zilongwang/ReadingBank huggingface dataset:
- Failure to submit required med error form (i.e., Incident Report, Med Error Form) - Failure to order/document medications from pharmacy (routine, current medications) - Failure to document on B.M. chart (determines need for prn) - Failure to document on controlled drug disposition sheet - Failure to count/document controlled drugs on controlled drug sheet Failure to note discrepancy between MD order, medication label and Kardex when administering medications (given as ordered, however). - Failure to perform or document nursing ordered treatments - Failure to initiate or complete body maps - Failure to obtain and/or document health related data CLASS C: Errors resulting in serious injury or death of individual; i.e.; hospitalization, injury requiring treatment in a medical facility such as emergency room, clinic or doctor’s office. Falsification of records and or certification paperwork. Administering medications in the absence of a valid medication certificate (suspended, revoked or expired).
Expert Projects - Rubric Group Members: ________________________ _______________________ ________________________ _______________________ 3 Excellent 2 Good/Average 1 Poor 0 Not Present introduction Quality of 3 text examples Quality of discussion regarding Twain’s message Strong conclusion that leaves audience understanding Quality of visual Quality of deliver (eye contact, voice, pacing, nerves) Quality of presentation (organization and construction) Work ethic during class time Time Limit
Here is a typical school week menu from the United States, if needed: Monday MAY 4 Tuesday MAY 5 Wednesday MAY 6 Thursday MAY 7 Friday MAY 8 *Lasagna with Breadstick (51g) *Pepperoni Pizza (37g) *Fiesta Nachos with Breadstick (56g) *Salisbury Steak on Bun (30g) *Turkey Corn Dog (27g) *Cheese Stuffed Breadsticks with Spaghetti Sauce (31g) *Spicy Chicken Patty on Bun (27g) *Cheese Pizza (36g) *Taco Salad with Tortilla Chips and Breadstick (45g) *Cheeseburger on Bun (29g) *Chicken Alfredo with Spaghetti Noodles and Breadstick (69g) *Toasted Cheese Sandwich (38g) *Chicken Tenders with Breadstick (34g) *Veggie Pizza (38g) *Chicken Burrito Bowl (57g) *Green Beans (4g) *Selection of Fruits & Vegetables such as fresh lettuce, tomato, broccoli, and carrots *Mashed Potatoes & Gravy (22g) *Brussels Sprouts (8g) *Legumes– garbanzo (19g) or black bean (22g) *Selection of Fruits & Vegetables such as fresh lettuce, tomato, broccoli, and carrots *Corn (17g) *Selection of Fruits & Vegetables such as fresh lettuce, tomato, broccoli, and carrots *Crinkle Cut Fries (20g) *Steamed Broccoli (3g) *Selection of Fruits & Vegetables such as fresh lettuce, tomato, broccoli, and carrots *Mixed Vegetables (8g) *Hot Peach Slices (17g) *Selection of Fruits & Vegetables such as fresh lettuce, tomato, broccoli, and carrots *1% Low Fat Milk (13g) *Fat Free Chocolate Milk (24g) *1% Low Fat Milk (13g) *Fat Free Chocolate Milk (24g) *1% Low Fat Milk (13g) *Fat Free Chocolate Milk (24g) *1% Low Fat Milk (13g) *Fat Free Chocolate Milk (24g) *1% Low Fat Milk (13g) *Fat Free Chocolate Milk 24g) Pirámide Nutricional DAY THREE: PRESENTATIONAL
Communications – all parish residents will be individually invited via a flyer in the post. Dave is establishing whether the poster works as an A6 document, envelopes will be purchased accordingly, and Christine will oversee the shared task of addressing and stamping them. Margaret will get the flyer into The Link and take it to the PCC, while Christine will post laminated posters at various locations. Online publicity is also required – Dave will enquire about Clifford Buzz and other online channels. School involvement – Dave will make a presentation to the PTA and ask the school whether the children could get involved, perhaps by making drawings of how they hope Clifford might look in the future. Parish Council – Christine will approach the PC for a large map to use at the meet & greet, as well as a sum of money (perhaps around £250 or £300) for food. Decoration – a selection of photos showing Clifford today and in the past would be a nice way of illustrating how the community has changed and evolved. Margaret will ask Mary Morgan and the Clifford Castle owners if they have any historical photographs. Mark will ask Ben Morgan about aerial photography. Parking – Christine to enquire about the possible use of Mary Morgan’s field. Wet weather plan – in the event of rain, tables and chairs will be set up inside so that people can sit down to eat. Might there also be room to bring a bouncy castle inside? Virtual launch event – we need an online version of the launch event and a way for those unable to attend the actual event (as well as those who don’t use computers) to contribute their thoughts before the questionnaire process.
Change Is Good! A Lesson Plan from Rights, Respect, Responsibility: A K-12 Curriculum Fostering respect and responsibility through age-appropriate sexuality education. Print out the “Change is Good” cards and cut them up. Mix the cards up and place an entire set in an individual envelope. Be sure each group has a set of four header sheets for each as well (see below). By the end of this lesson, students will be able to: Name at least one physical, social, cognitive and emotional change young people go through during adolescence. [Knowledge] Identify at least two websites that contain additional medically- accurate information about puberty and adolescence for young people their age. [Knowledge] Language is really important and we’ve intentionally been very careful about our language throughout this curriculum. You may notice language throughout the curriculum that seems less familiar - using the pronoun “they” instead of “her” or “him”, using gender neutral names in scenarios and role-plays and referring to “someone with a vulva” vs. a girl or woman. This is intended to make the curriculum inclusive of all genders and gender identities. You will need to determine for yourself how much and how often you can do this in your own school and classroom, and should make adjustments accordingly. STEP 1: Introduce the class by saying, “You are all at a time in your lives where your body is going through some amazing changes. For some of you, this may have started already; for others, these changes may not start for a few years yet. Some of these changes will make you feel really good about yourselves; it’s exciting to see yourself growing up! Other changes may feel weird, like you’re body’s a bit out of control at times. As we go through the lesson, and as you experience these changes, try to always remember that all of these changes are normal. They are all important parts of growing up that everyone goes through. This time of growth is called ‘puberty’ and that it’s started by the natural chemicals in our bodies, called ‘hormones.’” (5 minutes)
of sexuality-related topics written by teens, for teens. http://www.sexetc.org The National Campaign to Prevent Teen and Unplanned Pregnancy’s website for teens contains information on healthy relationships (“What’s your Relationship Reality”), and information on abstinence and contraception (“Get Informed”). http://www.stayteen.org You need to find information about STDs. Does this site seem to have reliable/accurate information? What do you base that on?
REFERENCE: Kenneth Wai-Ting Leung, Dik Lun Lee, and Wang-Chien Lee “PMSE: A Personalized Mobile Search Engine” - IEEE TRANSACTIONS ON KNOWLEDGE AND DATA ENGINEERING, VOL. 25, NO. 4, APRIL 2013.
p: you have understood this topic q: you will be able to do this question (a) Write the following proposition in symbols using p, q and logical connectives only. “You have understood this topic, or you will not be able to do this question.” (b) Explain, in words only, what the following symbolic proposition represents: (p   q)   p. (Total 4 marks) 11. Two propositions p and q are defined as follows. p: Jones passed this course q: Smith passed this course (a) Write in symbolic form (i) neither Jones nor Smith passed the course; (ii) it is not the case that Jones and Smith both passed the course. (b) Complete the following truth table for the logic statement  p  q. p q  p  p  q T T T F F T F F (Total 4 marks) 21. Two logic propositions are given. p: Paula eats chocolates. q: Paula watches television. Write in words (a) p   q; (b) p  q; (c) q   p. (Total 6 marks) 16. Consider each of the following statements:
p q p  q p  q  p (p  q)   p (p  q)   p  q T T T T T F F T F T F T F F F F (3) (b) What word is used to describe the argument (p  q)   p  q? (1) (Total 4 marks) 26. Consider the following logic statements: p: x is a factor of 6 q: x is a factor of 24 (a) Write p  q in words. (1) (b) Write the converse of p  q. (1) (c) State if the converse is true or false and give an example to justify your answer. (2) (Total 4 marks) 29. The truth table below shows the truth-values for the proposition p  q   p   q p q  p  q p  q  p   q p  q   p   q T T F F F T F F T T T F T T F T T T F F T T F T (a) Explain the distinction between the compound propositions, p  q and  p   q. (b) Fill in the four missing truth-values on the table. (c) State whether the proposition p  q   p   q is a tautology, a contradiction or neither. (Total 6 marks)
Date/page #: _____________ Logic STUDY GUIDE – hmwk quiz 6. The propositions p and q are defined as follows: p: you have understood this topic q: you will be able to do this question (a) Write the following proposition in symbols using p, q and logical connectives only. “You have understood this topic, or you will not be able to do this question.” (b) Explain, in words only, what the following symbolic proposition represents: (p   q)   p. (Total 4 marks) 17. Consider two propositions p and q. Complete the truth table below for the compound proposition. (p   q)  ( p  q) p q  p  q p   q  p  q (p   q)  ( p  q) T T F F F (d) T T F F T (b) F (f) F T (a) F (c) T (g)
F F T T F (e) (h) (Total 8 marks) 24. (a) Copy and complete the table below by filling in the three empty columns. p q p  q p  q  p (p  q)   p (p  q)   p  q T T T T T F F T F T F T F F F F (3) (b) What word is used to describe the argument (p  q)   p  q? (1) (Total 4 marks) 26. Consider the following logic statements: p: x is a factor of 6 q: x is a factor of 24 (a) Write p  q in words. (1) (b) Write the converse of p  q. (1) (c) State if the converse is true or false and give an example to justify your answer. (2) (Total 4 marks)
Part 3: With VSB = 0 V and VGS = 2.5 V, measure drain current ID at VDS = 2, 2.5, 3, 3.5, 4, 4.5, 5, 5.5, and 6 V using the connections shown in Figure 5(a) for an NMOS device. Part 4: With VBS = 0 V and VSG = 2.5 V, measure drain current ID at VSD = 2, 2.5, 3, 3.5, 4, 4.5, 5, 5.5, and 6 V using the connections shown in Figure 5(b) for a PMOS device. The specific values of VDD needed to give the foregoing values of VSD are part of the pre-lab calculations. If you experience rapidly increasing current for small changes in VSD, you have probably forward-biased the source/substrate junction by incorrectly establishing VBS . Data Analysis (Parts (5)–(8)): Assumed data: • tox = 90 nm (90 x 10–7 cm = 0.09 m = 900Å) and W/L = 100 for both NMOS and PMOS; • approximate value of 2f 0.6 V; a more exact calculation is given as: at 70F; (11) Part 5: Plot vs. VGS = VDS for both devices at the three values of body bias. Draw the best-fit straight line through your data points. From the intercepts, determine Vt for = 0, 2, and 5 V for each device. From the slope of the = 0 plots, determine the transconductance parameter k = k´W/L . Part 6:
TRANSPORT TENDER Tender fees Non Refundable Rs.10000/- (DD/Pay Order Of Nationalized Banks only) D.D. / Pay Order No.__________________ dated _____________________ for Rs. 10000/- (Rupees Ten thousand only) Non Refundable drawn on H.D.F.C. Bank, Manjalpur, Vadodara in favour of BABARIA INSTITUTE OF TECHNOLOGY, BITS Edu Campus, Vadodara-Mumbai N.H.# 8, Varnama, Vadodara 391 240 Payable at Vadodara. AGENCY / FIRM / COMPANY PROFILE Sr. Required Information Description 1 Name of the Agency / Firm / Company 2 Address of the Agency / Firm / Company 3 Legal Status (Individual, Proprietary, Partnership Firm, Limited Company, Corporation, etc.) 4 Name, Designation and Telephone Nos. /Mob No. Of the Proprietors / Owner/Directors Fax No: Mail ID: 5 Month and Year of Commencement of Business. 6 Statutory Details (Photocopies to be Attached) : Registration No of the Firm: (as per Shop & Establishment Act) PAN No: GST Registration No.: P.F. Registration No: ESI (Attested Photocopy of all the above documents should be attached) 7 Existing total passenger vehicles owned in the name of agency/firm/company (attached registration certificates and insurance) Please attach the list of Vehicles as per Annexure - I
contract between the applicant and the Workers Compensation Board of Manitoba. Signatory Fill in below Name Title Host Institution Business Mailing Address Telephone Number Email Other contact Information Signature Date AGREEMENT FROM WORKPLACE SAFETY AND HEALTH COMMITTEE Where Applicable The undersigned on behalf of the WS&H Committee named below consents to the undertaking of the project (named above) and promises to give our full cooperation to ensure its successful completion within the time period specified in the contract between the applicant and the Workers Compensation Board of Manitoba. Principal Applicant Fill in below Name Title Host Institution Business Mailing Address Telephone Number Email Other contact Information Signature Date PART 2: DESCRIPTION OF WORKPLACE INNOVATION PROJECT 2.1 PROJECT DESCRIPTION Please refer to Section 4.5 Part 2 of the Applicant Information Document
AKB48 Many members for fans to choose from as their favorite Fan repeats theater visits and purchases multiple CDs to meet his favorite member at handshake events AKB48 Elections Idol’s popularity and in-group status decided by the number of votes that she receives Voting Fan purchases multiple CDs to vote for their favorite member
Mōri, Yoshitaka1. “J-pop: from the ideology of creativity to DiY music culture” in Inter-Asia Cultural Studies. Dec2009, Vol. 10 Issue 4, p474-488. Powers, Richard Gid and el. Handbook of Japanese Popular Culture. Westport, CT: Greenwood, 1989. Stevens, S. Carolyn. Japanese Popular Music: Culture, Authenticity, and Power. Routledge, 2008. Toyoshima, Noboru. “Longing for Japan: The Consumption of Japanese Cultural Products in Thailand” in SOJOURN: Journal of Social Issues in Southeast Asia. Oct2008, Vol. 23 Issue 2, p252-282. Treat, John Whittier (ed.). Contemporary Japan and Popular Culture. University of Hawaii Press, 1996. Ueda, Atsushi. (ed.) The Electric Geisha: Exploring Japan’s Popular Culture. Kodansha International, 1994. 濱野智史. 前田敦子はキリストを超えた : 筑摩書房, 2012 (Hamano Satoshi. Maeda atsuko wa kirisuto o koeta : Shukyo to shite no ekebi fotieito. Chikumashobo.) 小林よしのり, 中森明夫, 宇野常寬, 浜野智. 幻冬舎, 2012 (Kobayashi Yoshinori etc..AKB 48 hakunetsu 小谷野敦. 日本恋愛思想史 : 記紀万葉から現代まで, 中央公論新社, 2012 (Koyano Atsushi. Nihon ren'ai : kiki man'yō kara gendai made, 太田省一.アイドル進化論 : 筑摩書房,2011 Aidoru shinkaron : Minami saori kara hatsune miku AKB 48 made, 桜井圭記;浜野智史;小川克彦. 恋愛のアーキテクチャ : 青弓社, 2012 (Sakurai Yoshiki and etc.. Ren'ai no : nijigen to sanjigen no apuri ni yoru kanshi sefure botto tono koi eno
Constitution, but it was non-justiciable [that is, courts could not strike down laws that contravened it, and the government was free to enact whatever repressive laws it chose]. Also, without a government that respects its people and observes the rule of law, and without an independent and impartial judiciary, a declaration of rights, however fine sounding, is worse than useless. ___________________________
Culminating Writing Task Prompt The theme of this story is that envy can lead people to commit awful acts and cause internal shame. Write an explanatory essay about how the conflicts the characters face develop that theme. Teacher Instructions Students complete an evidence chart as a pre-writing activity. Teachers should guide students in gathering and using any relevant notes they compiled while reading and answering the text-dependent questions earlier. Some students will need a good deal of help gathering this evidence, especially when this process is new and/or the text is challenging! Evidence Quote or paraphrase Page number Elaboration / explanation of how this evidence supports ideas or argument "Margot stood apart” 155 Margot is depressed and feels alone. She has been “weakened” by lack of sun. She is emotionally distraught because of nature, and her inner struggle with contending with her surroundings and peers. Her behavior causes her peers to ostracize her. "so after that, {…} she sensed it, she was different and they knew her differences and kept away” 156 Margot is depressed and feels alone. She has been “weakened” by lack of sun. She is emotionally distraught because of nature, and her inner struggle with contending with her surroundings and peers. Her behavior causes her peers to ostracize her. "Margot stood alone" "They edged away from her; they would not look at her." 156 She is not like the other children who are vibrant, excited for their first glimpse at the sun. Instead, she continues to stand, “separate”. “Aw, you didn’t write that!” and “What’re you looking at?” 156 William is jealous of Margot’s experiences on Earth and her history of the sun. He is angry that he isn’t able to specifically articulate his feelings about the sun like she can because he never experienced the sun.
the work of scientists. On page 157, Margot states “but this is the day, the scientists predict […]”. Again she should be happy…why not? On page 158, 2nd column, 1st paragraph explain to students the metaphor connection of the atmosphere to the 1st column 1st paragraph across the page that relates to Margot’s cries, muffles, feelings of being left in the closet. Highlight the vocabulary words – apparatus and repercussions and how they relate to the context.
blooms for just one hour”. Discuss how Margot’s expression just impacts her feelings. Additionally, Margot is familiar with the work of scientists. Margot states “but this is the day, the scientists predict […]”. Again she should be happy…why not? Explain to students the metaphor connection of the atmosphere to the 1st column 1st paragraph across the page that relates to Margot’s cries, muffles, feelings of being left in the closet. Highlight the vocabulary words – apparatus and repercussions and how they relate to the context.
Supervisor Telephone E-mail Student Signature: ___________________________________________ Date: __________________________ Current Supervisor signature: __________________________________ Date: __________________________ Withdrawing Supervisor signature: ______________________________ Date: __________________________ Additional Supervisor Signature: ________________________________ Date: __________________________ HOD/HOS: __________________________________________________ Date: __________________________ DECISION OF CHAIR OF THE FGSC: Signature: __________________________________________________ Date: ___________________________
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 Harsh p. 598 Tantalizing Panoramic Bioluminescence Illuminate/illuminated Vibration-detection Spit curls Undulates unfathomable Menagerie Plexiglas Chemist Biologist STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text submersible Oceanographer Unmatched Unimaginable Glimpse Gelatinous bells Maneuvers Unreachable Remotely operated Diameter Sparse Actively Fluttering debates
Question 6: Circular Motion Please remember to photocopy 4 pages onto one sheet by going A3→A4 and using back to back on the photocopier Page Commencement date Questions covered Introduction to formulae Ord. Level Exam Questions: Manipulation-of-equations type questions Particle on a String: Ordinary Level Cones and Spheres: Ordinary Level Cones and Spheres: Higher Level Particles on a string: Higher Level Conservation of energy Particle slides off the outside of a sphere Beads on a string Friction Force Periodic Time Answers to Ordinary Level Exam Questions Guide to answering Exam Questions: 2008 – 1997 *********** Marking Schemes / Solutions to be provided separately ************* Angular Velocity is the rate of change of angle with respect to time. The symbol for angular velocity is (pronounced “omega”). Mathematically = t Angular Velocity is measured in radians per second (rad/s), where 2π radians corresponds to a full circle (3600). A little recap on radians An angle (in radians) is defined as the arc length divided by the radius, i.e. = arc length/radius. For a full circle the arc length is 2πr, so in this case becomes 2π radians. This allows us to convert from radians to degrees if we need to (2π radians = 3600)
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 Ancient Asteroids Element Prehistoric Publicity Agility Catastrophes Fateful STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text Perished Fossil Paleontologist Excavation Specimens Hypotheses Evidence Extinct Theory Drought Tangle Emerged Carnivore Flexible Technician Treacherous Traces Collapsed Seeped Churning Burrowing Surge
Tied a bundle of newspapers. Put away toys. Began waxing his mother’s car. Gary and his brother begin waxing their mother’s car. Look at page 46 again. What is the difference between “chrome” and “paint?” “Paint” is the covering of the metal of the car, and “chrome” is the shiny metal pieces that decorate the car. What details show that the narrator is proud of his work? The author states, “But the beauty was evident. The shine, hurting our eyes and glinting like an armful of dimes, brought Mother out.” (pg. 49). What details show that waxing is hard work? “I began to hurry because my arms were hurting…” (pg. 49). “We polished and buffed, sweat weeping on our brows” (pg. 49). What do Gary’s mother’s actions say about her in the following sentences found at the beginning of page 50? “Mom came out and looked at us with hands on her aproned hips. Finally, she said, ‘You boys worked so hard.’ She turned on the garden hose and washed the car.” Gary’s mom is impressed by Gary’s work. On page 50, she says, She was willing to help finish washing the car, even though this was her day off. Notice the difference in the amount of detail given about the hard work the narrator does to earn going to the drive-in movies and the actual time spent at the drive-in movies. How does this relate to the Key Understanding: Sometimes a person’s desire to earn a reward will influence him or her to work hard. Yet, sometimes the reward matters not so much as the hard work put into earning it. Teacher should accept all responses, but guide students to the reason more details are given to earning the reward rather than earning the reward is to emphasize the fact that the process of working hard is more important than the reward itself. The author provides lots of details about the hard work, and not many details about the actual reward of the movie. This can lead the reader to conclude that the experience of doing the hard work was more important then the experience of going to the movie (the reward). Tier II/Academic Vocabulary
These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 47 - stringers Page 47 - dew Page 47 - snout Page 48 - hovering Page 48 - slop Page 49 - chrome Page 49 - vigorously Page 48 - migrated Page 49 - evident Page 49 - intently Page 49 - dedicated Meaning needs to be provided Page 47 -trowel Page 48 - beaded Page48 - windmill Page 48 - pulsating Page 48 - weeping Page 49 - winced Page 50 - aproned Page 46 - prelude Culminating Writing Task Prompt:
Contd. LIST OF PERSONS HOLDIND SHARES IN THE ……. On the ……………………………………………. Day of And of Persons who have held shares here in at any time Addresses and account: NAMES ADDRESSES AND OCCUPATIONS Folio in register Name in full Father’s Name Address Occupation or Casts *Nationality State the aggregate number of shares forfeited (if any) The aggregate numbers of shares held and not the distinctive numbers must be stated, and the column must be added up throughout so as to make one total to agree with that stated in the summary to have been taken up. # When the shares are of different classes, these columns may be subdivided, so that the number of each class held or transferred may be shown.
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context timidly, figured exhausted Abandoned trudged ignore distress starvation Meaning needs to be provided pound grudgingly sensitive
6.7 Harassment and Bullying Lincoln College is committed to providing an environment in which all are treated with dignity and respect; and in which they can work and study free from any type of discrimination, harassment, or victimisation. Harassment is a serious offence which is punishable under the College’s disciplinary procedures. The full policy statement and code of practice can be read on the College website at . If at any time you feel that you are being bullied or harassed, whether by another student, by a tutor, or by a member of staff, you can call upon one of the College’s Harassment Advisors for advice and assistance. The current Advisors are Dr Barbara Havelkova (Tutor in Law) and Dr Perry Gauci (Tutor in History). Further description of the help available is contained in the policy document hosted on our website. You can also approach the College welfare personnel detailed above to discuss the situation and your feelings about it.
8:10 – 9:10 Whole Group Reading (Objectives are covered in small group, whole group, & Intervention - Targeted Skills are highlighted.) Science & Social Studies objectives are integrated into reading. ELA.3.2 Vocabulary Words ELA.5 High-Frequency Words ELA.1.0 Word Families ELA.2 Decode & Spell ar, or, ore ELA .4 Sequence ELA. 4-Predict ELA.5.4 Fluency with complex sentences ELA. 10-Nouns SC.6 Animal characteristics SC.7 Geological features SC 10 Weather SS.7 Environments SS.9 Rights of citizens Monday: Tara & Tiree Skills & WB pages from TE Slides 8-63 Tara & Tiree Skills & WB pages from TE pp. Slides 103-123 Tara & Tiree Skills & WB pages from TE Slides 124-139 Tara & Tiree Skills & WB pages from TE Slides 140-155 Tests: Selection Test AR Test Running Record Spelling Test Grammar Test Tuesday: Tara & Tiree Skills & WB pages from TE Slides 64-12 9:45 – 10:45 Small Groups Below Level On & Above Level Decodable Reader #6 A Trip to the Farm Read story orally & discuss, pp. 166-181 Read & Discuss Below Level Reader Worksheet for Below Level Reader Finish any unfinished group work. Decodable Reader #6 A Trip to the Farm Read story orally & discuss, pp. 166-181 Read & Discuss Below Level & On Level Readers Worksheet for On Level Reader Finish any unfinished group work.
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 Bermuda Triangle, p. 560 tether, p. 551 propulsion, p. 551 array, p. 555 STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text descent, p. 551 imprints, p. 555 protruding, p. 557 halted, p. 558 complex, p. 551 detached, p. 551 faint, p. 553 unconventional, p. 553 retracted, p. 554 offending, p. 554 accustomed, p. 554 hazards, p. 556 encrusted, p. 557 avoidance, p. 559 uncontaminated, p. 560 sufficient, p. 561 reluctantly, p. 562 relatively, p. 562
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 sod storehouse village STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text mainland patient trails sparkling
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context homely rival repose solemn reveal folksy homespun investments yarns meddled reticent eloquent moral crusade preeminently welfare dismemberment magnitude Meaning needs to be provided Listless countenance angular witty humble patronized melancholy superstitious tyrant statesman abolitionist wreathed animation exposure bawdy cabinet vast spellbound omens farsighted emancipator paramount
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 trans-Saharan medieval oasis game proverb maternal, paternal STUDENTS FIGURE OUT THE MEANING sufficient context clues are provided in the text flourishing inhabitants abundance production vicinity bartering lifeblood caravan compounds dissent belligerence ladened exchange endure entourage pooled (resources) appointed allocated adequate meager Culminating Task
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context Page 386 – devoured, edgy, dying down, misery Page 388 – witnessing Page 390 – vanity Page 391 – journalists, crews Page 388 – grants, victim, specialize Page 392 – invented Page 392 – bathed Meaning needs to be provided Page 383 – classical, plant, shells Page 385 – intercom, cellar Page 387 – shrapnel Page 385 – cope Page 386 – politics Page 384 – humanity Page 389 – manage
Training All staff will be instructed in the requirements of this policy. APPENDIX A I agree to hold confidential all information that Beanstalk Innovation has placed restrictions on, and to release it to persons outside the organisation only when authorised by the organisation and subject to any conditions set by the organisation. I undertake to: Access information held by the organisation only when necessary to the performance of my assigned duties; Make copies of restricted information only when necessary to the performance of my assigned duties; Oversee the storage and handling of restricted information to minimise the risk of its diversion into unauthorised channels; Take reasonable care to properly secure confidential information on my computer and will take steps to ensure that others cannot view or access such information; Not disclose my personal password(s) to anyone without the express written permission of my department head, or record or post it in an accessible location, and will refrain from performing any tasks using another's password; and Notify my supervisor if I have reason to believe that my access codes and passwords have been compromised. Signed ________________________________ Date ________________________________
Contact for enquiries and proposed changes All enquiries regarding this document should be directed in the first instance to: Queensland Government Chief Information Office Acknowledgements This version of the Federated identity blueprint – Decision framework was developed and updated Queensland Government Chief Information Office. Feedback was also received from a number of agencies, which was greatly appreciated. Copyright Federated identity blueprint – Decision framework Copyright © The State of Queensland (Queensland Government Chief Information Office) 2017 Licence This work is licensed under a Creative Commons Attribution 4.0 International licence. To view the terms of this licence, visit . For permissions beyond the scope of this licence, contact . To attribute this material, cite the Queensland Government Chief Information Office. The licence does not apply to any branding or images. Information security This document has been security classified using the Queensland Government Information Security Classification Framework (QGISCF) as PUBLIC and will be managed according to the requirements of the QGISCF.
Determine resource type Determine the type of resource to be protected. This may include a group of logically related resources for a particular user constituency. Regular n-tier web application A traditional web application hosted on a server, written in a language e.g. Java, ASP.NET, Node.js, PHP, Python or Ruby on Rails Backend API + client application Client application type Native mobile application An application that runs natively on mobility devices. E.g. applications built using specific device SDK’s for iOS, Android, Windows Phone platforms applications An application that runs natively on mobility devices. E.g. applications built using a framework such as Xamarin or React and complied to run natively on one or more platforms Hybrid mobile app A HTML5 and JavaScript based application hosted in a native wrapper which provides device functionality e.g. applications built using Cordova, Phonegap, Ionic or React Singe page application (SPA) A JavaScript front-end browser application e.g. application built using Angular, Backbone, Ember, jQuery Progressive web application (PWA) A mobile optimised web application with access to select native device features without app store installation Native desktop applications An application that runs natively on Microsoft Windows (e.g. Universal Windows Platform (UWP) apps for Windows 10), Mac OSX or Linux Hybrid desktop applications A HTML5 and Javascript application hosted in a native wrapper which provides OS functionality e.g. applications built using Electron Backend API type REST API Modern web service API’s and Web Hooks which use JSON to format data SOAP web service Traditional web service API’s which use XML to format data
6. FRAGMENTS – Highlight and then write down the numbers of the fragments. LANCE ARMSTRONG 1] From an early age, cyclist Lance Armstrong demonstrated superior athletic ability and a competitive streak. 2] These qualities helping him win the Kids Triathlon at age 13. 3] At age 16, he became a professional triathlete. 4] Because the cycling part of the triathlon was his favourite. 5] He focused on that discipline and devoted his life to professional cycling. 6] In that sport, he has excelled as national and world champion and as a record-tying five-time winner of the Tour de France. 7] Certainly, one of the all-time great cyclists. 8] His path, however, has not been without obstacles and pain. 9] In October 1996, discovering that he had testicular cancer that had advanced and spread to his brain and lungs. 10] The determination that had carried him through win after win in cycling now kicked in to help him combat the deadly disease. 11] And combat he did. 12] After surgery and chemotherapy, Lance became a cancer survivor. 13] Profoundly affected by his battle for life, he dedicated himself to becoming a spokesperson for cancer. 14] And for awareness and survivorship. SCUBA DIVING 1] Scuba diving is a popular pastime. 2] Scuba is an acronym; it stands for underwater breathing apparatus.” 3] In the fifteenth century, Leonardo da Vinci designed an underwater diving suit. 4] Functional equipment not developed until much later. 5] The eighteenth century brought practical devices for breathing under water. 6] Such as diving suits and diving bells. 7] Wearing these suits, divers could breathe under water even though their mobility was limited. 8] In the twentieth century, Jacques Cousteau and Émile Gagnan solved this problem. 9] By perfecting the aqualung. 10] The aqualung is a cylinder of compressed air. 11] It is worn on the back and connected to a mouthpiece. 12] With an aqualung, divers have both air and mobility. 13] Since 71 percent of the earth’s surface is covered by oceans. 14] Scuba diving opened up a whole new world.
Mobility Agreement Staff Mobility For Training Planned period of the training activity: from [day/month/year] till [day/month/year] Duration (days) – excluding travel days: …………………. The Staff Member Last name (s) First name (s) Seniority Nationality Sex [M/F] Academic year 20../20.. E-mail The Sending Institution Name Faculty/Department Erasmus code (if applicable) Address Country/ Country code Contact person name and position Contact person e-mail / phone The Receiving Institution / Enterprise Name Erasmus code (if applicable) Faculty/Department Address Country/ Country code Contact person, name and position Contact person e-mail / phone Size of enterprise (if applicable) <250 employees >250 employees For guidelines, please look at the end notes on page 3. Section to be completed BEFORE THE MOBILITY
6 Findhorn Place 17/02657/FUL I write on behalf of the Grange Association and wish to object to one aspect of this application. The proposed new parking area in front of the house would mean taking over effectively half the front garden and making a new break in the wall. Our grounds for objecting to this fall into two categories: 1. The Householders' Guidance recommends standards for developments throughout Edinburgh. 6 Findhorn Place is within the Grange Conservation Area where one might expect a higher standard. However this application would breach the guidance in a number of ways: a. The parking area would be 32m2 which is 29% of the front garden area. The recommendation is for not more than the greater of 21 m2 or 25% of garden. b. The break in the wall would be 3.18m. The recommendation is no more than 3m. c. The area would be stone chips with only the first 1m of parking paved. The recommendation is 2m. 2. The Conservation Area Character Appraisal of the Grange comments on both green garden space and stone boundary walls as characteristics of the conservation area. To destroy or reduce these would be contrary to Local Developmnet Plan policy Env6.
Coordination and involvement with various agencies, committees, task forces, and projects that focus on employment-related functions, and Wagner-Peyser special programs for targeted groups (e.g., Veterans, Youth, Dislocated Workers, etc.). One-Stop Centers (OSC) have taken the following actions to ensure affirmative outreach: Signs have been posted to inform customers of telephone numbers to call or to see the manager if an accommodation is needed to receive services; Individuals and organizations have been identified and are available if assistance is needed to provide services or information in a language other than English, and written procedures are available to staff to assist LEP individuals; Employees who have skills in languages other than English have identified themselves and offered their services in assisting any customers by providing instruction, conveying information, or assisting with completing forms; Contacts have been developed and maintained with community-based organizations and advocacy groups to ensure the center meets the specific needs of each constituency; Coordination linkages with other federal, state and local agencies serving the various segments of the populations have been developed; Participation in community employment events such as job fairs, seminars, and public recruitment for employers has publicized the services of One-Stop Centers; On-site visits with employers and community agencies, participation in job fairs, special recruitment efforts, employer seminars, and public relations campaigns have encouraged employer use Oklahoma’s workforce system; and Oklahoma Works, a proud partner of the American Job Center Network, is the statewide workforce development network that helps employers of all sizes and types recruit, develop and retain the best employees for their needs. The State monitors and evaluates the success of recipient efforts to broaden the composition of those considered for participation and employment in their programs and activities, as described above. The State is aware of the significant population increase of individuals with Limited English Proficiency (LEP) and takes reasonable steps to ensure that policies and procedures do not deny equal access. The State implements, evaluates and documents programs, activities and services to customers with LEP. The EO Officers are responsible for monitoring recipient programs and ensuring compliance with the affirmative outreach element of nondiscrimination and equal opportunity provisions Section 188 of WIOA. The State continually stresses to recipients the importance of their obligation to expand the diversity of the participant pool and staffing selections.
Each Player must be APPROVED by the NJSA before being considered as registered and eligible to play. APPROVAL is given only after the Player or the Team Manager, submits an online Player Registration FORM and uploads ALL PROPER DOCUMENTATION and/or a COLOR PICTURE if necessary, and pays the Player Registration fee, as indicated during the Registration process. Date of Birth Proof and the Color picture, MUST BE UPLOADED during the player registration process. These Document/Picture MUST be accepted by the League registrar. Unreadable documents or unacceptable pictures will be rejected and the player will have to submit the correct documents before receiving approval to play. The Player Registration Fee can be paid Online at the time of the player registration or by the Team manager from the Members. Check payments are accepted, but approval of the player is not granted until payment is received. As indicated while registering a player, one or more of the following MUST be UPLOADED online to complete the Player Registration process and to get the final Approval for the player: A document that shows the Player’s Date of Birth (you can use a Birth certificate, a passport, a driver’s License, or any other printed document, NO HANDWRITTEN notes)
General Fever Significant weight change Fatigue Weakness Skin Rash Change in skin pigmentation Dryness Itching HEENT Headache Dizziness Recent head injury Corrective lenses Blurry vision Glaucoma Ringing in ears Hearing loss Frequent ear infection Sinusitis Nose bleeding Postnasal discharge Nasal obstruction Pulmonary Difficulty breathing Wheezing Cough Chest pain Cardiovascular Chest pain/pressure Palpitation Hypertension Recent heart attack Murmur Stroke/Mini stroke Gastrointestinal Hernia Blood in stool Constipation Hemorrhoids Nausea/Vomiting Diarrhea Gastric ulcers Crohn’s disease Genitourinary Painful urination Frequent urination Hepatitis: Type ______ Peripheral vascular Varicose veins Lower extremity swelling Anemia Thrombosis Tendency to bleed Endocrine/Immune Diabetes: Type I Type II Hypothyroidism Hyperthyroidism HIV/AIDS Musculoskeletal: Osteoarthritis Rheumatoid arthritis Fibromyalgia Neurological: Gait/coordination problems Numbness/tingling in limbs Paralysis Psychological Memory Loss Depression
School of Humanities Location: AdR, Hunter Street/Chandos Road Building Professor John Drew Dean of Humanities HRI-OH +44 (0) 1280 820380 Ext 2380 Heads of Department Dr Ali Kabiri Economics and International Studies AdR008 +44 (0)1280 820122 Ext 2122 Mr Jeremy Howard History of Art Masons Building, Room 20 +44 (0)1280 820303 Ext 2303 Dr Karine Deslandes Modern Foreign Languages CRB203 +44 (0)1280 820384 Ext 2384 School Administration Melissa Wyley Departmental Administrator Economics & International Studies AdR013 +44 (0)1280 820324 Ext 2324 Stacey Ridgway Undergraduate Administrator Economics & International Studies AdR010 +44 (0)1280 820171 Ext 2171 Sally Brown Admissions Officer Economics & International Studies AdRB010 +44 (0)1280 820369 Ext 2369 Michelle Bridges Postgraduate Secretary Economics & International Studies Prebend House +44 (0)1280 820188 Ext 2188
You also need to be aware that since 1997 the government has provided a substantial increase in resources for the welfare state. They have also attempted to; Encourage people to gain employment and move off welfare. End child poverty by the year 2020. Create a more just society where opportunities are held by the many, not the few. The Labour party, and the Liberal Democrats; are more supportive of the welfare state. In contrast, the Conservatives are more critical of the welfare state. However in 2006 the Tories signed up to the government’s target of ending child poverty (by 2020) Poverty Whilst it is difficult to measure poverty, there are two widely accepted methods; Absolute poverty – This is when a person cannot provide for his/her basic needs such as food and shelter. Homeless people suffer from absolute poverty. Relative poverty - The government’s official statistics define the poverty level as those earning below 60% of average earnings. There are other measurements of poverty; such as subjective poverty and environmental poverty, but they are less widely used. You will need to refresh your knowledge of the poverty cycle. This occurs when those living below the poverty level find it difficult to escape from their circumstances. There are several reasons for this; Welfare claimants either lose benefits, or experience a decline in the level of benefits received; when they return to work. They may therefore be worse off if they gain a job. Welfare claimants adopt a ‘culture of poverty’ which consists of a set of norms and values that differ to those of mainstream society. This makes it very difficult for them to re-enter the labour market. New Right theorists argue that welfare payments undermine personal initiative, thus trapping many people into poverty. As such, the poor become more and more dependent upon the welfare state – and therefore find it very difficult to escape. The impact of poverty can be hugely significant. This can include a; Loss of status and income (if the person was previously in employment).
correct? It improves incentives and lowers time and other costs for suppliers of goods and services. It reduces bottlenecks that can restrict the growth of businesses. It can strengthen business profitability and competitiveness. It involves spending on health and schools. Question 19 Which statement about Australia’s recent mixture of aggregate demand and aggregate supply policies is least correct? Aggregate supply policies are best when used to lower natural unemployment, whereas aggregate demand polices are most effective in helping to lower cyclical unemployment. Aggregate supply policies are best when used to cut the size of cyclical unemployment, whereas aggregate demand polices are more effective in helping to make local producers more competitive and lower structural unemployment. Aggregate supply policies are best when used to increase Australia’s productive potential and long-term or sustainable rate of economic growth, whereas aggregate demand polices are effective in helping to ensure that our productive capacity is not wasted. Aggregate supply policies are best when used to lower cost inflation, whereas aggregate demand polices are effective in helping to lower inflation caused by excess expenditure. Question 20 Which statement about Australia’s recent mixture of aggregate demand and aggregate supply policies is least correct? Infrastructure outlays in the budget include G2 and impact on the level of aggregate demand, as well as affecting the nation’s productive capacity Reductions in marginal rates of personal income tax may help increase incentives to participate in the labour force and grow productive capacity, as well as lift levels of household consumption and AD. Welfare outlays in the budget can impact on the level of consumption spending, as well as the participation rate and Australia’s level of productive capacity. A rise in the rate of the GST from 10 to 15 per cent would be likely to affect the level of AS