zilongwang/ReadingBank huggingface dataset:
Eliciting and Interpreting Individual Student’s Thinking Teachers pose questions or that provoke or allow students to share their thinking about specific academic content in order to understand student thinking, including novel points of view, new ideas, or misconceptions, guide instructional decisions, and surface ideas that will benefit other students. To do this effectively, a teacher draws out a student’s thinking through carefully chosen questions and tasks and considers and checks alternative interpretations of the student’s ideas and methods. Decomposition Formulating and posing questions designed to elicit and probe the student’s thinking, with sensitivity to how students might hear or respond to the questions. Listening to and interpreting the student’s responses. Developing additional questions, prompts, and tasks to probe and unpack what students say. Developing general, open-ended questions Choosing areas of the student’s expressed thinking or work to focus on, and developing appropriate questions Developing hypotheses to test about the student’s thinking Giving the student plenty of time to speak Paying attention to what the student says, without unnecessary interruptions Noticing specific features of the student’s thinking: common patterns, strengths, strategies, novel ideas, areas of particular interest or engagement, weaknesses, and errors Identifying elements of the student’s thinking that he or she has said little and probing further Identifying particularly interesting or confusing (to the teacher) aspects of the student’s thinking and developing corresponding questions or prompts Focusing on a particularly strategic aspect of the student’s thinking to probe further (i.e., a good starting point for the student, something he or she needs to work on or develop more) Eliciting and Interpreting Student Thinking: Attention to English Learners As teachers elicit and interpret student thinking with English learners the language demands of the practice must be considered. Teachers adapt and scaffold the way they elicit English learners by using a variety of language scaffolds and sheltered instructional moves. Teachers know that the actions, body language, drawings, and behavior of students can speak volumes, even if students aren't speaking English yet. As students develop English language skills, they share more through speaking and writing. As teachers interpret what English learners say, they notice aspects of a student’s language development, and the unique perspectives that are typical of culturally and linguistically diverse students. Attending to both content and language is conventional practice for teachers of English learners. The teacher creates opportunities for all students to think deeply about content, regardless of a student’s particular proficiency level in English.
Section 4 District Meeting Documentation Page 27 Section 5 Transition Lead Look Up Page 33 Section 6 Granting access to TCM Page 36 Section 7 Documenting Follow up Page 41 Section 8 Printing a Report- (not yet available) Page 47 Section 9 Closing Transition Page 49 Section 10 Exiting EIS Page 50 Section 1-Anchoring on client Search for your client in EIS Main Menu 1. on Search 2. Property: Highlight MaineCare id (#) 3. Condition: Contains/Equals 4. ex: 12345678A 5. ADD 6. Click Search- system will now look for the client with that MaineCare # *If no results from that search Click Close Repeat steps 2-6 and change the Property to either DOB, Last name, etc.
additions or modifications to this Agreement must be in writing and signed by both parties. Agreement is made under and shall be governed by the laws of the United States. Agreement may be terminated immediately by either party upon delivery of written notice of termination to the other party. Such termination shall not affect Recipient's duties with respect to confidential information disclosed prior to termination. The person has executed this Agreement as of the date below. ______________________________ ______________________ (Signature) (Date) ______________________________ ______________________ (Title) (Agency/Company*) ______________________________ ______________________ (Telephone Number) (Email Address) * If person signing this agreement is employed by a private company, the person shall also provide the name of the Agency they are assisting. The private employer shall complete a corporate non-disclosure and conflict of interest statement, if it has not already done so. Please sign, date, and return this certification to . If you have any questions or need assistance, contact the Help Desk at nhc@gsa.gov or 703-610-2142. CERTIFICATION CONCERNING CONFLICT OF INTEREST NAME ___________________________________ (Type or print)
6.3 Responsibility All Departments and programs / University employees: Will contact and work with EITA approved process/office to ensure that hardware and software they are considering to purchase are accessible. Will purchase only hardware that is accessible or that is part of a process that produces accessible products and will replace hardware that does not meet these standards with accessible versions. Any media produced by such hardware must be made accessible. (Photocopy machines / scanners that produce inaccessible image-based document rather than text-based documents are a prime example of this type of hardware issue.) Will purchase accessible software and will replace any inaccessible software with accessible versions. Buyer: Will review requisition and associated documents for compliance with policies and procedures. Will include required and conditions in purchase orders/contracts. Will include proper instructions in solicitation documents to identify accessibility and documentations requirements. Requestor: Will coordinate with EITA approved process/office to ensure that accessibility requirements are included in the specifications. EITA Coordinator and Working Will monitor responsibilities and any related processes established during the implementation plan. Will serve as a resource for E&IT purchases for compliance with accessibility requirements. Will provide written justification for all exceptions and waivers to accessibility requirements and make these justifications available to campus community/public/ADSUM? Will develop evaluation criteria for accessibility requirements. Will perform evaluation of proposals for compliance with accessibility requirements against evaluation criteria. 6.4 Implementation Schedule Summary1 “May 1, 2014, the University shall develop and institute procedures that require the University to purchase or recommend only EITs that will provide the same programs, benefits, and services as they do to individuals without disabilities, except when it would fundamentally alter a program or when it is not technically feasible to do so, in which case the procedures will require the University to provide accessible alternate EITs.” (Resolution Agreement)
A “qualifying can be your: • Biological or adopted stepchild, foster child, or a descendent of any of them, such as your grandchild; • Brother, half-brother, sister or half-sister, stepbrother or stepsister, or a descendent of any one of them, such as a niece or nephew. At the end of 2018, a “qualifying child” must: • Be younger than you; • Not have filed a joint return other than to claim a refund; • Be under 19, unless they are a full-time student under 24; or • Be any age and permanently disabled. If your family has And you earned less than Then you can get up to No “qualifying children” (see box) $15,270 $519 One qualifying child $40,320 $3,461 Two qualifying children $45,802 $5,716 Three or more qualifying children $49,194 $6,431
____ Have the Important Dates been reviewed? (p. 9) ____ Have the General Terms and Conditions and CAA Q&A been reviewed? (pp. 11-16) ____ Has the Program Director/Executive Director signed the Grant Application? (p. 5) ____ Does the submitted application include one signed original and one PDF copy of the completed application? ____ Have you included a copy of your W-9? (available for download at or you can submit your own form) General Terms and Conditions A. Anti-Discrimination: The contractor certifies to VACAP that it will conform to the provisions of the Federal Civil Rights Act of 1964, as amended, as well as the Virginia Fair Employment Contracting Act of 1975, as amended, where applicable, the Virginians With Disabilities Act, the Americans With Disabilities Act and § 2.2-4311 of the Virginia Public Procurement Act (VPPA). If the award is made to a faith-based organization, the organization shall not discriminate against any recipient of goods, services, or disbursements made pursuant to the contract on the basis of the recipient's religion, religious belief, refusal to participate in a religious practice, or on the basis of race, age, color, gender or national origin and shall be subject to the same rules as other organizations that contract with public bodies to account for the use of the funds provided; however, if the faith-based organization segregates public funds into separate accounts, only the accounts and programs funded with public funds shall be subject to audit by the public body. (Code of Virginia, § 2.2-4343.1E). In every contract over $10,000 the provisions in 1. and 2. below apply: During the performance of this contract, the Contractor agrees as follows: The contractor will not discriminate against any employee or applicant for employment because of race, religion, color, sex, national origin, age, disability, or any other basis prohibited by state law relating to discrimination in employment, except where there is a bona fide occupational qualification reasonably necessary to the normal operation of the contractor. The contractor agrees to post in conspicuous places, available to employees and applicants for employment, notices setting forth the provisions of this nondiscrimination clause.
Complete the sentences with both/ neither/ either/ both of/ neither of/ either of. Formularbeginn 1. 'Do you want tea or coffee?' both / both of / either / either of / neither / neither of, I really don’t mind.' 2. 'What day is it today - the 18th or the 19th?' both / both of / either / either of / neither / neither of, It’s the 20th,' 3. 'There are two sandwiches here; which one shall I take? 'oh, take both / both of / either / either of / neither / neither of .' 4. I asked two people the way to the station but both / both of / either / either of / neither / neither of them could help me. 5. 'When shall I phone you, morning or afternoon?' both / both of / either / either of / neither / neither of, I’ll be in all day.' 6. 'Where’s Kate? Is she at work or at home?' both / both of / either / either of / neither / neither of, she's away on holiday.' 7. To get to the town centre you can go along the footpath by the river or you can go along the road. You can go both / both of / either / either of / neither / neither of way. 8. I tried to call George twice but both / both of / either / either of / neither / neither of times he was out. 9. both / both of / either / either of / neither / neither of Tom's parents is English. His father is Polish and his mother is Italian. 10. I was invited to two parties last week but I didn't go to both / both of / either / either of / neither / neither of them 11. Sarah and I play tennis together regularly but both / both of / either / either of / neither / neither of us can play very well. 12. I tried two bookshops for the book I wanted but both / both of / either / either of / neither / neither of had it. 13. There were two windows in the room. It was very warm, so I opened both / both of / either / either of / neither / neither of Formularende
unless he shall use the weapon and fight back, you shall not kill him. And even if he resists, first call out so that someone may hear and come up. 23. A person who had been found guilty of giving false witness [lying] shall be hurled down from the Tarpeian Rock. IX: Public Law 5. Treason: he who shall have roused up a public enemy or handed over a citizen to a public enemy must suffer capital punishment. 6. Putting to death of any man, whosoever he might be
VCE EXTENDED INVESTIGATION 2014 UNIT 4 OUTCOME 2: ORAL PRESENTATION ASSESSMENT CRITERIA Assessor: Student: Student no: CRITERIA LEVELS OF PERFORMANCE 1–2 (low) 3–4 5–6 (medium) 7–8 9–10 (high) 1. Knowledge and understanding of the research area Basic description of the investigation, its significance and of key issues identified in the research. description of background research, methods and data with very little understanding of their use. Some explanation of the investigation, its significance and key issues identified in the research. Descriptive summary of background research, methods and data with limited understanding of their use. Satisfactory explanation of the significance of the investigation and of key issues identified in the research. Adequate and informative summary of background research, methods and data with clear understanding of their use. Effective and coherent explanation of the investigation, its significance and key issues identified in the research. Detailed and critical exploration of background research, methods and data with effective understanding of their application. Incisive and comprehensive explanation of the investigation, its significance and key issues identified in the research. Comprehensive and critical interrogation of background research, methods and data with precise and thorough understanding of application. 1 2 3 4 5 6 7 8 9 10 2. Defence of research findings and understanding of audience Very limited discussion and minimal defence of research findings. Unclear organisation in the presentation that makes little adjustment of language for an educated non-specialist audience. Limited discussion and some defence of research findings. Some organisation in the presentation that makes some adjustment of language for an educated non-specialist audience. Clear discussion and satisfactory defence of research findings Generally organised presentation that demonstrates a satisfactory adjustment of language for an educated audience. Effective discussion and defence of research findings. Well- organised presentation that demonstrates a responsive adaptation of language for an educated non-specialist audience. Highly effective discussion and convincing and comprehensive defence of research methods and findings Skilfully organised and proficient presentation that demonstrates a highly responsive adaptation of language for an educated audience. 1 2 3 4 5 6 7 8 9 10
VCE Extended Investigation 2019–2021 Advice for teachers Resources 1. Sample timeline Approximate time Term 1 Term 2 Term 3 Term 4 Teaching and learning Introduction to research Writing and presenting for non-specialist audiences Writing and presenting for audiences Literature: research and reading Methodology overview Data analysis strategies Academic presentation skills Academic writing skills Academic presentation skills General critical thinking skills Applied critical thinking skills Student investigations General reading, literature review Selective and targeted reading Formulating research question Methodological development Collecting data Analysing data Writing final report Constructing presentation School-based Assessment U3 AOS1 U3 AOS2 U4 AOS1 U4 AOS2 VCAA dates Lodge research question Critical Thinking Test Submit EAT written report EAT oral presentation
in which they are providing services. Therapy aides Therapy aides do not require any specific qualifications, however as is the case with any staff member, they must have completed the appropriate child safety checks (e.g. police checks). Therapy aides are required to operate with professional supervision from a fully qualified or complementary panel member operating in the relevant discipline (e.g. a therapy aide delivering speech pathology must receive professional supervision from a speech pathologist). In cases the conditions of services must be made clear to families. Eligible providers Providers eligible to become a ‘fully qualified’ panel member HCWA Better Start Occupational Therapists Psychologists Speech Pathologists Board Certified Behaviour Analysts (BCBA) Occupational Therapists Psychologists Speech Pathologists Audiologists Orthoptists Physiotherapists Optometrists Teachers of the Deaf Specialist Teachers (Vision Impaired) Providers eligible to become a ‘complementary’ member HCWA Better Teachers Music Therapists Behavioural Therapists Early Childhood Educators Orientation and mobility instructors Specialist Teachers (Vision Impaired) Special educators (special education teachers) Orthotists Conductors (conductive education) Social workers
2. PAGES 212-215 OF THE BOOK Name the following compounds: a) CoI3 b) MgTe c) CuCl2 d) Al2O3 e) LiH cobalt magnesium copper dialuminium lithium triiodide monotelluride dichloride trioxide monohydride f) NH3 g) SO3 h) MnH3 i) PCl5 j) PdO2 ammonia sulphur manganese phosphorus palladium (nitrogen trioxide trihydride pentachloride dioxide trihydride) 3. PAGES 84-91 OF THE BOOK Complete the following table: atoms/ions name atomic number mass number number of protons number of neutrons number of electrons K+ potassium (+1) 19 39 19 20 18 P3- phosphide or (3-) 15 31 15 16 18 Ar argon 18 39 18 21 18 Mg2+ (2+) 12 24 12 12 10 Br- bromide or bromine (1-) 35 79 35 44 36 4. PAGES 84-91 OF THE BOOK Do what you are to do: a) Draw an atom of 613C. b) Draw it again if it gains two electrons. c) Draw it again if the atom in a loses two electrons. d) Write the atoms from a to c in IUPAC nomenclature (ZAX±n). a) 613C b) 613C2- c) 613C2+
GRA UNIT 5** Present continuous: affirmative and negative 1 Complete the table with the -ing form of the verbs in the box. + -ing e + -ing double final consonant + -ing 2 affirmative () and negative () present continuous sentences. she / watch / TV () She’s watching TV. () She isn’t watching TV. 1 they / swim () () 2 I / have / lunch () () 3 we / get / up / early () () 4 the dog / run / in the park () () 5 I / revise / English () () 6 Jaime / exercise / at the moment () () Present continuous: questions 3 Correct the mistakes. One question is correct. 1 Your brothers are sleeping? 2 Why am I helping her? 3 What is they hunting? 4 Where he is hiding? 5 Who are she looking for? 4 Write questions for the answers. Use the present continuous. (I / watch TV) Am I watching TV? No, you aren’t. 1 (swim) ? Yes, they are. 2 (what / study) ? She’s studying French. 3 (run) ? No, he isn’t. 4 (where / you go) ? I’m going to school. 5 (why / run) ? Because he’s late for school. Present continuous and present simple 5 Match 1–6 with a–f to make sentences. 1 I never a doing our homework. 2 At the moment, he b a student at this school. 3 He isn’t c go to bed before 10.30. 4 We are d aren’t studying English. 5 Now, they e is having breakfast. 6 She always f walks to school.
SOLUCIONARIO Grammar and vocabulary Grammar and vocabulary Starter unit 1 1 Is 6 Have … got 2 isn’t 7 has got 3 Has … got 8 hasn’t got 4 ’ve got 9 are 5 are 2 1 big, biggest 2 noisier, noisiest 3 far, further 4 modern, most modern 5 cheaper, cheapest 6 worst 3 1 (My house isn’t very modern.) 2 3 (She walks to school with him.) 4 (Holly can’t find her bag.) 5 (Do you like video games?) 6 7 4 1 carries 4 do 7 2 does 5 don’t 8 have 3 watches 6 carry 5 1 g 4 heavy, b 2 dangerous, a 5 quiet, e 3 exciting, c 6 rare, f 6 1 gets 5 do 2 to 6 watch 3 wakes 7 cook 4 gets 8 tidy Grammar and vocabulary unit 1 1 1 (Joe is very ambitious.) 2 3 4 isn’t very interested in school.) 5 2 1 usually 4 sometimes 2 never 5 occasionally 3 don’t often 3 1 ’m listening 4 ’re studying 2 isn’t watching 5 are they 3 Are they having 4 1 are playing 4 is sulking 2 complain 5 laughs 3 are chatting 5 1 intolerant 4 confident 2 active 5 serious 3 mean 6 cheerful 6 1 complain 4 joke 2 sulk 5 laugh 3 tease 6 stare Grammar and vocabulary unit 2 1 1 were 3 were 5 was 2 wasn’t 4 weren’t 2 1 Did … enjoy 4 went 2 didn’t know 5 met 3 did … have 6 didn’t win 3 1 was she chatting 4 Was it raining 2 Were you reading 5 Was he listening 3 were they saying 4 1 (We were watching TV when the phone rang.) 2 (While I was doing my homework, I listened to some music.) 3 4 5 (Dan was sleeping when the film finished.) 5 1 remote control 4 viewer … audience 2 episode 5 screen 3 adverts 6 1 soap series 2 reality film show 3 film soap opera 4 talent show news 5 quiz opera show
EJES Manuscript Evaluation Form 2018 This form is designed to summarize the manuscript review that you have completed and to ensure that you have considered all appropriate criteria in your review report. Your review should provide a clear statement, to the authors and editors, of the modifications necessary before the paper can be published or the specific reasons for rejection. Please respond within the appointed time so that we can give the authors timely responses and feedback. NOTE: EJES promotes review procedure based on scientific validity and technical quality of the paper. Do not estimate the novelty or the potential impact of the paper. You are also not required to do proofreading of the paper. It could be recommend as part of the revision. EJES editorial office would like to express its special gratitude for your time and efforts. Our editorial team is a substantial reason that stands EJES out from the crowd! Date Manuscript Received: Date Manuscript Review Submitted: Manuscript Title: EJES Manuscript Number: Evaluation Criteria: Please give each evaluation item a numeric rating on a 5-point scale, along with an explanation for each point rating. Questions Rating Result [Poor] 1-5 [Excellent] 1. The title is clear and it is adequate to the content of the article. (a explanation is recommendable) 2. The abstract clearly presents objects, methods and results. (An explanation is recommendable) 3. There are grammatical errors and spelling mistakes in this article. (a brief explanation is recommendable) 4. The study methods are explained clearly. (An explanation is recommendable) 5. The body of the paper is clear and does not contain errors. (An explanation is recommendable) 6. The conclusions or summary are accurate and supported by the content. (An explanation is recommendable)
for Chick-Fil-A today’s lunch. See the SFA newsletter for order forms. Lunch for K-4 begins at 12 noon. Lunch for 5-8 begins at 12:20. Students can also bring their favorite hat to wear after mass for a fun addition to their uniforms! In of family time, no homework tonight! Thursday, February 4 Catholic Schools in our Volunteers Volunteers are like heroes because they make a difference to our students and school community. Today, in honor of our volunteer heroes, students can dress like their own personal heroes or superheroes! There will also be a Volunteer Breakfast from 7:30 am -8:45 am. Come enjoy a special breakfast prepared by our SFA faculty and staff after morning drop-off! Thank you to all of our SFA parent volunteers! Friday, February 5 Catholic Schools in our Students is Student Day! Students in K-4 will enjoy a “Spirit Rally” at 9:30 am today. Students in 5-8 will enjoy a “Spirit Rally” at 11:00 am today. As part of the Spirit Rally fun, students may also have a ‘Relaxed Dress’ day using the following colors: Kindergarten = Yellow Grade 5 = Red Grade 1 = Green Grade 6 = Yellow 2 = Red Grade 7 = Green Grade 3 = Blue Grade 8 = Blue Grade 4 = Purple Popsicles will be provided to students at lunch today! Students can also enjoy a movie in the afternoon in their classrooms. Students can bring in their own favorite drink/candy for the movie.
Time Table Edward Jenner School 2017-18 AM PM Monday Maths English Thinking KS2/3 Humanities KS1/2 Environmental Studies KS 3/4 Lunch Read Technology Music Tuesday Maths English Literature Science KS 1/2/3 Physics KS 3/4 Lunch Read Thinking KS 1/2 Humanities KS 2/3 Thinking KS 3/4 PE/Personal Fitness KS1/2/3 Biology KS 3/4 Peripatetic Lessons Wednesday Maths English Science Lunch Read ICT PE Thursday Maths English Science KS 1/2/3 Physics KS 3/4 Lunch Read Art Drama Friday Maths English Review KS 1/2/3 Lunch Activities LAMDA Drama
TABLE 3 Increment in variance accounted for by want-actual interactions correlated across job characteristics with affective strength (1) for 33 job features and (2) for eight job factors. Correlation of affective strength with R-squared increment in respect of: Job satisfaction Job engagement (1) Thirty-three job features (2) Eight job factors (1) job features (2) job factors Affective Strength SD: Standard deviation of WJF scores Study 1 .65 .57 .66 .71 2 .56 .65 .54 .72 Study 3 .42 .54 .44 .51 Three-study mean .55 .59 .55 .65 Affective Strength M: Mean WJF score Study 1 -.76 -.86 -.52 -.61 Study 2 -.65 -.77 -.71 -.79 Study 3 -.78 -.92 -.74 -.82 Three-study mean -.73 -.85 -.66 -.74 Notes: WJF and AJF stand for wanted job feature/factor and actual job feature/factor respectively. For N = 33 job features, p < .01 (two-tailed) when r > .43, and p < .001 (two-tailed) when r > .55. For N = 8 job factors, p < .05 (two-tailed) when r > .70.
Communication Materials on Climate Change, Health, and Communities with Environmental Justice Concerns Summary Points from the U.S. Climate and Health Assessment Background In April 2016, the United States Global Change Research Program (USGCRP) released a new assessment report about a growing threat to public health: climate change. Drawing upon decades of research on the physical science of climate change, presents information on the increased risks that climate change poses to human health. The U.S. Climate and Health Assessment significantly advances what we know about the impacts of climate change on public health. It also highlights factors that make some individuals and communities especially vulnerable to these threats. During public forums, scientific conferences, webinars and meetings, as well as in public comments submitted during the development of the U.S. Climate and Health Assessment, the U.S. Environmental Protection Agency (EPA) received multiple requests for summary materials that
Project Component Capacity and Development of CSO’s Task ID 2.3 Task Title Implementation of an advocacy campaign and developing a communication strategy Foreseen Date February 2014 Description & Objectives In this training, the CSOs will learn how to develop a communication strategy as part of an advocacy campaign, and how to plan and implement an advocacy campaign. As a fundamental part of the training, a draft communication strategy for an advocacy campaign will be developed for each participant CSO. Activities The activities will take place in a 3 days training consisting of 3 training modules and workshops 1st day (3 April) 09:30 – 10.00 Welcome – Summary of previous training and introduction to the training (Project Team) 10:00 – 12:00 Developing a Policy Paper ( Fehmi Ağduk) 12:00 – 13:30 Lunch break 13:30 – 15:30 “Different approach to New Media and uses for HR” (Ersan Ocak) 15:30 – 16:00 Break 16:00 – 17:30 Mechanism and Strategy Advocacy and Communication Strategy Workshop (overview of each campaign, advocacy strategy) 2nd day (4 April) 09:30 – 12:00 Advocacy and Communication Strategy Workshop (documentation, google docs) 12:00 – 13:30 break 13:30 – 15:30 Advocacy and Communication Strategy Workshop (social media tools) 15:30 – 16:00 Break 16:00 – 17:30 Advocacy and Communication Strategy Workshop (elective tool workshops) 3rd day (5 April) 10:00 – 12:00 Advocacy and Communication Strategy Workshop (elective tool workshops) 12:00 – 13:30 Lunch break 13:30 – 15:30 Wrap Up
“accuracy”: “very”, “signal-prediction”: “current-floor”, “filter”: { “include”: {“owner”: “my”} } } } #> <# “visualization-legend” : {}#> Access Points on <#${floor-name}#> <# “visualization” : { “aps”: { “show-number”: “true”, “filter”: { “include”: {“owner”: “my”} } } } #> My Access Points on <#${floor-name}#> Simulated Access Points on <#${floor-name}#> AP # Access Point “aps”, <#${ap-name}#> <#”loop-start”: {“type”: “radios”}#> <#”loop-start”: {“type”: “ssids”}#> <#”loop-end”: {“type”: “ssids”}#> {“type”: {“type”: <#”loop-start”: {“type”: “ssids”}#><#${mac}#>, <#${ssid}#> <#”loop-end”: {“type”: “ssids”}#><# ”loop-end”: {“type”: “radios”}#><# ”loop-end”: {“type”: “aps”}#> Measured Access Points on <#${floor-name}#> AP # Access <#${ap-name}#> <#”loop-start”: {“type”: “radios”}#> <#”loop-start”: {“type”: <#”loop-start”: {“type”: “ssids”}#><#${mac}#>, <#${ssid}#> <#”loop-end”: {“type”: “ssids”}#><# ”loop-end”: {“type”: “radios”}#><# ”loop-end”: {“type”: “aps”}#>
Channel Bandwidth Shows the maximum bandwidth available in each area. <# “visualization” : { “heatmap”: { “type”: “ss-ch-bandwidth”, “mode”: “smooth”, “slot-size”: “2”, “accuracy”: “very”, “signal-prediction”: “current-floor”, “sig-str-min”: “-80”, “filter”: { “include”: {“owner”: “my”} } } } #> <# “visualization-legend” : {}#> <# “loop-end”: {“type”: “floors”} #> Measured Access Points not placed on any map My Access Points not placed on any map Access <#”loop-start”: {”type”: “aps”, ”filter”: { ”include”:{”on-map”: “owner”: “my”}}}#><#${ap-name}#> <#”loop-start”: {“type”: {“type”: <#”loop-end”: {“type”: “ssids”}#> {“type”: {“type”: <#”loop-start”: {“type”: “ssids”}#><#${mac}#>, <#${ssid}#> <#”loop-end”: {“type”: “ssids”}#><# ”loop-end”: {“type”: “radios”}#><# {“type”: “aps”}#>
Other Access Points not placed on any map Access <#”loop-start”: {”type”: “aps”, ”filter”: { ”include”:{”on-map”: “exclude”: {“owner”: “my”}}}#><#${ap-name}#> <#”loop-start”: {“type”: {“type”: <#”loop-end”: {“type”: “ssids”}#> {“type”: {“type”: <#”loop-start”: {“type”: “ssids”}#><#${mac}#>, <#${ssid}#> <#”loop-end”: {“type”: “ssids”}#><# ”loop-end”: {“type”: “radios”}#><# {“type”: “aps”}#>
Type Example Grown from Start Planting Care Harvest Notes Courgette Seed From April onwards but they can’t go outside until frost has gone Courgettes are greedy and the plant gets very big so it can take up a lot of space. Plenty of compost is required. Once the courgettes are over 6” they should be picked to allow the plant to grow more. They can be brought up in pots in a greenhouse and moved outside later. From 6” long and upwards. Big courgettes are called marrows. Can be eaten straight away. Tomato Seed From January indoors (window ledge) in a propagator. The plants can be moved into a greenhouse or polytunnel whenever they are too big for the window ledge or when frost has passed. They need lots of watering and feed which can be mixed in the watering can. Once red all over. Can be eaten straight away. Potato Seed (small potato) Potatoes are tubers and this term is sometimes used. Plant the seed potatoes outside end of March start of April. The seed potatoes need to be “chitted” first (left in sunlight so the “eyes” grow). They should then be planted sparsely, that is, only a couple to a large pot, or a foot apart in the ground. Water well through summer and feed but this isn’t really necessary if the soil is good. Potatoes can be harvested leaves and stalks have died and withered. Can be eaten straight away. Pea Seed (dried pea) Sow indoors from January onwards. March to June if outdoors. Peas benefit from good compost and feeding like other plants. No special requirements except good support and when ready KEEP PICKING! Up to 15 weeks from sowing depending on variety. Can be eaten straight away.
Carrot Seed Can be started in the greenhouse but best grown outside from seed from Make sure soil is manured weeks before planting. Seedlings need to be thinned (separated) out as they won’t grow much clumped together. Use nets to inhibit carrot fly. 12 to 16 weeks from sowing depending on variety. Can be eaten straight away.
IMPORTANT: THIS RHYTHM MAY LOOK LIKE ANY RHYTHM THAT SHOULD HAVE A PULSE ! The approach in treatment of PEA is to treat the underlying cause. “6Hs and 6Ts”: ions () or or () , Cardiac () () (Hypovolemia from blood loss) Varies REG Or IRREG Present, Variable Variable PATIENT IS UNRESPONSIVE, WITH NO PULSE IF RHYTHM ON MONITOR IS ASYSTOLE, VENTRICULAR FIBRILLATION, OR VENTRICULAR TACHYCARDIA, THEN (BY DEFINITION) THEY CANNOT BE PEA, BECAUSE THESE RHYTHMS ARE NOT (USUALLY) ASSOCIATED WITH A PULSE.. Treated as Asystole: Search for Source Epinephrine IV Atropine IV (Possible) Polymorphic Ventricular Tachycardia (Toursades des Pointes) > 100- 200 IRREG N/A N/A >0.12 sec “Twist Around the Point” “Typical medications for Ventricular Tachycardia (Monomorphic V-Tach) will make it worse. --DEFIBRILLATE --Magnesium IV Strip Rate Rhythm P Waves PRI QRS Discussion Junctional Rhythms Varies (AV REG Absent, Inverted, 0 – < < 0.12 AV Node or AV Junctional area has taken over as
Junct Rate= 40-60) Biphasic, or retrograde (after the QRS) 0.12 sec sec “pacemaker,” so no P wave, or “different p-wave -Junctional Rhythm -Accelerated Junctional Rhythm -Junctional Tachycardia First Degree A-V Block Varies REG + ↑ ~ 1:1 QRS > 0.20 Sec = < 0.12 sec -Can be a normal variant -Can be benign, or a precursor of “bad things to come…” -Check previous EKG’s -Continue to monitor patient Second Degree A-V Block, Mobitz I (Wenkebach) < 60 (usual) IRREG + ↑ ~ NOT 1:1 QRS Vary * See Disc. NONE -PRI gradually lengthens a QRS complex is ‘dropped.’ pattern -athletes; post-valvular surgery, MI, Drug-induced: beta-blockers, CA+ Channel blockers, amiodarone, lidocaine, digoxin Second Degree A-V Block, Mobitz II < 60 (usual) NONE N/A N/A NONE Mobitz II block most commonly is caused by an acute myocardial infarction (anterior or inferior). etiologies can also occur (as above) Third Degree A-V Block 20-40 NONE NO N/A NONE -Emergency Pacemaker (Drug induced: as above) Infection -Hyperkalemia -more Strip Rate Rhythm P PRI QRS Discussion -----------“INDIVIDUAL” ECTOPY / ECTOPIC Premature Ventricular Contractions (PVC’s) (Unifocal) Varies N/A “Wide -PVC’s MAY be benign.
None preceding the PVC & Bizarre” -May be a sign of ventricular irritability due to surgery, injury, Premature Ventricular Contractions (PVC’s) (Bigeminy) Varies Irreg None preceding the PVC N/A “Wide & Bizarre” Such as in an MI; may occur due to electrolyte imbalances; toxins, etc. -Generally speaking, the more PVC’s per minute, the worse it is. Premature Ventricular Contractions (PVC’s) (Multifocal) (Frequent) Varies Irreg None preceding the PVC N/A “Wide & Bizarre” -Greater than 6 PVC’s per minute is frequently used as criteria to treat with antiarrhythmics. -Increasing frequency of PVC’s, particularly if appearing in couplets, triplets, salvos, or “runs of V-Tach” Premature Ventricular Contractions (PVC’s) ( Couplets) Varies Irreg None preceding the PVC N/A “Wide & Bizarre” Lidocaine IVP Lidocaine Infusion Amiodarione IVP Others… Strip Rate Rhythm P Waves PRI QRS Discussion Premature Ventricular Contractions (PVC’s) (Triplets, Salvos) Varies IRREG None preceding the PVC N/A < 0.12 sec
1.55 pm Table Dynamics - Use of skits III-H3d (page III-48) 6 handouts 2.10 pm Group Dynamics (video) I-D (page I-4) 1 2.25 pm Riverbanks (A brief summary only) 1.4 III-A (page III-1) Home page 2.45 pm Code of Conduct & Institutional relationships (A brief summary only) 6.1-6.2 IIA, IIB2 (page II-13), II-D3 (page II-29) 3.05 pm Afternoon Tea Coordinator 3.30 pm Songs Musician 3.35 pm Course Small group research and report based on the Red Manual (whole team) 9.2 I-D (page I-6), Section IV 7,8,9 4.35 pm Introduction to Ezra ( including resources on internet.), KPMA Website & Database 10.1-10.4 III-A2a (page III-13) Whole disk 5.05 pm Catch up - Parking lot responses etc 5.30 pm Free time 6.00 pm “Blessing Before Meal” Musician 6.05 pm DINNER Coordinator 7.00 pm “Blessing after Meal”, Songs Musician 7.10 pm Dos and Don’ts Small group research and report based on the Red Manual (whole team) 9.4 Pages 7.50 pm Video – “Crossing the Line” 8.20 pm Debrief video and security issues 6 handout 8:40 pm Housekeeping and instructions for tomorrow 8.45 pm Supper Coordinator
2.9 Manage the maintenance of user access for DEEWR and FaHCSIA IT platforms 2.10 Provide contractual performance reports to CEO and Regional Managers as required 2.11 Conduct inductions for incoming staff KRA 2 – You support our people and manage for performance Key Responsibilities Indicator 2.1 Support a culture of performance and cooperation, according to EKJP’s Vision, and Code of Conduct 2.2 Ensure that all people consistently embrace and demonstrate a commitment to the principles and philosophy of EKJP 2.3 Foster an environment of creating people capability and capacity Consistent demonstration by staff of EKJP’s values and a commitment to the principles and code of conduct at all times Positive and improving trends in timely and constructive performance management and conflict resolution processes Positive and improving trends in annual staff satisfaction surveys, appraisals, exit interviews and external benchmarks including staff retention KRA 4 – You contribute to financial and organisational sustainability Key Responsibilities Indicator 4.1 Produce and analyse compliance data that focus energies on areas for improvement 4.2 Provide compliance reports, ensuring emerging negative trends are identified and addressed 4.3 Ensure the achievement of benchmarks and performance expectations, thereby ensuring the sustainability of the organisation 4.4 Contribute to a culture that ensures our service delivery achieves the Board approved budgets and contributes to the future sustainability of RJCP, particularly through the optimal use of resources (e.g. funding, assets, equipment, staff) 4.5 Contribute to annual planning, ensuring consideration of the social, environmental and economic impacts of activities and services This accountability is measured by agreed financial measures, the achievement of service targets and compliance with all contractual requirements and includes – Monthly reporting on progress Reporting against the Strategic Plan Meeting or exceeding contractual measures Improvements in contract profitability and contract maximisation Appropriate risk management procedures in place to ensure minimal contractual recoveries KRA 5 – You contribute to business excellence and quality
2 Public Sector Ministry of Justice, Transparency and Human Rights Public Prosecutor’s Office, including: Public Prosecutor against Crimes of Corruption Public Prosecutor for Economic Crime Ministry of Finance, including: Financial and Economic Unit (SDOE) General Secretariat of Public Revenue Directorate of International Economic Relations Hellenic Police of the Ministry of Public Order and Citizen Protection, including: Economic Police Service Internal Affairs Division Police Academy National Co-ordinator Against Corruption General Secretariat of Transparency & Human Rights Ministry of Foreign Affairs Ministry of Public Order and Citizen Protection, Hellenic Police Independent Authority for Combating Money Laundering Hellenic Capital Markets Commission Bank of Greece Hellenic Single Public Procurement Authority Hellenic Aid Export Credit Insurance Organisation Ministry of Development and Competitiveness: General Secretariat of Commerce Tax Office of Piraeus for Ships Judiciary Court of First Instance in Athens of First Instance in Thessaloniki Court of First Instance in Piraeus Court of Appeal in Athens Supreme Court of Audit National School of Judges Private Sector Private Enterprises COSTAMARE Shipping Company S.A. Danaos Shipping Co. Ltd. Hellenic Petroleum S.A. Navios Maritime Holdings SIDENOR Holdings S.A. Space Hellas Titan Cement Company S.A. National Bank of Greece Piraeus Bank Alpha Bank Eurobank Business Associations Athens Chamber of Commerce and Industry (EBEA) Chamber of Commerce and Industry of Thessaloniki (EBETH) Hellenic Bank Association Hellenic Federation of Enterprises Hellenic Exchanges Group (HELEX) International Chamber of Commerce (ICC) Panhellenic Exporters Association (PSE) Legal Profession and Academics Athens Bar Association Faculty of Law, University of Athens I.G Anagnostopoulos Law Firm, Athens Kyriakides Georgopoulos Law Firm, Athens Accounting and Auditing Profession
KRA 3 – You contribute to financial and organisational sustainability Key Responsibilities Indicator 3.1 Assist in the development of annual budgets 3.2 Produce and analyse performance data that focus energies on areas for improvement 3.3 Provide accountability reports on each site, ensuring emerging negative trends are identified and addressed 3.4 Ensure the achievement of benchmarks and performance expectations, thereby ensuring the sustainability of the organisation 3.5 Review service expenditure patterns, and other processes to improve service profitability and efficiency 3.6 Contribute to a culture that ensures our activities achieve the Board approved budgets and contributes to the future sustainability of RJCP, particularly through the optimal use of resources (e.g. funding, assets, equipment, staff) 3.7 Contribute to annual planning, ensuring consideration of the social, environmental and economic impacts of activities and services This accountability is measured by agreed financial measures (e.g. profit, revenue and cost control), the achievement of service targets and compliance with all contractual requirements and includes – Monthly reporting on progress Reporting against Strategic Plans Meeting or exceeding contractual measures Improvements in contract profitability and contract maximisation Appropriate risk management procedures in place KRA 4 – You support the planning for new business and partnership development including supporting the identifying, planning, and securing of opportunities to diversify our business Key Responsibilities Indicator 4.1 In conjunction with the Executive Management Team, contribute to long term group planning for business and partnership development 4.2 Collaborate with the Executive Management Team to identify opportunities to build and diversify our service delivery and business arms 4.3 Contribute in the development of tenders, submissions and applications that secure additional and/or diversified resource and services within and beyond the region 4.4 Support the implementation of new business by assessment of contracts and performance requirements together with the understanding of resource requirements Tangible contribution the development of the Strategic Plan and the achievement of outcomes This accountability is measured by (but not limited to) – Cumulative results and growth trends of financial reports Reporting against the Strategic Plan Working collegially with the Executive Management Team to identify, secure and establish additional and/or diversified services Contribution to the development of high quality successful tenders, applications and submissions consistent with the capacity of the organisation.
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Wall Insulation Study data Scottish Neighbourhood Statistics data Comment Employment 13% of households had someone who was unemployed 13% of population are employment deprived Sample is representative Income Average of £20,900 per annum £23,040 (data from Scottish Household Survey) Sample has average income lower than the national average Retirement 49% of households had one or more person retired 19.8% of population are of pensionable age The has a high proportion of pensioners compared to Scotland overall Figure : comments on demographic data 4.1.2 External and internal wall insulation 35% of respondents were installing internal solid wall insulation, 45% were installing external wall insulation, 5% were installing both, and the remainder were undecided. 4.1.3 Geography Respondents to the survey were drawn from all across Scotland, from Orkney to Dumfries and Galloway. There was a mixture of households from rural locations to big cities, with the greater proportion in small towns or villages. Overall is a preponderance of participants in the east of Scotland. Although no firm conclusions can be drawn, this probably reflects the particular success of eastern Home Energy Scotland advice centres in recruiting households into the survey. There is a concentration of households in the Orkney Isles. These households were recruited later in the study and had already had insulation installed. The fact that they so enthusiastically agreed to assist the study can been seen as testament that they considered solid wall insulation to be beneficial. 4.2 ISM factors The following sections provide, in a summarised form, the factors which influenced people’s perceptions of solid wall insulation. The results are taken from the questionnaires and interviews, along with comments from community groups, installers and Historic Scotland. As well as providing some key statistics, they show the range of comments and opinion and aim to provide a balanced overview of the results. Note: italics have been used to show direct quotes from householders.
Determine the central or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. (RH.9-10.2) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. (RH.9-10.3) Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. (RH.9-10.5) Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. (RH.9-10.6) RH.9-10.9 Compare and contrast treatments of the same in several primary and secondary sources. Write informative/explanatory texts, including narration of historical events… (WHST.9-10.2) Citing specific evidence from primary and secondary sources to support analysis (attending to such features as the date and origin of the information). Identifying controversial British policies and practices in Colonial America and how the Colonists responded to them. Summarizing the conditions and events surrounding the Boston Massacre. Applying the close-reading practices of a historian to primary source documents. Comparing and contrasting perspectives and arguments for who is to for the Boston Massacre. Using reading strategies and steps to read and comprehend complex text with increasing independence. Analyzing differences between the pre-revolution values of the Patriots and those of the British. Using close reading strategies and steps to read and comprehend complex text with increasing independence Using quotes and specific details to support claims about the American Revolution in discussion and writing. Engaging in a discussion with my peers. HSS Standard (MCF): USI.4 Analyze how Americans resisted British policies before 1775 …