks BELL WORK – Add ½ page to Brain Drain Lesson: 6.GM.3.1 Basic Measurement Practice (Customary & Metric) Play Kahoot / MC Practice Homework Wrks. MATH7 – Direct & Varies Inversely Proportionality Watch
BELL WORK – Continue other side of Brain Drain ½ page Lesson: 6.GM.3.1 Basic Converting Measurement (Customary & Metric) MC / Buckle Down Workbook p. 207/208 Practice – Wrks MATH 7 – Constant & Varies Inversely Proportionality PowerPoint Wrks Graphs & Tables “Constant Proportion” BELL WORK – Finish Brain Drain ½ page Lesson: 6.GM.3.2 Basic Measurements (Customary & Metric) p. 209-213 – Take notes from the board MC Practice MATH 7 – Wrks Tables “Inversely Proportionality” BELL WORK – IXL T-1,2,3 Complete MC Practice Prodigy Practice MATH 7 – MC Connect Practice
Excerpt from “The Worst Mistake in the History of the Human Race” By Jared Diamond (Completed) Round 1 Directions: As the teacher reads the text below, annotate using the following strategies. For vocabulary help, see the footnotes at the bottom of each page for the bolded and numbered words in the text. a. Number each paragraph. b. Circle unfamiliar vocabulary c. Underline or highlight key phrases d. Star each important detail Round 2 Directions: Read each section again. At the end of each section, answer the guiding questions in the right-hand column. Text under Discussion (student version) Guiding Questions Archaeology[1] is demolishing [one of our most sacred beliefs]: that human history over the past million years has been a long tale of progress. In particular, recent discoveries suggest that the adoption of agriculture, supposedly our most decisive step toward a better life, was in many ways a catastrophe[2] from which we have never recovered. With agriculture came the gross social and sexual inequality, the disease and despotism[3], that curse our existence. What does the author mean by “a long tale of progress”? The author means that human history generally focuses on man’s progress. What are four negative consequences of the adoption of agriculture? 1) Social inequality 2) Gender inequality 3) Disease 4) Deposition At first, the evidence against this interpretation will strike [twenty-first] century Americans as irrefutable[4]. We're better off in almost every respect than people of the Middle Ages, who in turn had it easier than cavemen, who in turn were better off than apes. Just count our advantages. We enjoy the most abundant[5] and varied foods, the best tools and material goods, some of the longest and healthiest lives, in history. Most of us are safe from starvation and predators. We get our energy from oil and machines, not from our sweat. [Who] among us would trade his life for that of a medieval peasant, a caveman, or an ape? Underline the sentence in this paragraph represents the view that human history has been a long tale of progress. Identify four advantages we have that our ancestors did not. 1) abundant and varied food 2) the best tools and material goods 3) Long healthy lives 4) Energy from oil and machines Why do you think we have these advantages? These advantages are due mainly to the agricultural revolution.
Collaboration How will collaboration be used: (between students, fellow teachers, or anyone with potential expertise): Students will work in Groups of 4’s Teacher/Student Small Group Peer Tutoring Multiple Learning Pathways Multiple Intelligences addressed within lesson: (check all that apply) X bodily/kinesthetic X musical-rhythmic __interpersonal __naturalist __intrapersonal X verbal-linguistic X logical-mathematical X visual spatial Infrastructure Classroom Infrastructure/Setup: Timeframe (example: length of unit, number and length of lesson(s): 9 Days – Starting Date: 2-12 through 02-22 / 2018 20 Days – Starting Date: 2-12 through 3-9 / 2018 Space: Work in Groups 4’s or 2’s Teacher/Students Small Group Individually Material: Small White Boards w/dry erase markers Math Workbook Worksheets – Bell work & Homework Practice White Copy Paper Chromebooks Yoga CD & Yoga or Day 4 & 5 Yoga Challenge on YouTube Resources/books/websites/other information sources: IXL.com Prodigy QUIZIZZ.com GoNoodle - Kidz Bop YouTube Line Dance & Just Dance & Yoga Challenge Google Classroom YOGA – DVD
BELL WORK – Brain Drain # 4 Finish Lesson: 6.D.1.3 Box-and-Whisker Plot (YouTube) Take Notes Lesson 33 in BD Wrkbook. p. 277-279 – Group Practice HOMEWORK: Independent Practice Common Core Worksheet IXL. GG.19 MATH7 – 7.A.1.1 BELL WORK – Brain Drain # 5 Begin Lesson: Finish Lesson 33 on MC Individual Practice: Common Core Wrks. IXL. GG.19 MATH 7 – 7.A.1.1 BELL WORK – Brain Drain # 5 Lesson: REVIEW for test – Take Notes Begin Test BELL WORK – Brain Drain # 5 MC TEST BELL WORK – Brain Drain # 5 Lesson: 6.D.2.1 Impossible / Unlikely/ Likely / Certain MC Practice IXL I.I.2
Experiential Learning & Climate Steps/Process: (You may share by using this form, video, photo story, PowerPoint, etc.) Please attach rubric, checklist or other assessment tool, if applicable. ADVISORY Monday - Google Classroom Calendar / Show Tutorial Names & GE Lesson / OCCT PRACTICE MATH LESSON Tuesday – TUTORIAL / OCCT PRACTICE MATH LESSON Wednesday – Students put Grades in their Google Classroom Document & Goal Sheet / OCCT PRACTICE LANGUAGE ARTS LESSON Thursday – TUTORIAL / GRADE RECOVERY FRIDAY – Educational Websites / OCCT PRACTICE LANGUAGE ARTS LESSON 6 – Plus YOGA for Teens DVD (M & W) & Tue/Th/Fri - Learning in sync, rhythm, & dancing moves dancing ISTE standards Check all that apply: X Empowered learner X Digital citizen X Knowledge constructor X_Innovative designer X Computational thinker X Creative communicator __Global collaborator
2/20/2018 BELL WORK – MC BD Review Mean Median Mode STAR TEST (Math) Homework Brain Drain # 4 MATH 7 – 7.A.1.1 BELL WORK – Brain Drain # 4 Lesson: 6.D.1.3 Box-and-Whisker Plot (YouTube) Take Notes Lesson 33 in BD Wrkbook. p. 277-279 – Group Practice HOMEWORK: Independent Practice Common Core Worksheet IXL. GG.19 MATH7 – 7.A.1.1 BELL WORK – Brain Drain # 4 Lesson: Finish Lesson 33 on MC Individual Practice: Common Core Wrks. IXL. GG.19 MATH 7 – 7.A.1.1
Previous Teaching Posts Name of school/employer: Job Title & Salary Date from Date to (dd/mm/yyyy) Status/ Curriculum/ /Subjects Reason for leaving Provide brief details of your duties Please list all other jobs held, starting with the most recent, including any previous or current employment with this authority (whether directly or through an employment agency). There should be no gaps in your employment and education history Previous Employment Experience other than Teaching Name of previous employers Job Title Address Date from Date to Reason for leaving Provide brief details of your duties If there are any periods of time that have not been accounted for, for instance, periods of travel, or caring for others please give details of them here with dates. The information provided must provide a complete chronology from the age of 16; please ensure that there are no gaps in the history of your employment and other experience.
REFERENCES Please provide the names and contact details of at least two referees who can comment on your suitability for this position. One should be your current or most recent employer. (If you are not currently working with children but have done so in the past the second referee should be the employer by whom you were most recently employed in work with children. References will not be accepted from relatives, or persons who only know you as a friend.) References will be sought prior to interview, the references will ask your current/previous employer/tutor about any disciplinary offences relating to children. Please note that for Headteacher and Deputy Headteacher appointments a reference will automatically be sought from your current Current or most recent employer Referee name: Job title (if applicable): Organisation: Address: Postcode: Switch Board Telephone number: Email address: Relationship to you: Previous employer Referee name: Job title (if applicable): Organisation: Address: Postcode: Switch Board Telephone number: Email address: Relationship to you:
2 Water Thrust (1m length) -- H/3 WH2//2*H/3 -- Hb/2*H/2* 2400 -- WH2//2*H/3 Gravity Dam section
interest test. We consider that the public interest is served by the publication of the Financial Plan on the NHS England website FOI 354 – received 28 July 2015 Under the Freedom of Information Act, please send me details of: All initiatives in NHS Barnsley CCG’s 2015-16 QIPP plan which are intended to produce a reduction in acute emergency activity. Please include the projected net savings attached to these initiatives. Barnsley CCG is actively working with partner organisations through the Health and Wellbeing Board to deliver a reduction in Emergency Activity through a number of schemes as detailed in the Better Care Fund Plan for Barnsley. A link is available to the Better Care Fund plan as follows: For the scheme identified as reducing Emergency Activity, the figures quoted are gross savings. It is expected that savings generated are reinvested in services in line with the strategic goals of partner organisations. Each of the schemes list contribute to QIPP. FOI 355 – received 29 July 2015 The NHS Constitution says you have the right to access certain services commissioned by NHS bodies within maximum waiting times. Where this is not possible and you ask for this, the NHS will take all reasonable steps to offer you a range of suitable alternative providers. Who makes the decision on which alternative providers you use? And what is the criteria? The NHS Constitution sets out a number of waiting time standards for referral to treatment. Clinical Commissioning Groups commission services and activity from NHS hospital and community services providers to ensure these standards are met. Performance is then managed through contract management and monitoring. If there were to be any issues with providers meeting these waiting times standards then commissioners would look to commission additional activity from alternative providers. Barnsley Clinical Commissioning Group contracts with a number of hospital and community services providers for Barnsley patients and currently the
8. How many pads does your provider prescribe a year, for the last full year of data that is available. 9. What is the average daily cost of a patient within the continence service? 10. Please confirm the percentage of the continence patient case load that are prescribed pads due to mobility issues rather than incontinence? 11. Do you provide products for CHC patients in nursing homes, or would this be included in their CHC package of care? 12. Could you please share any prices of products that you may have available? 13. What is the overall cost of your community continence service for the last year available? Please then split this into the amount spent on products, and the amount spent on service delivery.
Typology 7 – Cemeteries and Closed Churchyards Zoned Tasks Zone Definition General Standard Example Grass cutting 2 - Amenity Good quality turf areas surrounding important memorials and entrances to some churchyards Grass no longer than approx. 100mm, free of unsightly clumps of clippings. 3 - General General grass in between graves and throughout closed churchyards and cemeteries Up to 11 cuts per year (approx. once per fortnight) Hedge maintenance 2 - Amenity Good quality hedge that denotes a boundary or previous screening 1 cut per year during the winter programme 3 - Field Hedging in cemeteries that forms the border between open green spaces and rural areas 1 cut per year during the winter programme Shrub Maintenance 2 - Amenity Shrubberies to be kept tidy and provide suitable backdrops to cemetery areas Winter cultivation, pruning once per year, spot treat weeds up to three times per year Border Maintenance 2 - Amenity This regime will maintain colourful seasonal bedding and rose gardens in cemeteries and churchyards Bed preparation and planting twice per year, monthly hand weed/ deadhead, weekly irrigation as required