zilongwang/ReadingBank huggingface dataset:
Members Sampled (3 to 15): Name Starting Date Expected Date of Completion Slot Type (FT, HT, QT, MT) Payroll Period (beginning and end dates) Amount paid for each period Amount paid matches amount stated in member contract? Are deductions correct? 1. 2. 3. 4. 5. Comments:
Name Starting Date Expected Date of Completion Slot Type (FT, HT, QT, MT) Payroll Period (beginning and end dates) Amount paid for each period Amount paid matches amount stated in member contract? Are deductions correct? 1. 2. 3. 4. 5. Comments:
Name Starting Date Expected Date of Completion Slot Type (FT, HT, QT, MT) Payroll Period (beginning and end dates) Amount paid for each period Amount paid matches amount stated in member contract? Are deductions correct? 1. 2. 3. 4. 5. Comments:
Clinical Question: During the hem/onc clinic rotation, on GU Malignancies Clinic day, you see a new patient –a 28 y/o Caucasian female recently diagnosed with Stg IV Renal Cell Carcinoma (local invasion, 2 LN nodes positive, one pulm nodule) who presents for consideration of systemic chemotherapy. Study: TARGET Trial (Treatment approaches in RCC Global Evaluation trial) Escudier et al; Sorafenib in Advanced Clear cell Renal Cell Carcinoma. 2007 Jan 11;356(2):125-34 Study Type: phase multi center randomized double blinded placebo controlled trial. Description of Clinical Trials: Phase I Trial: -assess the safety (pharmacovigilance), tolerability, pharmacokinetics, and pharmacodynamics of a drug. -also normally include dose-ranging, also called dose escalation, studies so that the appropriate dose for therapeutic use can be found. The tested range of doses will usually be a fraction of the dose that causes harm in preclinical models. -Single vs Multiple Ascending Dose Regimens: SAD vs protocols. -usually small studies, N=20-50. -most often include healthy volunteers. -However, there are some circumstances when real patients are used, such as patients who have end-stage disease and lack other treatment options. Usually occurs in oncology and trials of immunomodulatory agents. Phase II Trial: Once the initial safety of the study drug has been confirmed in Phase I trials, Phase II trials are performed to assess efficacy -usually larger pt population N=20-300. -When the development process for a new drug fails, this usually occurs during Phase II trials when the drug is discovered not to work as planned, or to have toxic effects. -Trial Design: Some are designed as case series while some are designed as RCT’s. However, phase II RCT have far fewer patients than the phase trials. -May be subdivided into phase IIA(designed to study dosing requirements) vs Phase IIB(designed to study efficacy) Phase Trial: -randomized controlled multicenter trials on large patient groups. -Large studies: N=300-3000. -aimed at definitive assessment of drug efficacy where exp drug is compared to current standard of care. -most expensive, time-consuming and difficult trials to design and run.
Date: Day: Daily Learning Goal(s): To progress with language, math, science, social studies, health, careers, and self-determination skills toward students’ maximum potential. Activities Classwork: Language: writing prompt and practice and reading time on IREADY Careers / self-determination: lesson about finding gross amounts on pay checks, and time on typing club. Math: group work according to level, IREADY math, gridding, and leveled worksheets Science: Super science about NASA and a trip to Mars, Reading practice about Movie Magic with digital animation Social Studies: map work with numbers and places of refugees from Syria Unique skills, HOPE: walking for HOPE credit Ms Bidwell is out for a few weeks due to injury. Daily ongoing Activities Super Brain Yoga Meditation CNN Student news Some students go to speech classroom on Thursdays throughout the day on THurThursday Standards or Frameworks: Goals are being met through access courses according to each student’s individual needs and the current IEP daily.
Use the properties of congruent chords to find the measure of arcs and segments Two chords are congruent if and only if they are equidistant from the center of the circle. 13. Find the measure of YX. 14. Find the measure of GF. Determine if a chord is a diameter. To be a diameter the chord must be a perpendicular bisector of another chord. 15. Is a diameter? Why or why not? 16. Is a diameter? Why or why not? Use the properties of diameters and perpendicular chords to find the radius of a circle. Set up the problem so that you can use Pythagorean theorem. 17. A chord in a circle is 18 cm long and is 5 cm from the center of the circle. How long is the radius of the circle? 18. The radius of a circle is 15 inches. A chord is drawn 4 inches from the center of the circle. How long is the chord? Use properties of tangents to determine if the line is a tangent You must satisfy the Pythagorean Theorem. 19. Is a tangent? Why or why not? 20. Is a tangent? Why or why not? Use properties of tangents to find missing measures. Pythagorean Theorem 21. Find the measure of x. 22. Find the value of x.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 471 - custom Page 472 - travois Page 478 - determination Page 480 - coup stick Page 482 - triumph Page 475 - respect STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 471 - extended Page 474 - raided Page 475 - reputation Page 476 - inherited
Commonwealth or state government programs from 1 July 2015, rather than through the CHSP. Entering the program Potential clients are able to contact service providers directly (perhaps after contacting My Aged Care or an ACAT, although this is not a requirement). No consistent approach to assessment nationally. Assessment may be conducted by Access Points in some states and regions or by individual HACC service providers using a variety of tools. No central client record. For further detail, see the client pathway and the separate paper on Client Entry and Assessment in the CHSP. In summary: From July 2015, all new clients will need to enter the CHSP through the Aged Care Gateway (this may involve being referred to the Gateway if the client contacts a service provider directly or the service provider facilitating online client self-registration). The Gateway will conduct a phone-based screening. A central client record will be established as part of this process. Following the initial screening, some clients will be referred to a face-to-face assessment (where available) using a standardised assessment tool. Protocols will be developed as to which clients should be referred for a face-to-face assessment. Regionally-based face-to-face assessment services will be progressively implemented across Australia, building on existing services, eg in Victoria and WA. Wellness and reablement focus Service providers are encouraged to adopt a wellness or reablement approach in service delivery to clients, and there has historically been some work to develop this at a jurisdictional level by some state governments, but there is currently no systematic approach to restorative care or The CHSP will have a focus on wellness and reablement throughout the program. See separate paper on Client Entry and Assessment in the CHSP.
WHO IS THIS WORKSHOP FOR? You may be looking to extend what you learned in the Introduction to the Internet Part 1 workshop with some practical activities, or perhaps you just want some hands-on experience to see if a home broadband connection is worthwhile. Either way, this session will get you surfing the internet. WHAT YOU’LL NEED An internet-connected laptop or desktop computer; either your own or supplied by the workshop organisers. You may need to share a computer with others in the workshop. WHAT YOU’LL LEARN This session expands on what was covered in Part 1 of our Introduction to the Internet workshop. First, we’ll go through some of the features of your web browser that can make navigating the web much easier. Second, we’ll look at important browser add-ons that will let you see all the web has to offer, including videos and music. Then we’ll get you started with some of the best sites for common things you might like to do on the internet. Finally, we’ll provide some tips for keeping yourself safe online. TIMETABLE This session will be broken into ten parts, with a 15 minute break in the middle. As always, feel free to ask questions at any time. SUBJECT DURATION Introduction and review 10 minutes Scrolling and navigating 15 minutes Downloading 15 minutes Using tabs 15 minutes Using favourites 15 minutes
2016 Annual Report Outcomes Data Sheet – Surgical Technology SECTION I Data reported in SECTION I is for the academic year(AY): 8/1/2014 – 7/31/2015 Month/Year to Month/Year List all class completion dates within the academic year listed above: TOTAL OF COMPLETION DATES FOR ACADEMIC YEAR: 8/1/2014 – 7/31/2015 Month/Year to Month/Year Total Admitted: Re-Entry/Transfer-In Students: Total Graduated: Total Graduation Rate: % Report by Completion Date Completion Date 1: Students Admitted: Re-Entry/Transfer-In Students: Number of Students Graduated: Graduation Rate: % Completion Date 2: Students Admitted: Students: Number of Students Graduated: Graduation Rate: %
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 81 - mute, houseboat Pg. 85 - wok Pg. 88 - desperately Pg. 92 - grudgingly Pg. 82 - urge, grateful, longed Pg. 83 - steady, strained, pried Pg. 84 - hopefully, eventually Pg. 85 - alcove, content, stunned Pg. 89 - indignantly Pg. 90 - stubborn, retort, heartily Pg. 91 - murmur, attentive STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Pg. 89 - hotly Pg. 81 - damage Pg. 82 - supply, homesick Pg. 83 - pried Pg. 84 - cormorants Pg. 85 - brazier Pg. 88 - amid, merchandise, desperately Page 89 - sneered Page 91 - urgently
SECTION II Data reported in SECTION II is for the academic/fiscal year: 8/1/2013 – 7/31/2014 Month/Year to Month/Year TOTAL OF COMPLETION DATES FOR ACADEMIC YEAR: 8/1/2013 – 7/31/2014 Month/Year to Month/Year Completion Date: Graduates employed within 1 year of graduation + Graduates not employed in field within 1 year but continuing education + Graduates employed in field within 1 year of graduation and continuing their education Total Number of Graduates Placed (a.+ b.+c.) Total Number of Graduates = % Placement Note: The ARC/STSA suggests development of the program’s analysis and plan of action in the expandable text fields above. The program can spell-check the information, then “cut and paste” the information into the 2016 E-Report, as indicated.
Find an image that shows how a computer can be connected to the internet using a router and an ISP. Paste the image into the space below: Describe what an intranet is. 9. List 5 uses of an intranet: 10. An intranet is said to be private. What does this mean? 11. What do you need before you can access an intranet? 12. Login ids are one of the things needed before you can access an intranet. Explain another function that a login id is used for.
Unit 4: Our Corner of the Universe Lesson Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity The Universe Expository Text Classify & Categorize 1040 6-8/Level 4 Circles, Squares, and Daggers Expository Text Compare & Contrast 1070 6-8/Level 4 The Mystery of Mars Expository Text Summarizing 1050 6-8/Level 4 Apollo 11: First Moon Landing Narrative Nonfiction Drawing Conclusions 820 4-5/Level 3 Ellen Ochoa: Reaching for the Stars Biography Predicting 1010 6-8/Level 3 I Can… RL.5.4
Unit 6: Call of Duty Lesson Genre Target Strategy Target Skill Lexile Grade Range/Text Complexity Founders of the Children’s Rain Forest Narrative Nonfiction Author’s Purpose 960 4-5/Level 2 Jason and the Golden Fleece Myth Clarifying 780 4-5/Level 3 The Quest for Healing Folktale Making Connections 910 4-5/Level 3 The White Spider’s Play Predicting N/A 4-5/Level 3
Establish a situation, a narrator and/or characters Organize story events to determine logical sequence that results in a conclusion Use a variety of transitions to move the events along Use dialogue and description to develop experiences and events Use concrete and/or sensory details to develop experiences or events Develop characters through: dialogue, description, actions, and reactions Write a narrative that effectively: establishes a situation, uses techniques such as dialogue and description to develop experiences, events, and characters, utilizes appropriate transitional words/phrases, includes sensory details, and leads to a conclusion W.5.4 Analyze the reason for writing a piece to decide on: task, purpose, and audience Determine suitable: idea development strategies, and organization appropriate to task, purpose and audience Produce a writing piece that is clear and cohesive with: idea development and organization appropriate to task, purpose and audience W.5.5 With guidance and support from peers and adults, students recognize how to: plan, revise, edit, rewrite, and try a new approach Know how to edit for conventions of writing With guidance and support from peers and adults, develop and strengthen writing by: planning, revising, editing, rewriting, and trying a new approach W.5.6 With some guidance and support: use keyboarding skills, know how to use technology software to produce and publish writing, and know how to use the internet to communicate with others With some guidance and support: evaluate the appropriate technology tools for producing and publishing writing and for collaborating with others With some guidance and support: use technology, including the internet, to produce and publish writing, use technology to interact and collaborate with others, and use keyboarding skills to type two or more pages in a single sitting W.5.9.a.b Identify key ideas and details which provide evidence to support conclusions about the text accessed
TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text fee whether (p.59- whether he had a successful night) weather vs. whether conditions develop/developed spectacular natural forces occupation segment funnel severe while confirm collide forecast awe (awesome) STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text weather patterns from earliest times eye of the storm producing/produce unpredictable “keeps an eye on” sequencing words- then, now, etc.. “energy of a bomb blast” snatching leaped scrambled glanced scooted flashing likely Culminating Task Re-Read, Think, Discuss, Write After reading Eye of the Storm, describe the characteristics of a storm chaser. How does Warren exhibit these characteristics in the text?
Why does Tanya agree to be scorekeeper even though she would rather be on the field? She loves baseball and she wants to be a part of baseball in whatever way she can. Tanya says, “To say Mark was conceited about his pitching skills is like saying Godzilla was a big lizard.” What does she mean by this? Based on this sentence and the other things Tanya tells you about the way Mark acts, what does the word conceited mean? Tanya means that saying that Mark is conceited or arrogant is a major understatement. What does Tanya think about Mark’s baseball skills? She is impressed by his skills. She says things like, “Thing is, he was good. No one could pitch as fast or as straight as Mark. He was all-star material, all right.” She also says she loved to watch him pitch, he had something special, and she was “impressed with his fastball.” Teachers should note that although Tanya is impressed with his skills, she is not impressed by the way he handles himself. What reasons does Tanya give for finally asking to play baseball with her brothers and Mark? There are no other girls in the neighborhood to play with, she loves baseball, and she wants Mark to notice her. A metaphor is a phrase that describes something by comparing it to something else. What happened in the text that makes Tanya describe herself as “happier than a mouse in a corncrib”? Her brothers finally agree to let her play baseball at Mark’s house on the condition that Mark does not get mad. How does Mark react to seeing Tanya on his designated baseball area? Mark stared at me and stopped, and then he asked, “What’s she doing here? We don’t need a scorekeeper”. Then he smirked and a smile spread over his face. What deal does Mark offer Tanya? He says she can play if she hits one of his pitches.
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING Words addressed with a question or task WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text grimy, mortified, maven reign, brambles sneer designate smirk chiseled exhilarated STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text conceited patiently impressed emerge victorious
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text asserting p.215 orbit p.211 Aleut (pg. 637) filets (pg. 638) STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text resumed p.215 encouraged p.212 discouraged p.213 excelled p.213 accomplished p.213 demanding p.214 weightless/weightlessness p.217 perched p.218 designed p.219 investigated p.219 trailblazer p.221 motto p.222 refused p.213 entered p.213 participate p. 214 provide p.214 completed p. 214 drift p.217 develop/developing p.218, 221, 222 devoted p.218 resigned p.221 established p.222
Central Texts: Roberto Clemente’s Gifts From the Heart,” in Scholastic News, as found at http://www.scholastic.com/browse/subarticle.jsp?id=4786. Lynn C. Kronzek, “Roberto Clemente,” in Great Athletes (Hackensack: Salem Press, 2001) 453 (940L), as found at Ozzie Gonzales, “The Great Roberto Clemente—Latino Legends in Sports,” as found at http://www.latinosportslegends.com/clemente.htm. “Gibson, Althea (1927-2003),” Reviewed by Frank V. Phelps. The New Book of Knowledge. Grolier Online, 2013. Web. 15 Oct. 2013. © 2013 Scholastic Inc. All rights reserved. “Notable Southerners: Althea Gibson,” as found at www.punctuationmadesimple.com/files/Althea_Gibson.doc. 112th Congress, “H.R. 4130: The Althea Gibson Excellence Act,” March 1, 2012, as found at: http://www.govtrack.us/congress/bills/112/hr4130/text. 4
Lesson 14 Long-Term Targets Addressed: With support from peers and adults, I can use a writing process to produce clear and coherent writing. (W.5.5) I can effectively engage in discussions with diverse partners about fifth-grade topics and texts. (SL.5.1) I can follow our class norms when I participate in a conversation. I can ask questions that are on the topic being discussed. I can connect my questions and responses to what others say. Supporting Learning Targets: I can provide and receive feedback about my letter to a publisher by following class norms. I can focus on revising specific elements of my letter, based on given criteria. I can revise my letter to a publisher to better meet the criteria, based on feedback from a peer. 144
KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING General teaching suggestions are provided in the Introduction TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Bulbs/ tubers/ sedges p.653 Mantle p. 654 Lure p. 657 Jesses p. 658 Tethered p. 659 Venison p.663 Personification (not in text; but in question #2) Indignity p. 665 Scheme p. 659 STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Blazed p.652 Fashion p. 655 Funnel p. 656 Toppling/ ventilate p. 659 Lingering p. 663 Resented p. 660
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING BIG IDEAS OF TEXT WORDS WORTH KNOWING Words to be part of systematic vocabulary instruction, not essential for understanding the big ideas of the text TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Page 300: Solar system, planet continent , island, Pacific Ocean, Atlantic Ocean, Page 301: “liquid water”, gravity (gravitational pull) , wave, tides/tidal, right angles, Neap Tide Page 302: gulf, bay Page 303: Tidal Wave Page 306: swell, particles, crest, trough Page 307: tons Page 308: breaker, surf Page 309: coastline, spires, platforms, dunes Surface (pg. 300) Rotates/rotation, bulge (pg. 301) Sloshing (pg. 302) Community, generated, noticeable, approaches, ‘resulted in,’ property (pg. 303) Energy (pg. 306) Severe (pg. 307) ‘topples over’ (pg. 308) Eventually (pg. 309) STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Tsunami (pg. 303) Fetch (pg. 305) Surf (pg. 310) Wavelength (pg. 305) Oceangoing (pg. 307) Breaker (pg. 308) Shallow (pg. 302) Incoming (pg. 309) Reshaping (pg. 309)
Culminating Task Re-Read, Think, Discuss, Write What role did family and community play in helping the McCance family navigate the hardships of prairie life? Answer: When lightening started prairie fires, settlers worked together to fight the fires. They would light backfires or dig trenches to keep the fires from spreading. When a rainstorm caused major damage to the McCance sod house, the family worked together to pick up the pieces that had blown into the fields. At Christmas, when their family was too far to celebrate with them, neighbors joined together to feast on a roast turkey dinner. From a very young age, the children always helped with work on the prairie. Select 2-3 quotes that the author included from Grace McCance’s memoir. How does weaving in Grace’s point of view influence the author’s description of Homestead life? Answer: While the author writes about Homestead life, Grace’s quotes add credibility to the descriptions. For example (and selected quotes may vary), after the huge rainstorm that causing extensive damage, Grace remembered, “Mama went around in a kind of a daze, picking some of her torn and broken things out of the hash on the floor and sweeping out the worst of the mud.” The author explained that the children had to wait until the adults finished eating before they could eat their Christmas dinner. Grace remembers, “Homestead children had to put up with a lot of hard things, but one of the hardest was waiting for second table.” By including Grace’s experience, through the direct quotes, the author is providing an “insiders perspective” on how Homesteaders experienced life.
Short duration- lasts weeks or months Naturally occurring- maternal antibodies transfer to a fetus across placental barrier and through breast milk Artificial- antibodies from sensitized host (e.g. animal) to a non-immune recipient (antiserum) Hypersensitivity vs. Immunological Tolerance Immunological Tolerance The body does not generate immune or inflammatory reactions to any of the bodies own tissues or to outside substances Hypersensitivity There is an exaggerated or inappropriate response to body tissues or outside agents which act as antigens Altered immunologic response to an antigen that results in disease or damage to the host In hypersensitivity, the body is abnormally identifying substances as antigens which it should normally immunologically tolerate. This abnormal, immunologically generated inflammatory reaction, can lead to damage of body tissues. Clinically hypersensitivity gives rise to two categories. Allergies Autoimmune disease Allergy Deleterious effects of hypersensitivity to environmental (exogenous) antigens There is an exaggerated inflammatory response to an environmental agent An antigen that generates an allergic reaction is called an allergen Antibodies Antibodies are immune proteins which are specifically synthesized to combat a specific antigen Antibodies are made of protein molecules called immunoglobulins IgA, IgD, IgE, IgE, IgM In an allergy, there is an abnormal antigen-antibody reaction which means the antibodies must be already present in body for the reaction to occur. IE – the patient must have had a previous exposure Alloimmunity Immune reaction to tissues of another individual Alloimmunity is the development of reactions to antigens produced by members of the same species. The body recognizes them as foreign and attacks them, just like it would if it was exposed to antigens from other organisms. (Friendly fire) Alloimmmunity can occur
Existing industrial land use Interface with West Gate Freeway Pedestrian connectivity, southern interface with West Gate Freeway Pedestrian overpass, Muir Street, Altona North West Gate Freeway pedestrian underpass Existing amenity issues associated with West Gate Freeway infrastructure Fogarty Avenue, Brooklyn Ferguson Street, Spotswood Newport-Sunshine Railway Reserve Hall Street, Spotswood West Gate Golf Course Werribee/Williamstown Railway line Barriers to connectivity Hope Street Hall Street Fogarty Avenue Hope Street, Spotswood Montgomery Crescent, South Kingsville
Exceeds Proficiency Proficient Nearly Proficient Not Yet Proficient 4 3 2 1 Making Inferences The student is able to make a reasonable inference and provide thorough support from the text that supports the inference. The student is able to make a reasonable inference and provide limited support from the text that supports the inference. The student is able to make an inaccurate inference that is not supported by the text. The student is not yet able to make a reasonable inference that is supported by the text. Using Quotes The student is able to use multiple appropriate quotes to support his/her inferences. The student is able to select an appropriate quote to support his/her inference. The student makes an attempt to support the inference. The student is not yet able to select an appropriate quote to support his/her inference. To demonstrate proficiency, make a reasonable inference. Then, select an appropriate quote that supports the inference. To exceed proficiency, use multiple quotes when supporting the inference.
Exceeds Proficiency Proficient Nearly Proficient Not Yet Proficient 4 3 2 1 Main Ideas The student is able to accurately identify two or more main ideas in a text. The student is able to identify two or more main ideas in a text. The student is able to identify one main idea in a text. The student is not yet able to identify one main idea in a text. Key Details The student is able to thoroughly support the main ideas using appropriate key details. The student is able to support the main ideas using appropriate key details. The student is able to support the main ideas using key details. The student is not yet able to support the main ideas using key details. Summary The student is able to compose a written summary that includes a limited analysis of the main ideas and key details. The student is able to compose a written summary that incorporates the main ideas and key details. The student is able to compose a written summary that incorporates the main ideas and some key details. The student is not yet able to compose a written summary that incorporates the main ideas and key details. Part 1: To demonstrate proficiency, identify two or more main ideas in a text and support the main ideas using key details. Then, compose a written summary that incorporates the main ideas and key details.
a suburban hermit… letting the phone go to voicemail laundry day: wet socks flap beside the prayer flags suburban hermit says: hello there, you in a parallel universe suburban hermit empties the dishwasher and her mind at the salon suburban hermit reads People magazine the suburban hermit mails a birthday card to the Dalai Lama suburban hermit searches for peace with a white noise machine suburban hermit -- a quick wave to the mail guy No Exit suburban hermit lives on a cul-de-sac summer thunderstorm suburban hermit dances on the water table quiet day the suburban hermit blasts reggae walking meditation -- suburban hermit trips on the curb woodchuck and I sampling apples suburban hermit she vacuums up all the day’s regrets… suburban hermit suburban hermit travels through the dark …yet the stars a master at solitaire suburban hermit suburban hermit dances to the rhythm of the jam next door
suburban hermit’s quantum knitting-- the outcome still uncertain explosions in the news in the stars-- suburban hermit’s big picture always those wrinkles in her wrinkle-free shirt suburban hermit’s life jamming those thoughts down the garbage disposal suburban hermit grins her fireplace grate burned clear through— spring begins suburban hermit says some days are like that… too much salt *more war news: suburban hermit watches the slow bleed of hibiscus tea those driver’s licenses from different states… suburban hermit has a past on a road trip suburban hermit takes all the detours her latte steaming more than usual suburban hermit’s furious suburban hermit checks her rearview mirror no one there at the pet store suburban hermit buys a beta neighborhood watch-- no one notices the suburban hermit suburban hermit reads Walden all alone a snapshot of her life: the shutter stuck shut suburban hermit the TV remote suburban hermit likes it that way her balancing act still working— suburban / hermit ADDITIONAL ONES TO CONSIDER as of 2-2
at her door a volunteer sage-- suburban hermit no icons in her home suburban hermit keeps an empty mind interior landscape the suburban hermit’s still life wind, rain, snow, sleet suburban hermit knows all those songs after years of silence the suburban hermit clears her throat suburban hermit smiles at the man in the moon— he smiles back a corkscrew willow for her staff suburban hermit a flightless cormorant … suburban hermit lives oblivious to the winds a hedge of roses her Berlin wall suburban hermit a hedge of roses so the twain won’t meet suburban hermit’s yard
Review new systems vocabulary using “finger twister” and “walk the plank” activities. Formative factors make up every system (PPT) Finger twister boards and terms cards for walk the plank (See Teacher Preparation above) Have students prepare the systems foldable using the diagram in the power point slide. Introduce a simple system- Good Enough Laundry. Ask students to list the factors for the laundry system. Share responses. Illustrate the feedback loop using wrinkled shirts and wadded up socks as examples. Ask students to describe ways the system could be adjusted to improve its output. Pose external and internal changes to the system to illustrate the effects of change on a system. External – kids go to college Internal – switch to dryer balls to reduce chemical use Again, ask students to predict the effects of each change. Finally, pose changes that put a system out of balance. Discuss, “How do we put it back into balance to restore functioning?” Company comes and we have twice as much laundry. Dryer stops working. Electricity goes out. 20 min. (PPT) and Systems foldable worksheet (See Teacher Preparation above) Good Enough Laundry (PPT) Changes in the Environment (PPT) s Healthy Systems Maintain Balance (PPT) Tell students that healthcare is complex system. Reference the slide to review the elements in each of the five factors. Note the different groups of environmental factors. Tell students that healthcare workers must be able to look at all the parts of a system in order to analyze the effects of a change on the healthcare system. Open the detailed section of the foldable and complete the “Sort Your System” activity. Cut system cards apart and place them on the foldable to identify inputs, throughputs, outputs, feedback loop, internal environment, or external environment. 20 min. Healthcare is a Complex System (PPT) Healthcare workers must see the big picture (PPT) Systems foldable worksheet and “Sort Your System” cards (See Teacher Preparation above) Use your school health office as an example of a healthcare system. Follow the prompts in #31 on page 143 to analyze this 10 min. Systems foldable worksheet (See
displayed Utah Yes. U.C.A. 1953 § 34-45-103 EE must be a permit holder Locked & out of sight in private vehicle Exceptions If employer provides alternative parking that is reasonably proximate to the property Not addressed by state law. Not addressed by state law. Vermont No current law governing firearms in the workplace. Virginia No current law governing firearms in the workplace. Va. Code Ann. § 18.2-308.01, clarifies that a handgun permit does not authorize possession of handgun where prohibited by private property owner. Not addressed by state law. Washington No current law governing firearms in the workplace. West Virginia No current law governing firearms in the workplace. W. Va. Code, § 61-7-14, affirmatively allows private owners to prohibit firearms. Not addressed by state law. Wisconsin Yes. Wis. Stat. Ann. § 175.60 Employer cannot prohibit weapons in motor vehicle even if vehicle is used in scope of employment. Not addressed by state law. Yes. Wyoming No current law governing firearms in the workplace.
Appendix 1 Duration Provisions: Position as at 1 January 2018, before and After the 2016 Bill Position as at 1 Jan 2018 but under current Law Position as at 1 January 2018 under proposed bill provisions Comment Publication status Copyright expired IF Otherwise duration is ‘Made public’ status Copyright expired IF Otherwise duration is Literary, dramatic, musical works, and engravings (author known) Literary, dramatic, musical works, and engravings (author known) Published before death of author Author died before 1 January 1955 Life of author + 70 yrs Made public before death of author Author died before 1 January 1955 Life of author + 70 yrs No change Published after death and before 2018 Made public before 1 January 1955 Publication date + 70 yrs Made public after death but before 2018 Made public before 1 January 1955 Publication date + 70 yrs No change (unless ‘made public’ date is earlier than date of publication) Published after death and after 2018 Made public before 1 January 1955 Publication date + 70 yrs Made public after death and after 2018 Author died before 1 January 1948 Life of author + 70 yrs Term reduced Not published n/a indefinite Not made public Author died before 1 January 1948 Life of author + 70 yrs Term reduced Computer programs and artistic works (author known) Computer programs and artistic works (author known) Unpublished, published before or after death of author Author died before 1 January 1955 Life of author plus 70 yrs Whenever made public Author died before 1 January 1955 Life of author plus 70 yrs No change. These works now treated consistently with other subject matter Publication status Copyright expired IF Otherwise duration is ‘Made public’ status Copyright expired IF Otherwise duration is
Photographs (author known) Photographs (author known) Published before 1 January 1955 Copyright has expired. n/a Published before 1 January 1955 Copyright in all such photographs has expired n/a No change Published after 1 January 1955 or unpublished Author died before 1 Jan 1948 Life of author plus 70 yrs Made public after 1 January 1955 or not made public Author died before 1 Jan 1948 Life of author plus 70 yrs No change All works (author not generally known) All works (author not generally known) Published before 1 Jan 2018 Published before 1 Jan 1955 70 yrs from publication. Made public before 1 Jan 2018 Published before 1 Jan 1955 70 yrs from date made public No change Published after 1 Jan 2018 or unpublished n/a 70 yrs from publication. Made public after 1 Jan 2018 and within 50 yrs of making n/a 70 yrs from date made public No change (unless date made public earlier than date of publication) Never made public, OR made public after 1 Jan 2018 and more than 50 years after the work was made. Made before 1 Jan 1948 (expire 1 Jan 2018) Note works made before 1 Jan 1968 missed publication window and will expire between 1 Jan 2018 and 1 Jan 2038. 70 yrs from making Term reduced
Resort & Spa at Gainey Ranch staff who are dedicated to making this conference enjoyable for everyone! I hope that over the next couple of days, you are energized by the content of the sessions you attend and conversations with people you encounter. Perhaps set a goal for yourself to leave the conference with at least three new ideas that you will act on over the next year. Please enjoy the conference. Kelly Roberts, PH.D. Table of Contents General Information (starts on page 6) Track Descriptions (starts on page 10) Pre-conference Workshops (starts on page 14) Monday Sessions (starts on page 17) Tuesday Sessions (starts on page 63) Presenter Information (starts on page 103) Evaluations (starts on page 165) Exhibitor Information (starts on page 167)
Wi-fi Free Wi-Fi is available throughout the Conference Center. Login information is as follows: Wireless Network (SSID): HYATT-MEETING Password: nau2017 (case sensitive) GENERAL & ACCESSIBLE PARKING Self and accessible parking is available in the hotel’s main parking lot, follow hotel signage. Additional accessible parking is located near the Conference Center, outside of the Valet Only parking garage. Please note: Parking is free for paid conference attendees and Exhibit Hall Pass recipients, but you must have a validation coupon each time you exit the parking lot in order to avoid paying the daily parking fee. Validation coupons will be available at the conference registration desk. Mobile conference app: twoppy You can access our free conference app for your smart phone or tablet by scanning the QR code into your mobile device, or enter this link into your device’s browser: .
there are numerous opportunities to use many different visual strategies to improve their lives. Visuals, video modeling, social stories, and more have been found to be successful when working with people with autism. We will address visuals to support instruction, behavior, social skills, independence, communication and more! There is so much to create and so little time to produce all the visuals needed. We will review benefits of visuals and many sites that offer pre-made free visual supports and free/low-cost sites to create your own visuals. There will be many different examples of visual supports to use throughout a student’s day. Key Learning Objectives: Participants will be able to identify a minimum of 3 different free websites where they can locate pre-made visuals to utilize to enhance the education of students with autism or intellectual disabilities. Participants will be able to identify a minimum of 3 ways that visuals can help with managing behaviors of students with autism or intellectual disabilities Participants will be able to identify a minimum of 3 ways that visuals can
Burden of Proof | Question 9–1 Question 9–2 Privilege against Self-incrimination | Question 10–1 Question 10–2 Client Legal Privilege | Question 11–1 Question 11–2 Strict and Absolute Liability | Question 12–1 Question 12–2 Appeal from Acquittal | Question 13–1 Question 13–2 Procedural Fairness | Question 14–1 Question 14–2 Delegating Legislative Power | Question 15–1 Question 15–2 Authorising what would otherwise be a Tort | Question 16–1 Question 16–2 Executive Immunities | Question 17–1 Question 17–2 Judicial Review | Question 18–1 Question 18–2 Others Rights, Freedoms and Privilege | Question 19–1 Other comments? File 1 File 2
Anyway, we arrived and checked-in and were told what our pitch number was. Dad always likes to have the car in between the 2 tents so that if we go out in the car no one can pitch their tent where the car would be. This time was no different so while mum and dad put their tent up, Alex and I put ours up. We were well into the job when Alex stopped me and said, “You do realise that every time you bend over you show your butt and pussy to those young people on the next pitch. That ginger haired man has been watching you all the time.” “Don’t care. If he doesn’t like what he sees he can look another way. I’m not forcing him to look at me.” Alex shrugged his shoulders and we got on and finished the job then helped mum and dad get everything sorted out. After that mum and dad just wanted to sit out in the sun, having a drink and relaxing. Alex said that he was going to have a look around and when mum said, “Take your sister with you please Alex?” He just looked at her. “It’s okay mum, I’ll got for a wander on my own. It’s not like I can get lost is it?” “Okay then sweetie but if you go on the beach don’t go in the water, not on your own.” “Okay mum.” Alex went off one way and me the other.
Please give the details of two work related referees, including your current or most recent post. Referees will not be contacted without your prior approval. Name: Name: Position: Position: Company: Company: Address: Telephone No.: Address: Telephone No.: Nature of Relationship: Nature of Relationship: Contact in advance of interview for written reference: Yes No Contact in advance of interview for written reference: Yes No VERIFICATION OF INFORMATION I certify that all information, which I have provided, is correct. I understand that any false information given may result in a job offer being withdrawn. Signature: Date: EQUAL OPPORTUNITIES MONITORING FORM Edinburgh Printmakers strives to be Equal Opportunities employers. The aim of this policy is to ensure that no job applicant or employee receives less favourable treatment on the grounds of gender, class, race, colour, nationality, ethnic origin, marital status, sexual orientation, age, physical disability, trade union activity, political or religious belief. Selection criteria and procedures will be kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees are required to comply with, and actively promote, this policy. In order to monitor our equal opportunities policy and to check the effectiveness of our advertising, it would be very helpful to us if you could complete this form. The information will be treated in the strictest confidence and will not influence the selection procedure. This section will be separated from the rest of the form before your application is considered. Post applied for: How did you hear about this vacancy? How would you describe your ethnic origin? (Please highlight as appropriate) African Chinese Asian European Caribbean Other (Please describe)
(2) If the member’s service retirement date occurs before his sixtyfifth birthday, the member’s service retirement allowance is computed as in item (1) but is reduced by fivetwelfths of one percent for each month, prorated for periods less than a month, by which his retirement date precedes the first day of the month coincident with or next following his sixtyfifth birthday. Section 912440. (A) The assumed annual rate of return on retirement system investments in the plan must be established by the Public Employee Benefit Authority (PEBA) but may not be more than six percent. (B) If the rate of return on the plan is above six percent in any year, the employer and employee equally must share the excess gain less expenses. Similarly, if the rate of return is less than six percent in any year, the employer and employee equally must share in the loss plus expenses. Section 912450. (A) PEBA shall ensure that the plan is one hundred percent funded at its inception and require any future unfunded liabilities to be amortized over short, tenyear or less dollar schedules. (B) If the funded ratio of the plan is below ninetyfive percent for two consecutive years or ninetypercent for one year, a new member may not elect to enroll in the plan until the funded ratio is above ninetyfive percent. A new employee shall enroll in the Defined Contribution Primary Retirement Plan established pursuant to Chapter 20, Title 9 and may elect to enroll in the Optional SharedRisk Defined Benefit Plan after the funded ratio is above ninetyfive percent. Section 912460. Nothing in this article may be construed to alter or amend the employer contribution rate schedule established pursuant to Section 911085. Section 912470. If not in conflict with this article, Class Four members under this chapter have the same rights and privileges of a Class Three member.” SECTION 2. Section 9110 of the 1976 Code is amended by adding an appropriately numbered item to read: “( ) ‘Class Four member’ means an employee member of the system with an effective date of membership after June 30, 2019.”
LRDP ENVIRONMENTAL IMPACT IDENTIFICATION WORKSHOP – NATIONAL LEVEL Support for the Consolidation of a Multipurpose Cadaster Environmental impacts Positive Negative An instrument that physically characterizes the territory and serves as the basis for decision-making by the competent entity. Expedited procedures for the legalization of land. Definition of the agronomic aptitude of the territory. Ease of access to information (entities and individuals). Contributes to the identification of state-owned plots. A tool to determine payment for environmental services. Cadaster-registry integration. Conversion of the use of the plots for a higher valuation. Recommended action Training for local authorities and environmental authorities. Socialization of the goal of the multipurpose cadaster with the communities in order to avoid misconceptions involving the generation of negative impacts. Inclusion of environmentally relevant information in the system. Development of the Strategic Inter-Institutional Land Restitution Plan Environmental impacts Positive Negative Makes it possible to identify the support needs of environmental authorities for the implementation of productive projects. Material compensation of land in areas with restricted uses (riparian buffer strips). Development of productive
Small Scale Irrigation Districts Environmental impacts Positive Negative Tourism Productivity Transfer of technology Food security Attachment to land Public goods Adaptation to climate change Economic welfare Social welfare Generation of employment Primary transformation Productive partnerships Markets Water resource: Monitoring practices Summer-winter excess Productive vocation Training in use and handling Productive use and consumer use Agricultural Livestock or agricultural Fauna and flora Displacement of species Soil erosion Burns Aquatic species Displacement of families Relocated families Productive alternatives Impact on riverbed and floods Downstream economic impact Reforestation management in watershed Conflict over land Limits and adjacent lands Use of the property Restitution processes Private property Cultural Lack of training Identification of families Social work Individualism Actions recommended by Workshop Attendees
Ratified the 2nd day of June, 2016. Certain items Vetoed by the Governor -- 6/8/2016. Certain items overridden by House -- 6/15/2016. Certain items overridden by Senate -- 6/15/2016. PLEASE NOTE Text printed in italic, boldface indicates sections vetoed by the Governor on June 8, 2016. **Indicates those vetoes overridden by the General Assembly on June 15, 2016. __________