zilongwang/ReadingBank huggingface dataset:
strategies/actions What does the DLT/CSLT need to change to ensure district-wide implementation? What will administrators observe in the classrooms? -Administrators will continue to look for the research-based strategies identified previously. Also, use formative assessments and instructional changes as a result of STAR testing should be evident. Step 5: Define adult and student data for review at next meeting Everyone comes with the data ready Best practices shared from BLTs that had high student results on post-test Includes pre data and post for all students and any subgroups Data from BLTs provided on common form What does the post-data look like? What proved to be successful? Middle School changed the structure of the Language Arts TBT, and it seems much more effective. Also, Value added teacher reports came out. Most teachers had very good results (even when proficiency levels weren’t as high as desired). Elementary is out of school improvement status!! Meeting Evaluation What was our level of implementation - full, partial, not at all? What did we learn - successes and obstacles? Reflections Our recommendation: continue with this strategy for…, select alternative, adapt, obtain PD, receive support. What was successful? What needs to be revised or changed? Agenda was complete ahead of time, and sent out for all team members to give input. Shared facilitation was effective. Candy will create a schedule for rotating into TBT meetings to provide support. Communicate What message(s) needs to be delivered? How will the message(s) be delivered? Who needs to receive the message(s) ..students, families, BLTs, district personnel, Board members, other stakeholders? What feedback, if any, is needed? How will two-way communication be accomplished? DLT notes will be posted on the website. There is an article coming in the next District newsletter regarding our work on the DLT, BLTs, and TBTs. -Slideshow needs sent out to all DLT members. Assignments/Next Steps What needs to be done between now and the next meeting? What do we need to bring to the next meeting?
your condition changes so that: you no longer need home care your needs, as assessed by ACAT, can be more appropriately met by other types of services or care When a home care provider seeks to cease an Agreement, you must be provided with reasonable written notice and assistance to make other suitable arrangements. If a transfer to another type of care is necessary, the home care provider should work with you and the other provider to ensure a smooth transition. You can get more information from your home care provider or My Aged Care on 1800 200 422. What happens to any funds you haven’t spent if you leave your home care provider? The management of unspent funds will depend on the situation. If you move to a higher level package with your current home care provider, any unspent funds should be available for you to use in your new package. If you move to another home care provider (or enter into residential care), any unspent funds will be kept by your former home care provider. Any fees you have paid one month in advance must be returned to you when you leave the package. Can the package funds be paid directly to you? No, the legislative basis for the Australian Government funding means that these funds must be paid to a home care provider and not directly to you. Your home care provider will administer them on your behalf. You are able to track how your Home Care Package is being spent through your monthly statement. You cannot receive your Government subsidy (and supplements, if they apply) in a lump sum. How do I make a complaint? If you or your representative are unhappy with a service, it is important that you talk with your home care provider first. It may be something that can be resolved easily and your provider is in the best position to address your concerns. Should you have a complaint, your provider will tell you about their internal complaints handling process and how to make a complaint. You have the right to make a complaint without it affecting your care and services. Sometimes, complaints cannot be resolved by the service provider, or you might not feel comfortable raising your concern with them. In these situations, you have the right to an advocate to help resolve the matter.
ALL training must be completed and/or verified by December 31st 2018 persons in attendance. All training records for SG elements selected must be viewed and verifiable at time of audit. Firm is responsible to ensure all training records are at worksite agreed upon to conduct audit. Examples of training delivery: Orientation training Classroom Training sessions Demonstrations by supervisors Observing another co-worker (mentoring or buddy system) Safety talks E-learning Step 4: Evaluation (Pages 16-17 of SG Guidelines) Validation Audit Evidence & Documentation Evaluation makes sure the firm is carrying out the standard, the element is properly communicated and effective training has taken place. Checks for up-to-date standards and if it is being followed Evaluation must be completed by March 30, 2018. Analysis of observations/inspections/plant or site audits Survey of employees/supervisors – interviews or questionnaire with summarized results Quizzes of employees/supervisors – summarized results and action planning Statistical review and analysis (i.e. WSIB Information) Review and analysis by JHSC (minutes) Management review &analysis Third party assessment and analysis Completion of evaluation plan by March 31, 2018 Step 5: Acknowledge Success & Make Improvements (Page 18 of SG Guidelines) Validation Audit Evidence & Documentation Based on results of evaluation, firm to look for opportunities for improvement and create a documented plan or recommendations to implement changes Review action plan and/or summary of recommendations addressing the gaps identified in their evaluation Review documentation of either: performance evaluations
B (= 3, Steps in the right order Element Description Step 1 Introduction Speak, 10-15 sec.: “This video portrays the learning outcomes about documentation of the tasks around the citizen, and the communication with other professionals in the field. The video will also refer to the learning outcomes about the student working independently in her/his own competence. I denne video arbejder eleven med praktikmålene om: Dokumentation af arbejdsopgaver Kommunikation med de andre fagprofessionelle Selvstændigt arbejde på eget kompetenceområde Step 2 Dialogue trainer /apprentice We see a conversation between the student and her/his trainer: The student tells the trainer about the situation with the citizen, especially the citizen´s concern about using the
SIGNED by ………………………………………………… Signature [INSERT AUTHORISED SIGNATORY’S NAME] for and on behalf of [INSERT SUBCONTRACTOR’S NAME] ………………………………………………… Title ………………………………………………… Date
Radiotherapy Services (R) Urgent Care/Walk-in Centre Services/Minor Injuries Unit (U) Specialised Services Services comprise or include Specialised Services or other services directly commissioned by NHS England YES/NO Service Requirements Indicative Activity Plan YES/NO Activity Planning Assumptions YES/NO Essential Services YES/NO Sub-Contracted Services to which 18 Weeks applies YES/NO GOVERNANCE AND REGULATORY Nominated Mediation Body CEDR/other – [ ] Sub-Contractor’s Nominated Individual [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Information Governance Lead [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Caldicott Guardian [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Senior Information Risk Owner [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Accountable Emergency Officer [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Safeguarding Lead [ ] Email: [ ] Tel: [ ] Sub-Contractor’s Child Sexual [ ]
C. Extension of Contract Term If the Head Provider wishes to exercise the option to extend the Contract Term, the Head Provider must give written notice to that effect to the Sub-Contractor no later than 20 weeks before the original Expiry Date. The option to extend the Contract Term may be exercised: only once, and only on or before the date referred to in paragraph 1 above; only in respect of all Sub-Contracted Services. If the Head Provider gives notice to extend the Contract Term in accordance with paragraph 1 above, the Contract Term will be extended by the period specified in that notice and the Expiry Date will be deemed to be the date of expiry of that period. OR NOT USED SCHEDULE 2 – THE SUB-CONTRACTED SERVICES A. Sub-Contracted Service Specifications Guidance: This is a key Schedule and must set out a description of each of the Services. You should consider including: the service description/care pathway population covered any acceptance and exclusion criteria and thresholds any interdependencies eg, with other providers/sub-contractors of Head Provider applicability of national standards or Guidance location of Sub-Contractor premises any service limitations any requirement regarding caseloads, availability of clinics, etc where Specialised Services are provided include as relevant any derogations from National Service Specifications It will be important to review the relevant service specification in the Head Contract to ensure this service specification is consistent.
[Subject of Article, Video or Inquiry] List of words from article, video or inquiry Word is totally new to me Heard of the word, yet not sure of its meaning I know the meaning of the word I know the meaning and can use it in a sentence
UNIT PLAN: THEATRICAL TECHNIQUES AND STRATEGIES - KS4 (PERFORMING ARTS) SUBJECT : THEATRICAL TECHNIQUES AND STRATEGIES KNOWLEDGE AND UNDERSTANDING To extend their knowledge of various theatrical techniques and strategies. Use that information to TEACHING EXPERIENCE (OVERLEAF) DIFFERENTIATING TIME : 3 - 4 lessons
Identification Who? and/or What? Context When? and/or Where? Connections Why and/or How? Explain its connection to the GPS, its impact on GA, and/or the “big picture”. Region – A large area of land that shares common features with itself, but that are different than the area around it. What region(s) in Georgia located in? Georgia is located in the Southeast region of the United States of America. Nation – A Nation is a Country. What nation is Georgia a part of? Georgia is one of the 50 states that make up the United States of America (USA). Continent – One of the seven large areas of land on the Earth’s surface. What continent is Georgia located on? Georgia is located on the North American continent. Hemispheres – Half of a sphere (the Earth). The Equator divides the Earth into a Northern and Southern Hemisphere. The Prime Meridian divides the Earth into an Eastern and Western Hemisphere. What two hemispheres is Georgia located in? Georgia is located in the Northern and Western Hemispheres.
Who? and/or What? When? and/or Where? Why and/or How? Explain its connection to the GPS, its impact on GA, and/or the “big picture”. James Oglethorpe Why was Oglethorpe important to the settlement and colonization of GA? Charter of 1732 According to the Charter of 1732, where would the colony of GA be located and who would oversee it? What restrictions were mentioned in the Charter of 1732 (things you could not do in GA)? Reasons for the Settlement of GA Information/Notes: What were the three reasons stated in the Charter of 1732 for the creation of GA? Tomochichi Why was Tomochichi important to the creation of the colony of Georgia? How did Tomochichi benefit from befriending Oglethorpe and the British colonists? Mary Musgrove Explain two ways that Mary Musgrove (and her husband John) helped the Yamacraw Indians and the British colonists.
Identification Who? and/or What? Context When? and/or Where? Connections Why and/or How? Explain its connection to the GPS, its impact on GA, and/or the “big picture”. Civil War What impact did the American Civil War have on Georgia and the other Southern States? Antietam Why was the Battle of Antietam important to the Civil War and to Lincoln’s decision to issue the Emancipation Proclamation? Emancipation Proclamation Why was the Emancipation Proclamation important to the Civil War and what impact did it have? Gettysburg Why was the Battle of Gettysburg important to the Civil War?
story of Abraham and descendants. festival. Decalogue (Ten Commandments). covenants, pogroms, York pogrom and diaspora. Shabbat, kashrut and kosher? Bar and Bat Mitzvah. the core Jewish beliefs about God, world and themselves? Reform and Liberal. Clothing for worship. animals, war, capital punishment & organ donation. Spring Term 2 The Jews in Europe. Early anti-Semitism / Martin Luther to Dickens. Hitler’s rise to power and the Nuremberg laws. Specific impact on Jewish life and religious practice. The ghettos – inhumane treatment, degradation of the Jews. Warsaw uprising. Deportations and Winton’s kindertransports. Conditions. Jewish children in UK with families. The concentration camps. Arrival, work, gas chambers and mass pits for burial. Auschwitz and Sobibor. ‘To save a life’. Who helped the Jews? Miep and Anne Frank, Oscar Schindler, Raoul Wallenberg, Corrie Ten Boom Faith and the Holocaust. Remembrance, memorials. treatment of Nazi criminals. Impact on Jewish faith. Summer Term 1 What types of relationships exist? Types of family. Love. Sex and contraception. Religious teachings. Contrast with Western values. Sexuality. How do people define their gender and sexuality? History of homosexuality – Pride. Dating. How do different world religions approach dating? Dangers and advice. Marriage and civil partnerships. Why do people marry (religious and non-religious reasons). The impact of divorce on families. Religious teachings – are they realistic any more? Should priests be allowed to have relationships of love and be able to marry? Summer Term 2 Capital punishment. Key words, religious teachings, explanation, big questions. Abortion. Key words, religious teachings, explanation, big questions. Euthanasia. Key words, religious teachings, explanation, big questions. War and peace. Key words, religious teachings, explanation, big questions. Terrorism. Key words, religious teachings, explanation, big questions. Drug abuse. Key words, religious teachings, explanation, big questions. What is Philosophy? Plato, Aristotle, Socrates to Wittgenstein, Kant and Hume. Year 10 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1
Schedule & Responsibilities Action Responsibility By end of Calendar for program cyclical review Executive Dean April Programmes nominated in addition to the calendar cyclical review Deputy Vice Chancellor Academic Affairs May Programme Self Study Completed Executive Dean October Programme Quality Review Completed Programme Quality Review Team November Recommendation Dean Programme & Curriculum December Endorses recommendations Academic Council January Programme Review Decisions Continuance: Executive Committee Discontinuance at a campus: Executive Committee Discontinuance across HCT: Board of Trustees February Change and areas of improvement made to programme and courses Executive Dean May
Two new portables. Shelter demolished. Blinds installed for all new portables. National Ride to School Day Water watch Program through Merri Creek Stephanie Alexander kitchen garden. Collegiate visit to Fitzroy North to watch Stephanie Alexander program in action. 2019 Painting Gazebos Refurbish staffroom Purchase more playground equipment Maintenance on outdoor bike shed and outdoor classroom Reline asphalt courts) Replanting Children’s Garden Replanting around fence line Replace 1/3 drinking taps Install water timers for watering Ongoing professional development for staff Audit 5 star rating Ongoing link to CERES National Ride to School Day Ongoing volunteer working group established Summer watering group 2020 Replace carpet in main building Paint inside PELC Purchase more playground equipment Maintenance don outdoor classrooms Replanting around school and fence line Replace 1/3 drinking taps Replace building A with automatic doors Solar energy for building A Install water timers for watering Ongoing professional development for staff Consolidating on 5 star rating National Ride to School Day Ongoing volunteer working group established Summer watering group 2021 Demolished and rebuild B Artificial turf on oval (running track, etc. Replanting around school Replace building A with automatic doors Install water timers for watering Ongoing professional development for staff Ongoing volunteer
Expectations of a trainee: Does How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.3.d Develop quality management systems including maintaining appropriate records Expectations of a trainee: Shows how How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.3.e Manage and maintain quality management systems including maintaining appropriate records Expectations of a trainee: Does How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.3.f Procure and store medicines and other pharmaceutical products working within a quality assurance framework Expectations of a trainee: Does How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome
(expand as necessary) Accreditation team’s commentary For accreditation use only 1.1.g Understand what fitness to practise mechanisms apply to them. All schools of pharmacy must have fitness to practise procedures to deal with student causes for concern; Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 1.1.h Undergo required health and good character checks; Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 1.1.i Understand that it is an offence to impersonate a pharmacist. Pharmacists are registrants of the GPhC. Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only Standard 2 – Monitoring review and evaluation of initial education and training The quality of education and training must be monitored, reviewed and evaluated in a systematic way. Pre-requisites for meeting this standard: University quality assurance processes are robust, rigorous and transparent Universities are open and honest with the GPhC about matters affecting an accredited MPharm degree. It is a requirement of the Pharmacy Order 2010 that course providers assist the GPhC in its work by providing information on request. Universities raise relevant issues proactively with the GPhC
How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.4.c Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making Expectations of a trainee: Shows how How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.4.d Communicate information about available options in a way which promotes understanding Expectations of a trainee: Does How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary Please type your commentary here X X (expand as necessary) Provider’s commentary Please type your commentary here X X (expand as necessary) Accreditation team’s commentary For accreditation use only 10.2.4.e Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions Expectations of a trainee: Does How the University supports the students to achieve this outcome How the University assesses whether the students achieve this outcome Provider’s commentary: x Provider’s commentary: x
HSHS V-ball August 2018 Monday Tuesday Wednesday Thursday Friday Saturday 31 Tryouts 5 - 7 pm - 9th & 10th 7 - 9 pm - 11th & 12th 1 Tryouts 5 - 7 pm - 9th & 10th 7 - 9 pm - 11th & 12th 2 Conditioning Practice Varsity: 8-10:30 JV: 11-1:00 Team Meeting 6:00 *Meet first in auditorium* 3 Conditioning Practice Varsity: 8-10:30 JV: 11-1:00 4 5 6 Conditioning Practice Varsity: 8-10:30 JV: 11-1:00 7 Conditioning Practice Varsity: 8-10:30 JV: 10:30-1:00 Fundraising Event 8 Conditioning Practice Varsity: 8-10:30 JV: 11-1:00 9 FLIGHT ACADEMY (School using gym all day) *No Practice* Team Bonding Event 10 Conditioning Practice Varsity: 8-10:30 JV: 11-1:00 11 Scrimmage @ NCVBA Varsity 9am-12pm Jr. Varsity 1-4pm 12 13 Practice Varsity: 8-10:30 JV: 11-1:00 *First Day of Competition* 14 @ Cary JV 4:30/Varsity 5:30 *Picture Day* 15 vs. Chapel Hill JV 4:30/Varsity 5:30 16 @ Athens Drive JV 4:30/Varsity 5:30 17 Practice JV 2:45- 4:15 Varsity- 4:00-5:30 18 19 20 Practice JV 2:45-4:30 Varsity 4:00-6:00 21 @ Wake Forest JV 4:30/Varsity 5:30 22 @ Green Hope JV 4:30/Varsity 5:30 23 vs. Athens Drive JV 4:30/Varsity 5:30 24 Practice BOTH TEAMS 3-5pm 25
26 *1st Day of School*27 vs. Wake Forest JV 4:30/Varsity 5:30 28 vs. Middle Creek JV 4:30/Varsity 5:30 29 Practice JV 2:45-4:30 Varsity 4:00-6:00 30 @ Apex JV 4:30/Varsity 5:30 31 Practice BOTH TEAMS 3-5 All information can be found at HSHS V-ball September 2018 Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 NO SCHOOL 4 vs. South Garner JV 4:30/Varsity 5:30 5 Practice JV 2:45-4:30 Varsity 4:00-6:00 6 @ Fuquay Varina JV 4:30/Varsity 5:30 7 Practice BOTH TEAMS 3-5pm 8 9 10 Practice JV 2:45-4:30 Varsity 4:00-6:00 11 12 Practice JV 2:45-4:30 Varsity 4:00-6:00 13 14 Practice BOTH TEAMS 3-5pm 15 16 17 Practice JV 2:45-4:30 Varsity 4:00-6:00 18 Practice JV 2:45-4:30 Varsity 4:00-6:00 19 NO SCHOOL 20 @ Middle Creek JV 4:30/Varsity 5:30 21 Practice BOTH TEAMS 3-5pm 22 23 24 Practice JV 2:45-4:30 Varsity 4:00-6:00 25 vs. Apex JV 4:30/Varsity 5:30 26 vs. Green Hope JV 4:30/Varsity 5:30 27 @ South Garner JV 4:30/Varsity 5:30 28 Practice BOTH TEAMS 3-5pm 29
HSHS V-ball October 2018 Monday Tuesday Wednesday Thursday Friday Saturday 30 1 Practice JV 2:45-4:30 Varsity 4:00-6:00 2 vs. Fuquay Varina JV 4:30/Varsity 5:30 PINK OUT GAME! 3 Practice JV 2:45-4:30 Varsity 4:00-6:00 4 Vs. Garner JV 4:30/Varsity 5:30 5 Practice BOTH TEAMS 3-5pm 6 7 8 @ Garner JV 4:30/ Varsity 5:30 9 *SENIOR NIGHT* vs. Apex Friendship JV 4:30/Varsity 5:30 10 Practice Varsity Only 3-5pm 11 Practice Varsity Only 3-5pm 12 Practice Varsity Only 3-5pm 13 14 15 Practice Varsity Only 3-5pm 16 @ Apex Friendship JV 4:30/ Varsity 5:30 17 Practice Varsity Only 3-5pm *Last Day of Competition*18 Practice Varsity Only 3-5pm 19 Practice Varsity Only 3-5pm 20 1st Round of State Playoffs* 21 22 23 2nd Round of State Playoffs* 24 25 3rd Round of State Playoffs* 26 27 4th Round of State Playoffs
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 24 - Sighed Page 27 - Huffed and groaned Page 28 - Gravity Page 29 - Shifted, grip Page 29 - Numb Page 30 - Staggered STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 24 - Disturbing, interrupted Page 28 - Struggled Page 30 - Collapsed
Qualification (e.g. Degree, Diploma, Cert etc) Duration of course Year obtained Grade obtained (e.g. 1, 2.1, 2.2, Pass, etc.) Subjects taken in final examination University, College or Awarding Body First Name: Surname: Section B – Education & Training (continued). Qualification (e.g. Degree, Diploma, Grade obtained (e.g. 1, 2.1, 2.2, Subjects taken in final examination University, College or Awarding Body
1991 (b) A smooth sphere P, moving with velocity 4 + 5 m/s collides with an identical sphere Q moving with velocity 2 + 3 m/s where is a unit vector along the line of centres at the moment of impact. If e is the coefficient of restitution find the velocity of each sphere after impact. Calculate the value of e if P is deflected through an angle tan-1as a result of the collision. 1983 (full question) State the laws governing oblique collisions between two smooth elastic spheres. Two such spheres A and B of mass 5 kg and 10 kg respectively, collide obliquely. The coefficient of restitution is 1/7. Immediately before collision the velocity of A is 5 + 4 and that of B is –2–2, where speeds are in m/s and and are unit vectors along and perpendicular to the line of centres. Find the velocity of (i) A and (ii) B after impact. Show that the loss of kinetic energy is 80 J. the tan of the angle through which B is deflected after the collision. 2016 (b) Two identical smooth spheres P and Q collide. The velocity of P after impact is 3i – j and the velocity of Q after impact is 2i +j, where j is along the line of the centres of the spheres at impact. The coefficient of restitution between the spheres is ½. Find the velocities, in terms of and j, of the two spheres before impact to the nearest degree, the angle through which the direction of motion of P is deflected by the collision. 2006 (b) A smooth sphere A moving with speed u, collides with an identical smooth sphere B which is moving in a perpendicular direction with the same speed u The line of centers at the instant of impact is perpendicular to the direction of motion of sphere B. The coefficient of restitution between the spheres is e Find, in terms of e, the speed of each sphere after impact and hence, or otherwise, show that it is not possible for the two spheres to have the same speed after impact. Prove that where θ is the angle through which sphere B is turned as a result of the impact. Deflected through an angle of 90° 1995 (b) A ball falls vertically and strikes a smooth fixed plane.
Competitive Analysis Worksheet Our Product: Competitor: Competitor’s Product: Assessment Us/ Them Capability Name Importance to Customer Low 1 2 3 4 5 High 6 Unique Capabilities Us Them Best Capabilities (easily observed in demo) Us Them Same Both Inadequate (poor) Us Them
Nationality at Birth To be completed Present Nationality To be completed Have you ever possessed any other nationality or citizenship? To be completed If 'Yes', please specify To be completed Are you subject to immigration control? To be completed If 'Yes', please specify To be completed Are there any restrictions on your continued residence or employment in the United Kingdom? (Please indicate if you have a temporary residency/work permit) To be completed If 'Yes', please specify To be completed Are you lawfully resident in the United Kingdom? To be completed Are you free to remain and take up Civil Service employment in the United Kingdom? To be completed Character Enquiry COPFS has exemptions from the conditions of the Rehabilitation of Offenders Act 1974 and before you can be regarded as qualified for appointment COPFS must be satisfied about your character. If you give any information which you know is false or if you withhold any relevant information, this may lead to your application being rejected, or if you have already been appointed, to your dismissal. You must tell us immediately if you are charged with an offence after you complete this form and before take up of any job offered as a result of your application. Answering yes to any of the questions below will not necessarily prevent you from being appointed as each case is considered on its merits. If you answer ‘Yes’ to any of the questions below, please give full details in the space provided. Enquiry Response Details (if answered yes) Have you had any unspent or spent criminal convictions for offences on the always disclose list (including any road traffic offences)? Yes No If yes, please give details of the date(s) and nature of offence(s) and sentence(s) passed To be completed Are you at present the subject of criminal charges? Yes No If yes, please give details If yes, please give details To be completed Are you insolvent? Yes No If yes, please give details To be completed Is a receiving order in effect on your property? Yes No If yes, please give details To be completed Are you an undischarged bankrupt? Yes No If yes, please give details of the date of the proceedings and the place at which they were held. To be completed Professional Bodies
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 548-Relics Page 549-Territory Page 556-Economic failure Page 557-Inhabitants Page 548-Ghost towns Page 549-Grubstakes, strike, tattered, crusty, cantankerous, crevices Page 550-Frontier Page 552-Lifeless, homeless, solitude, resourceful Page 553-Forty-niners, Squatter’s rights Page 554- Simpering, stalwart, dauntless Page 556- Transcontinental Page 557-False front STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Page 548-Longed for, pull up stakes, evidence Page 549-Tumbleweeds Page 552- Faint outline Page 554- Immigrants Page 549-Trough, weathered, centuries Page 550-Minerals, prosperity Page 551-Prarie sod Page 555-Skirted Page 556-Migration Page 557-Vacant
Name ________________________________________________ Date _____________ “Ghost Towns of the American West” The author states that, “Virtually every ghost town has untold stories of people who longed for a chance at a better life.” Analyze this statement and explain what it means. (Pg. 548) What motivates many people to move to the lonesome American West? (Pg. 549) What kinds of towns became ghost towns and settlements? Why did people abandon these towns and settlements? (Pgs. 549-550) Where are ghost towns located today? (Pgs. 549 and 551) Are ghost towns easy to find? How are ghost towns usually discovered today? (Pg. 551)
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 Relics Territory Economic failure Inhabitants Ghost towns Grubstakes, strike, tattered, crusty, cantankerous, crevices Frontier Lifeless, homeless, solitude, resourceful Forty-niners, Squatter’s rights Simpering, stalwart, dauntless Transcontinental False front STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Longed for, pull up stakes, evidence Tumbleweeds Faint outline Immigrants Trough, weathered, centuries Minerals, prosperity Prarie sod Skirted Migration Vacant
Analyze the picture book, “Ryolite: The True Story of a Ghost Town”. Compare and contrast Ms. Diane Siebert’s book with the illustrations and text found in the story, “Ghost Towns of the American West”. Explain the similarities and differences within a cooperative learning group. Answer: A deeper understanding of the before and after of a ghost town should be incorporated into the discussion.
All Health Educators must complete minimum training requirements in the following areas prior to the delivery of services: HIV/AIDS effective behavioral intervention known to impact prevention practices and clinical issues; Sexually transmitted diseases prevention and clinical issues; NJ State HIV Counseling and Testing; Viral hepatitis: prevention and clinical issues Current laws, regulations and policies related to HIV and STDs Documentation of the minimum training requirements is present in the Health Educator’s personnel file and available for review; Community or peer workers recruitment and engagement, screening, and coordination of services: Knowledge of target population; Cultural and linguistic competency; Knowledge of HIV/AIDS and other STDs; Knowledge of available community services; and Effective communication skills. Documentation in personnel file; Quality Units of Service Individual educational activities; Group educational activities Educational outreach activities in venues for at risk populations; Referrals of consenting clients to primary medical care; Referrals for HIV Counseling and Testing. Program Outcome To support and sustain positive health behaviors in order to reduce, limit, and ultimately eliminate HIV related health risks. Indicators:
2. Client action(s) put the agency, staff and /or other clients at risk; 3. Client fails to maintain loss of contact with the Health Educator for a period of three months despite three (3) documented attempts to contact client; 4. Client request; 5. Client death. The Health Educator will evaluate client success in maintaining safer choices at least every 90 days. Client on plan compliance at least every 90 days; Number of clients sustaining positive behaviors; Number of clients; Client file; CARE Ware 75% of the clients with plan have main positive behaviors; Monthly visits to areas of high risk behaviors for the purpose of providing prevention messages, refer to HIV Counseling and Testing, and a prevention to positive message to those that know their status. of dates that prevention messages are delivered to target populations Number of those accepting prevention message; Number of contacts; Client file and CARE Ware 25% of those contacted agreed to HIV Counseling and Testing. 75% accepted the prevention message and/ or material. 25% of those knowing their status accepted a referral medical care or a prevention specialist.
TSC Category Governance and Risk Management TSC Internal Controls TSC Description Evaluate effectiveness and efficiency of internal controls TSC Proficiency Description Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 ACC-RIM-3005-1.1 ACC-RIM-4005-1.1 ACC-RIM-5005-1.1 ACC-RIM-6005-1.1 Interpret the organisation's frameworks for internal controls Identify organisation's control gaps, control inadequacies and internal controls established Assess adequacy and effectiveness of internal controls established Evaluate internal control framework established Knowledge Concepts of risks and internal controls Organisation’s business and processes Financial and operational information Objectives of individual control steps Concepts of risks and internal controls Organisation’s business and processes Financial and operational information Objectives of individual control steps Internal control framework Organisation’s business and processes Financial and operational information Objectives of key controls Internal control framework Organisation’s business and processes Financial and operational information Organisation’s strategic objectives Abilities Familiarise with internal control processes Ensure compliance with internal controls Obtain sufficient evidence about major control processes operating across the organisation Identify key controls and conduct tests for operating effectiveness of key controls within the processes under review Identify control gaps and significant discrepancies or weaknesses not addressed Review the adequacy and effectiveness of controls Assess the effectiveness of processes to monitor compliance of controls Review results of control gaps from evidence collected and proposals made for improvements Assess residual risks after taking into consideration of mitigating controls Assess the internal control framework Assess the adequacy and effectiveness of controls Evaluate the implications of organisational changes, operational changes and changes in business strategy using appropriate internal control frameworks Advise board and senior management on improvement initiatives to improve controls
List of Resources Title Page History of Inuit in Canada Timeline of Inuit in Canada Sign in Sheet Evaluation of Sessions Icebreaker Resource Puzzle Pieces Readiness Ruler Decisional Balance Tool Traditional Inuit Activities Western-based Activities Learning More about Tobacco Cessation Medication: Answer Key Automatic Thought Record Social Determinants of Inuit Health in Canada (ITK) Certifications of Completion History of Inuit in Canada Who are Inuit? Inuit are people who are geographically distributed in the state of Alaska (USA), Greenland, and regions in the Canadian arctic: Nunavut, Nunavik (northern Quebec), Nunatsiavut (Labrador), and the Inuvialuit Settlement Region (Northwest Territories). “Inuit” means “people”, and “Inuk” means “person”. The languages spoken by Inuit in Canada include: Inuktitut (Most of the Nunavut and Northern Quebec) Inuinnaqtun (Western part of Nunavut) Inuvialuktun or Inuktun (Northwest Territories) Inuttut (Labrador)
What type of Inuit content would you like to see next time in the session? Other comments? Thank you for taking the time to complete this questionnaire. Icebreaker Resource The following table outlines icebreakers you may consider using to help participants in your sessions to get to know one another. Name Instructions Resources Inuit Sports and Games You may choose to begin a session with Inuit sports or games. Refer to the website below for more information: Refer to the website for more information Toilet Paper Game Take a roll of toilet paper and ask the participant how many squares they want, but don't tell them why. Set a limit from 5 to 10. Count out the squares, rip after the last square Roll of toilet paper
Does your group want to incorporate traditional ways to support their health and healing? Or would they prefer a Western-based approach? Types of Activities Inuit Materials Art-based Activities Traditional art activities: Carving Tattooing Sewing (e.g., clothes/ tents/ dog traces/ harnesses) Singing (ajaaja) Storytelling Throat singing Making inuksuks Making drums Playing Inuit games Modern art activities: Drawing Stenciling Crocheting Knitting Photography Making jewelry Oil Black soot Tools Needles Stones Skins Land- or Sea-based Activities Working on skinning, stretching and drying skins Making ulus (woman's traditional knives) Making or fixing dog team equipment and sleds Making or fixing Qajaq/kayaks, boats , and paddles Making or fixing three-pronged fish Traditional materials: Stone Parts of animals (i.e., bone, ivory, antlers, teeth, or horns) Oil Top layer of earth Modern equipment Wood
thousand times” –not to talk with his mouth full. The author says, “Derek got the message.” What was the message? Even though Derek was gobbling at Bolivia and not actually speaking, the kick from Rory under the table told him it was close enough to talking and that he should stop. Rory now hopes Bolivia “was getting the message that he and Derek didn’t want her around.” Refer to the text and explain how the boys delivered their message at the barbeque. They wouldn’t go to her aunt’s to play with Lucette, even though she asked twice. They wouldn’t talk to her about turkey burgers. Rory wouldn’t tell her about Woodside or when the library shows free movies. Why did the summer seem to stretch “endlessly before” Rory and Derek? Avoiding Bolivia has taken a lot of effort (hanging out with Maurice, stuffing themselves with food), and it’s just at the beginning of July. They still had many days before she was going back home. Why did Rory suggest calling an ambulance or the police rather than the fire department? He still thinks Lucette is a baby, and he is worried about her. He is thinking about what he would do if Edna fell out of a window. What else kept Rory and Derek from admitting their mistake? They were too embarrassed or felt silly. Bolivia was shouting at them, and they weren’t going to admit their mistake in front of her. How did the boys seem to feel about helping to catch Lucette? How can you tell? Eager and excited. They were calling for Lucette; forgot swimming and chased the parrot from tree to tree; asking what she liked to eat; rushing home for fruit. Re-read the section beginning with “Hello there,” and ends with “…worried about the bird.” Why is Bolivia smiling? She’s probably enjoying the excitement. Lucette seemed to be having fun, and Bolivia really isn’t that worried about her. What did Bolivia do when she noticed Rory listening to her talking with the neighbors? Why? She hastily (quickly) tried to sound concerned about Lucette by worrying out loud that she was “overexcited” and wouldn’t come down, even though she was just bragging about Lucette’s talents (knowing 10 words, playing dead, most telling - landing on her arm when she calls for her.) She didn’t want Rory to think she wasn’t really worried.
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 Assumption (see second text dependent question and culminating task) Avoid (see first text dependent question) Carmen, souvenir, authority Tarzan STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Hastily, suspicion Pact Compensation, emerge, directly Disposed Manage, stunned Incredible Administration, courses, attaché case (illustration) Fiddled, dials Commotion
Mentor Developmental Study Day Programme & Supporting Students in Practice: Introduction to the NEW Pan London Practice Assessment Documents October 2015 – September 2016 Programme Dates Course Name & Names of HEIs Room/Venue Duration 17 Mar 2016 Mentor Update Kingston & St George’s 7th Floor, Training Suite, Victoria Street, SW1E 6QP 2.00 – 4.30 11 May 2016 Mentor Update Kings College London 6th Floor, Room 6.2, Victoria Street, SW1E 6QP 2.00 – 4.30 11 May 2016 Mentor Update University of HERTS Seminar Room 7 & 8, Education Centre, Edgware Community Hospital HA8 0AD 2.00 – 4.30 13 Jun 2016 Mentor Update BUCKS University Boardroom 1, Courtfield House, St Charles Centre for Health and Wellbeing 2.00 – 4.30 12 Jul 2016 Mentor Update University of HERTS Seminar Room 7 & 8, Education Centre, Edgware Community Hospital HA8 0AD 2.00 – 4.30 14 Jul 2016 Mentor Update Kings College London 6th Floor, Room 6.2, Victoria Street, SW1E 6QP 2.00 – 4.30 16 August 2016 Mentor Update Kingston & St George’s Room 6.2, 6th Floor 64 Victoria Street 2.00 – 4.30 14 Sep 2016 Mentor Update BUCKS University 6th Floor, Room 6.2, Victoria Street, SW1E 6QP 2.00 – 4.30 14 Sep 2016 Mentor Update University of HERTS Seminar Room 7 & 8, Education Centre, Edgware Community Hospital HA8 0AD 2.00 – 4.30
7. What have you told the child(ren) about the legal action? 8. Describe any behavioral or emotional changes you’ve noticed in the (child)ren. 9. What are your strengths as a parent? 10. What do you feel you could change or improve upon in your parenting? 11. What are the other party’s strengths as a parent? 12. What do you feel the other party could change or improve upon in his/her parenting? 13. Do you and the other parent agree on the type of discipline to use with your (child)ren? 14. What type of discipline do you use with your (child)ren? 15. What type of discipline does the other parent use? 16. How do you foresee settling disagreements over the (child)ren in the future? 17. (circle one): I do/I do not have safety concerns about my child(ren) spending time with the other parent during placement. Describe any safety concerns. 18. (circle one): I do/I do not have other concerns about the other parent’s ability to care for the (child)ren. Describe any other concerns: 19. Do you think the child(ren) should keep in touch with the other parent when with you for placement? If so, what will you do to make this happen? If not, explain why. 20. Who will be responsible for transporting the child(ren) during each parent’s period of placement?
TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text cornet (context) valves errands gospel produce suspiciously grunted plunk tombstone lanterns STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text paused streaming flung brass mangy bursting propped Culminating Task What events in Louis’ childhood contributed to his dream of making music that would make the “stars go spinning”? Answer:
Travel to (1.5 hours) Faculty introductions and overview (on the bus) Lecture & discussion (on the bus) “The Meeting of the Rails” by 09:30-01:00 PM @Golden Spike National Historic Site Tour and lunch Guided tour by the National Park Service historical staff and lunch on site 01:00-03:45 PM Travel to plus tour of Corrine, Utah (1 hour) Tour Utah State Railroad Museum by Richard Sadler and on-site historical staff Return travel to the Tanner Humanities Center (45 minutes) 03:45-04:30 PM @Tanner Humanities Center Work session Finalizing and sharing lesson plans by Quinn Rollins 04:30-5:30 PM @Tanner Humanities Center Wrap up, evaluation Concluding remarks by co-directors Bob Goldberg and Paul Reeve REQUIRED READINGS Bain, David H. “A Man for Breakfast Every Morning” and “1869, A Resistless Power.” In , 550-644. New York: Viking Press, 1999. White, Richard. “Working Men.” In , 278-316. New York: W. W. Norton, 2012
Spiral Re-teach NOTES B5 for Functions of Biomolecules: Carbohydrates Proteins Nucleic Acids Lipids FUNCTIONS Main function: _______________________ Other functions: Main function: Other functions: _______________________ _______________________ _______________________ _______________________ _______________________ Main Function: DNA- RNA- ATP- _______________________ Main Function: Other functions: _______________________
Vocabulary KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING TEACHER PROVIDES DEFINITION not enough contextual clues provided in the text Prejudice page 570 Primarily page 571 Focus page 571 Specific page 573 Gravity page 575 Sensations page 575 Relation page 576 Conference page 578 Inconceivable page 579 STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Accomplishments page 570 Role Model page 570 Influential page 571 Monitors page 572 Prevented page 572 Missions page 572 Zero gravity Page 575 Compartments page 576 Essential page 579 Monitors page 573 Role model page 57