zilongwang/ReadingBank huggingface dataset:
Activity 3.2.3 Sides and Angles in a Triangle Study the two proofs and answer all questions in bold. I. Prove the Angle Opposite Longer Side Theorem: If two sides of a triangle are not equal, the angle opposite the longer side is greater than the angle opposite the shorter side. Given: ∆ABC with AC > AB. Prove: m ABC > m BCA Step 1. Construct a circle with center A passing through point B. Let D be the point where the circle intersects side AC. How can we be sure that point D lies between points A and C? Step 2. Join points B and D. Step 3. In ∆BDC exterior angle ADB is greater than interior angle BCA. What theorem are we using here? Step 4. AB = AD Why? Therefore m ADB m ABD
What theorem would lead to this conclusion? Why is this impossible? Step 2. Suppose AC < AB. Then what could you conclude about m ABC and m BCA? What theorem would lead to this conclusion? Why is this impossible? Step 3. If we know that AC cannot be equal to AB and that AC cannot be less than AB, what alternative is left? Explain.
B&A 42: Negotiate in a business environment Activity 1: Negotiation strategy In order to get a desired outcome, it’s important that you have an effective strategy in place. This can be broken down into plan, tactic and approach. What should each stage cover? PLAN TACTIC APPROACH
3. Given the following slopes and distances, classify quadrilateral ABCD. Explain why you made your decision. Sides Slopes Distances AB 1/3 3.16 BC –1/4 4.12 CD 1/3 3.16 DA –1/4 4.12 a. Sides Slopes Distances AB 3/6 6.71 BC –2 2.24 CD 3/6 6.71 DA –2 2.24 b. Sides Slopes Distances AB 1/4 8.25 BC 4 8.25 CD 1/4 8.25 DA 4 8.25 c. d. Sides Slopes Distances AB 3/4 5 BC –4/3 5 CD 3/4 5 DA –4/3 5 e. Slope Distance AB 0/4 4 BC –1/2 2.236 CD 0/6 6 DA 1/2 2.236 f. Slope Distance AB 2/3 3.606 BC –2/3 3.606 CD 4/5 6.403 DA –4/5 6.403
Activity 4.1.2: Student Resource Sheet – ROM Matching Match the following actions with the correct range of motion pictures. NOTE: Some descriptions DO NOT have a corresponding photograph. Later, you will be responsible for describing, drawing, or photographing the missing measurements. Shoulder flexion Shoulder Extension Shoulder Abduction Elbow Flexion Shoulder Medial Rotation Knee Flexion Plantar Flexion Hip Extension Hip Flexion BEFORE AFTER ROM A 4 B 6 C 3 D 7 E 2 F 8 G 1 H 10
Who do you go to for advice? 9. The meaning and role of an Elder are a. easily defined. b. similar but with differences among First Nations. c. not important. 10. Elders serve as a. guides. b. role models for others. c. teachers. 11. One of Hope's chief duties as an Elder was to a. promote Métis culture. b. keep his culture to himself. c. give away his stories. 12. An Indian Elder and an elderly Indian are a. the same. b. different. 13. An Indian Elder must have a. specific qualities. b. a lot of money. c. an easy life. 14. Elders work together, respect each other and support each other. a. True b. False 15. Elders are always carriers and ceremonialists. a. True b. False 16. There is a process to becoming an Elder. But sometimes, some individuals do not follow, or accept this process. a. True b. False 17. Sweat lodges are a great source of money for Elders. a. True b. False 18. Elders can sometimes a. be chosen by their communities. b. be younger. c. have spent a lot of time around other Elders. 19. There is a protocol to follow when approaching an Elder. a. True b. False
Compute a weighted plant factor (PF) for each landscape type by multiplying the fraction of the area for each landscape type by the PF for that landscape type. Sum the weighted PF values for all landscape type to get a water-efficient plant factor for your entire landscape design. Table 2 – Calculations for weighted plant factor for water-efficient landscape design Landscape Type Plant Factor (PF) Area for each landscape type (ft2) Fraction of backyard in each landscape type Weighted PF for each landscape type = PF x fraction of area Turf grass 0.8 Moderate water use plants 0.6 Low water use plants 0.4 Very low water use plants 0.2 Hardscape 0.0 TOTAL Fill in your weighted PF value in Table 3. Table 3 – Data for irrigation calculations Weighted Plant Factor for Entire Landscape Design = Size of yard = 5400 sq. ft. Irrigation Efficiency = 0.7 Use Table 4 for the following calculations (similar to Step 3 above, but using your new water-efficient weighted plant factor):
How does your design meet the goal of an aesthetically pleasing design, including the inclusion of color, green and variety? What is the average water use per month of your turf grass yard? Of your water-efficient design? Compute the cost of each landscape plan if water costs $3 per 1,000 gallons. Discuss. Many water providers charge for water on a sliding scale, where rates increase as you use more water. For example, the rate scale for the city of Atlanta, GA, is $3.40/1000 gallons for the first 2,200 gal/month, but goes up to $8.22/1000 gallons if you use more than 5,200 gallons per month. The city of Fort Collins, CO, charges $2.53/1000 gallons for the first 7,000 gallons per month, and increases to $3.34 if you use more than
Activity 4.2.5 Variation Application Problems – Direct, Indirect, and Joint The volume of a cone varies jointly as the height and the square of the radius of the base. The constant of variation is . The equation is V = π r2 h. Find the volume of a cone if the radius is 5 cm and height is 6 cm. The temperature, T (in degrees Kelvin), of an enclosed gas varies jointly with the product of the volume, V (in cubic centimeters), and the pressure, P (in kilograms per square centimeter). The temperature of a gas is 266oK when the volume is 7000 cubic centimeters and the pressure is 0.76 kilogram per square centimeter. What is the temperature when the volume is 8000 cubic centimeters and the pressure is 0.87 kilogram per square centimeter? Supposed x varies jointly with y and the square of z. When x = –81 and y = 3, then z = 3. Find y when x = 15 and z = 5. When a boat is going at a high speed, most of the boat’s motor goes into generating the wake (the track of waves left in the water). The power p used to generate the wake is directly proportional to the seventh power of the boat’s speed s. If a boat’s speed is 10 knots (nautical miles per hour) and uses 0.2 horsepower, write the equation for this situation. If a boat’s speed is 30 knots, how much power will it need to generate a wake? The maximum weight M (in pounds) that a board could hold varies directly as its width w (in inches) and the square of its thickness t (in inches) and inversely from the distance d (in feet) of its supports. Find the maximum weight that a board can support if it the supports are 18 feet apart, the board is 11 in wide and 2 in. thick and the constant of variation is 70 .
Activity 4.4.3 Manhattan Sidewalk Construction Project In Manhattan, the numbered avenues are perpendicular to numbered streets. For example, 7th avenue is perpendicular to 45th street. Having organized roadways like this makes it easy for people to travel in the city and for city planners to take measurements for construction purposes, etc. However, there is one famous intersection that is unlike most intersections in Manhattan. In Times Square, Broadway and 7th avenue are not perpendicular to each other (See image below). You are the owner of a construction company and have been asked to submit a quote to replace the sidewalks along a portion of Broadway. The city planners have given you an old drawing that once included all of the roadway measurements. However, two of the measurements, DF and FG, are no longer legible. 1. Find the distances FD and FG to the nearest foot. 2. The sidewalks to be replaced are 9 ft wide, 5 in. thick, and AG feet long. How many cubic yards of concrete will you need to order to replace the section in question?
6. In the figure at the right, A is on and AB = 10 cm. Find each length as an exact value. Show all your steps and explain your reasoning. BC = ________ AC = ________ BD = ________ AD = ________
Where do I want to be by the end of this period? What do I want to be doing? (This may be evolutionary or ‘more of the same’). Stage1 What do I want/need to learn and why? Stage 2 What will I do to achieve this? Stage 3 What resources or support will I need? Stage 4 What will my success criteria be? (How have I implemented my learning and what impact has this had at work/outside work)? Stage 5 Target dates for review and completion Continuing Professional Development Record (CPDR) Date of activity What did you do that contributes to your CPD? What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? Insert the number of CPD hours completed
Activity 5.3.1 Radians and Degrees You are used to measuring angles in degrees. Another unit of angle measure is called a radian. This activity explores the relationship between degrees and radians. Open the file ctcoregeomACT531.gbb. Observe the five angles shown: From the View menu, select Algebra to reveal the Algebra Panel on the left side of the screen. Double click on the angle in the algebra window to select Object Properties. Look above the panel for the Properties of Angle α. You will see five buttons. Choose the rightmost button that looks like the one at the farthest right side. Click on Radians to convert from degrees to radians. Notice that the 45° angle measures approximately 0.79 radians, and that 180° = π radians. Record the other radian measures in the table below, both in terms of π and as decimal approximations. Angles Measure in Degrees Radians (decimal approximation) Radians (in terms of π) 45° 0.79 90° 180° π 270° 360° Examine the results of your table and work with a partner to come up with an equation that relates degree measure to radian measure. Use your equation to convert the following angle measures to radian measures: a. 30° b. 60° c. 120° d. 75° A simple definition for a radian is: the measure of an angle at the center of a circle that intercepts an arc whose length is equal to the radius of the circle. To visualize scroll down in the Geogebra file to find points K and L. Use the Angle with Given Size Tool in Geogebra to create a 1 radian angle with vertex K and side , by typing “1
Where do I want to be by the end of this period? What do I want to be doing? (This may be evolutionary or ‘more of the same’). Stage1 What do I want/need to learn and why? Stage 2 What will I do to achieve this? Stage 3 What resources or support will I need? Stage 4 What will my success criteria be? (How have I implemented my learning and what impact has this had at work/outside work)? Stage 5 Target dates for review and completion Continuing Professional Development Record (CPDR) Date of activity What did you do that contributes to your CPD? What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? Insert the number of CPD hours completed
Learn about the best way of using cavity closers in the construction of buildings Be informed on the calculations behind the findings and the issues with relying on psi-values, the traditional measurement for heat loss Please select what role(s) you undertook for this entry. Assessor/lecturer CPD Internal verifier CPD External verifier CPD Occupational CPD Date of activity What did you do that contributes to your CPD? What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? Insert the number of CPD hours completed Tuesday 12 January 2017 On-line seminar on team building and motivation How psychology has become important to team building How to identify different personalities and their traits How to assess where your team is at right now Please select what role(s) you undertook for this entry. Assessor/lecturer CPD Internal verifier CPD External verifier CPD Occupational CPD
Another important solid shape that is not polyhedral is the cone. Open the GeoGebra file ctcoregeomACT622. Use the sliders to change the radius and height of the cone. Notice how the sliders affect right triangle ABC at the left of the screen as well as the circular base and sector used to form the cone’s lateral surface. How is the circular base related to the triangle? How is the sector for the lateral surface related to the triangle? How is the radian measure of the central angle related to the triangle? How can you make the sector cover almost its entire circle? How can you make the sector cover only a small fraction of its circle? Find an empty can with a missing lid. Work with a partner to try to make a paper cone that will fit exactly inside this can as in this picture. a. The net below shows the base and the lateral surface. How is the arc length of the sector related to the circumference of the base? Explain. b. How would you find the radius of the sector that forms the lateral surface? c. How would you find central angle for the sector? d. Show the calculations you and your partner made to create the cone that fits exactly inside the can.
Activity 6.3.3 Prisms and Cylinders Postulates for Volume In elementary or middle school you may have learned to find the volume of a rectangular prism, by counting the number of unit cubes that fit in the solid. Let’s find the volume of this prism: Find the area of its base (B) in square units. Find the height (h) of the prism. Find the volume (V) of the prism. Explain why the formulas V = length width height and V = Bh both work for rectangular prisms. We prefer the formula V = Bh since as we will show it applies to every prism. Recall from Unit 3 the Rectangle Area Postulate: Rectangle Area Postulate: If b is the base and h is the height of a rectangle, then Area = bh. By analogy we have a postulate for volume: Rectangular Prism Volume Postulate: If B is the area of the base and h is the height of a right rectangular prism, then Volume = Bh “B” and “b” both refer to something called the “base.” Explain the difference between b in the Rectangle Area postulate and B in the Rectangular Prism Volume Postulate. To continue our work with prisms we need to make Cavalieri’s Principle, which you discovered in Activity 6.3.2 into another postulate: Cavalieri’s Postulate: If two solid figures lie between two parallel planes and every plane parallel to these two planes intersects both solids in cross-sections of equal area, then the two solid figures have equal volumes. Triangular Prisms We can now show that the formula V = Bh applies to right triangular prisms as well as right rectangular prisms.
Fill in the blanks in the proof below: Given: Right triangular prism IJKLMN with ∆IJK as base and height = LI. Let the area of ∆IJK be “B” and the height of the prism “h.” is the altitude of ∆IJK to side Prove: The volume V for prism IJKLMN is equal to B times h. First construct a right rectangular prism ABCDEFGH as follows: Construct rectangle ABCD with AB = IJ and AD = KT = . Explain why the area of rectangle ABCD = area of ∆IJK. Now construct right rectangular prism ABCDEFGH with the same height as prism IJKLM. This means that BF = _______ (an edge of prism IJKLM). Pass a plane parallel to the bases to intersect the two prisms. We can show that the formed are congruent to the bases, that is rectangle A’B’C’D’ ____________ and ∆I’J’K’ _______________. (See question 4 below for a formal proof.) But rectangle ABCD and ∆IJK have equal areas. Therefore rectangle A’B’C’D’ and ∆_______ also have equal areas. The plane that formed the cross sections could have been any plane parallel to the two bases. What can we now conclude by Cavalieri’s Postulate? In question 3c it was stated that the cross-sections of prism formed by planes parallel to the base are congruent to the base. Let’s show that this true in the case of the triangular prism. a. In the figure at the right ’ || , || and || . Also and are all perpendicular to the base. Explain why IJJ’I’ is a parallelogram. By the same reasoning JKK’J’ and KII’K’ are also parallelograms. b. Explain why IJ = I’J’, JK = J’K’ and KI = K’I’. c. Which congruence theorem can now be used prove that ∆IJK ∆I’J’K’? Prisms with Polygonal Bases Prism ABCDEFGHIJ is shown at the right.
x f(x)=sin(x) h(x)=-sin(x) 0 Graph and . x f(x)=cos(x) j(x)=-3cos(x) 0 Graph and . x f(x)=sin(x) h(x)=(x) 0
Assist in evacuating the disabled and other special needs groups to the reunification Holding Area The Public Information Officer (PIO): Disseminate emergency information from the [Superintendent/Principal/designee] advising the public of reunification actions to be taken Coordinate with area news media for news releases The Public Works/Road Department: Provide traffic control devices upon request Assist in keeping traffic routes to school open Provide barricades/barriers to restrict entry to school areas and other areas where entry must be controlled The Transportation Officer at the emergency scene: Coordinate transportation to off-site Reunification Center Coordinate transportation for students whose parents/guardians are without vehicles or who need assistance in reuniting with their children, determining and establishing pickup points if necessary Provide information to the PIO on pickup points or special pickup routes for those who require transportation, so that this information may be provided to the public Local Behavioral Health professionals or New Hampshire Disaster Behavioral Health Response Team (DBHRT): Coordinate behavioral health needs of students/staff/parents/guardians DBHRT can be activated through contacting the Disaster Behavioral Health Coordinator at (603) 271-9454 or (603) 419-0074 Administration and Support Reporting: Student/parent reunification efforts should be reported to the command function and disseminated during major emergency operations. Activity Logs: The Reunification Commander shall maintain accurate logs recording reunification decisions, significant reunification activities, and the commitment of resources to support reunification operations. Documentation of Costs: Expenses incurred in carrying out reunification for certain hazards, such as radiological accidents or hazardous materials incidents, may be recoverable from the responsible party. Hence, all departments and agencies will maintain records of personnel and equipment used and supplies consumed during the reunification process. Post Incident Review:
Indoor Reunification Site #2 Release Gate Location: Holding Area Location: Notification Room Location: Outdoor Reunification Site #1 Release Gate Location: Holding Area Location: Notification Room Location: Outdoor Reunification Site #2 Release Gate Location: Holding Area Location: Notification Room Location: Job Action Sheet Superintendent SAU Emergency Operation Center CHECK OFF ACTION Approve release of warnings, instructions, and other emergency public information relating to reunification Request the Town/City EOC to open a shelter or mass care facilities, if needed Will set up a SAU/School EOC to provide needed resources to the Reunification Site
Incident Briefing (ICS 201) 1. Incident Name: 2. Incident Number: 3. Date/Time Initiated: Date: Time: 10. Resource Summary: Resource Resource Identifier Date/Time Ordered ETA Arrived Notes (location/assignment/status) 6. Prepared by: Name: Position/Title: Signature: _________________ ICS 201, Page 4 Date/Time:
Activity 6.5.2 Daylight Hours Over the course of the year, the amount of daylight changes each day. To determine the number of daylight hours each day, the time of sunrise was subtracted from the time of sunset. Here is a year’s worth of daylight hours for Boston, Massachusetts, latitude 42 degrees north. Date Day of the year Hours of Daylight Date Day of the Year Hours of Daylight 1/2 2/3 3/7 4/8 5/2 6/3 2 10 18 26 34 42 50 58 66 74 82 90 98 106 114 122 130 138 146 154 162 170 178 9.2 9.3 9.6 9.8 10.1 10.4 10.8 11.1 11.5 11.9 12.3 12.7 13.0 13.4 13.8 14.1 14.4 14.8 14.9 15.1 15.2 15.3 15.2 7/5 8/6 9/7 10/1 11/2 12/4 12/28 186 194 202 210 218 226 234 242 250 258 266 274 282 290 298 306 314 322 330 338 346 354 362 15.2 15.0 14.8 14.5 14.3 13.9 13.6 13.3 12.9 12.5 12.1 11.8 11.4 11.0 10.7 10.3 10.0 9.6 9.5 9.3 9.2 9.1 9.2 Plot the data using a spread sheet, your calculator stats menu, or by hand on graph paper. Assume that the number of daylight hours will be the same next year. Plot a two-year cycle by repeating the data for another year.
Here is the length of day data for Fairbanks, Alaska. Graph this data on the same coordinate axis as the Boston Data. Day of the year Hours of Daylight Day of the Year Hours of Daylight 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 3.7 3.9 4.2 5.7 8.2 8.6 9.1 10.7 12.2 13.7 15.3 15.7 16.2 18.6 20.2 20.5 20.6 20.7 180 190 200 210 220 230 240 250 260 270 280 290 300 310 320 330 340 350 360 20.7 20.6 20.3 18.8 18.4 15.9 15.5 15.0 13.4 11.0 10.5 8.9 8.4 8.0 5.6 4.0 3.8 3.7 3.7 Explain in full sentences what is the same, and what is different between the amounts of daylight in the two cities. For both cities, comment on the amplitude, period, phase shift, and average number of daylight hours (i.e. the midline). Explain how to find a model for the Fairbanks data by modifying your model for the Boston data. What is the equation for the Fairbanks, Alaska length of day function?
2. The Current Population Survey (CPS) is a major source for labor force data for the population of the United States. Table 2 provides the frequency of responses to a CPS question on household income. Total Household Income Frequency Probability (estimated from relative frequency) Under $25,000 35,259 $25,000 to $49,999 44,243 $50,000 to $74,999 37,381 $75,000 to $99,999 28,312 $100,000 or over 57,439 Total Table 2. Total household income (from 2015 Annual Social and Economic Supplement, Current Population Survey). a. How many people responded to the survey? b. Calculate the relative frequencies for each of the possible responses. (Round relative frequencies to four decimal places.) Use the relative frequencies to complete the last column of Table 2. c. What is the probability that a randomly chosen household will have a total income less than $100,000? d. What is the probability that a randomly chosen household will have a total income of at least $75,000? e. What is the probability that a randomly selected household has a total income below $75,000?
Categorise as pacemaker > the 2nd code is ignored because they are part of ‘i.’ the ep list. Example 2: Coding is: 123451. Pacemaker system placement: dual chamber 130015. Insertable electrocardiogram (ECG) loop recorder (eg Reveal) removal Categorise as pacemaker > the 2nd code is ignored because they are excluded as part of the minor and excluded list Example 3: Coding is: 120043. Balloon dilation of systemic vein or pathway 123451. Pacemaker system placement: dual chamber 124475. Removal of implanted pacemaker lead Is not categorised as pacemaker because the 120043 is an intervention that is not diagnostic, ep or in the minor and excluded list. Step 8: ep:non-surgical Selection criteria: Ignore any diagnostic codes procedure_type IN (3,5,10) report_group = ‘’ Must have one or more of these codes in procedure 1 to 8: 123546. Transluminal cryoablation procedure for arrhythmia 123548. Transluminal radiofrequency procedure for arrhythmia 123557. Transluminal procedure for arrhythmia 123582. Transluminal procedure for atrial arrhythmia 123583. Transluminal procedure for ventricular arrhythmia 123584. Transluminal ablation procedure with pulmonary vein exclusion 123840. Transluminal ablation procedure for arrhythmia 123869. Percutaneous radiofrequency epicardial ablation procedure for arrhythmia 130512. Electrophysiological study (EPS) 130517. Electrophysiological study (EPS) with three dimensional mapping Set report_group = ‘ep:non-surgical’ Example 1: Coding is: 130014. Insertable electrocardiogram (ECG) loop recorder (e.g. Reveal) implantation 130501. Diagnostic catheterisation procedure 130512. Electrophysiological study (EPS)
Mapping Evidence | Brainstorm Focus Highly Accomplished Lead Evidence: Documentary | Referee | Observer What have I done? What could I do? Physical, social and intellectual development and characteristics of students 1.1.3 Select from a flexible effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. 1.1.4 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. Understand how students learn 1.2.3 Expand understanding of how students learn using research and workplace knowledge 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.3.3 Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.4 Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. Strategies for teaching Aboriginal and Torres Strait Islander students 1.4.3 Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 1.4.4 Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.5.3 Evaluate learning and teaching programs, using student assessment data that are differentiated for the specific learning needs of students across the full range of abilities. 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability 1.6.3 Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. 1.6.4 Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. Standard 1 – Know students and how they learn
NEW UPDATE DELETION State of – Individual Confidentiality Agreement for Access to the Governor’s Finance Office - Nevada Executive Budget System (NEBS) Activity Budget Bill Draft Request Module (BDR) SECTION 1 - USER INFORMATION Employee Full Name: Employee ID #: Title: Phone Number & Extension: ( ) Fax Number: ( ) E-Mail Address: Work Address: Department & Agency Name: Agency Number (3-digit): Home Org. (B/A): SECTION 2 – AGENCY ACCESS AGENCY ACCESS – AUTHORIZES THE USER TO HAVE ACCESS TO ALL BUDGET ACCOUNTS ASSIGNED TO AN AGENCY NUMBER Agency Name Agency Number (3-digit) SECURITY ROLES: Place an “X” in the applicable role(s) Inquiry Only Data Entry (BDR Only) Administrator (BDR Only) Director If this is a new request, has the prior incumbent’s access been deleted? SECTION 3 – AGREEMENT BETWEEN THE EMPLOYEE AND HIS/HER APPOINTING AUTHORITY By signing this agreement, the employee agrees to the following: I will keep all information in NEBS confidential. I will not share access with any individuals not authorized by the Governors Finance Office Budget Division. I will direct any questions regarding the use to the authorized representative in the Governors Finance Office. This agreement applies to the person named above only while occupying the position listed above. I agree to preserve the secrecy of my password and the security of NEBS. I will never allow any person to use my sign-on and password to access NEBS. Violations of this agreement will result in the immediate termination of this agreement and may also result in disciplinary action. Employee Signature: Date: Appointing Authority (Print Name): Appointing Authority Signature: Date: Signature: Date: EMAIL THE COMPLETED FORM TO YOUR ASSIGNED BUDGET ANALYST WITH A COPY TO THE BUDGET DIVISION AT Revised 12/18/2015
No STOP! Go back and read the information in the “Approved Provider Activity Documentation Tool Guidelines and Criteria.” If you have questions, contact your Approved Provider Unit’s Primary Nurse Planner. Have you read the ANCC “Content Integrity Standards”? Yes Please continue to the next question. No STOP! Go back and read the information in the “Content Integrity Standards.” If you have questions, contact your Approved Provider Unit’s Primary Nurse Planner. Activity Documentation Tool _________________________________________________________________________________ A. Description of the professional practice gap (e.g. change in practice, problem in practice, opportunity for improvement) [see “Guidelines” – page 4] Describe the current state: What are you seeing in practice that creates the need for this activity? B. Evidence to validate the professional practice gap (check all methods/types of data that apply) [see “Guidelines” – page 4] 1. Survey data from stakeholders, target audience members, content experts, etc. Input from stakeholders such as Registered Nurses, managers, or content experts Evidence from quality studies and/or performance improvement activities to identify opportunities for improvements Evaluation data from previous education activities Trends in literature, law and health care Direct observation Other – Describe: 2. Please provide a brief summary of data gathered that validates the need for this activity: C. Description of Target Audience [see “Guidelines” – page 4] Identify the Registered Nurse target audience for which this continuing nursing education activity is being designed: All Registered Nurses Advanced Practice Registered Nurses RNs in a specialty area Identify specialty:
UK-Japan Workshop: How do we identify new targets for new medicine? 28-29 January 2013 sponsored by the British Embassy, Tokyo with support from Royal Society of Chemistry Participant List UK Speakers Name Department Affiliation e-mail Prof Chas Bountra Structural Genomics Consortium University of Oxford Prof Rab Prinjha Target progression department and external academic alliances GlaxoSmithKline Prof Praveen Anand Centre for Clinical Translation Imperial College London p.anand@imperial.ac.uk
Prof Andrew Lee Hopkins College of Life Sciences University of Dundee Dr Dafydd Owen Worldwide Medicinal Chemistry Pfizer Worldwide R&D, US Japanese Speakers Name Department Affiliation e-mail Prof Toshio Tanaka Department of Pharmacogenomics and Systems Pharmacology Mie University Graduate School of Medicine Prof Toshio Miyata Graduate School of Medicine Tohoku University Dr Tetsuyuki Maruyama Pharmaceutical Research Division Takeda Pharmaceutical Research Division Dr Yoshiya Oda Biomarkers & Personalized Medicine Core Function Unit Eisai Co., Ltd. Prof Masanari Itokawa Schizophrenia & Affective Disorders Research Tokyo Metropolitan Institute of Medical Science Prof Tatsuo Kurokawa Faculty of Pharmacy Keio University Dr Yuji Yamamoto Office of Medical Innovation Cabinet Secretariat of the Japanese Government Observers Name Department Affiliation e-mail availability Dr Osamu Asano Eisai Product Creation Systems Eisai 28-29 & reception Dr Takehiko Miyagawa Open Innovation, Neuroscience product creation unit Eisai 28 & reception Dr Koji Chiba Keio University 28-29 & reception Dr Kazuhiro Fujita The Systems Biology Institute 28 & reception Dr Samik Ghosh The Systems Biology Institute 28-29 & reception Prof Hiroaki Kitano The Systems Biology Institute 28 & reception Ms Akiko Kobori Tokyo Metropolitan Institute of Medical Science 28 & reception Prof Noriyasu Hirasawa Graduate School of Pharmaceutical Sciences Tohoku University 28-29 & reception
19. What is your debriefing plan with students (if any)? (RUBRIC CONTENT 3) No debriefing period / plan (0 Points). Informal debriefing: occurs where reflection is primarily focused on content (5 Points). Briefly describe: Formal debriefing: comprehensive facilitated debriefing where the learnings are consolidated, reflected upon, with respect to both process & content (10 Points). Briefly describe: Other, please describe: 20. Describe the connection to patients/clients during your activity (patient-centeredness). (RUBRIC CONTENT 4) Your activity must demonstrate patient-centeredness, meaning it takes the concepts of IPE to the patient care level. Not linked to patient care. No patient (0 Points). Connected to patient: A link can be made to patient-centeredness but is not essential to the success of the activity. No patient required. (5 Points). Briefly describe: Direct patient care or care based learning: activity involves in-depth patient care either directly or through case based learning (10 Points). Briefly describe:
University of Cambridge Holiday Playscheme Planned Activities: February 2017 Over the holiday there will be a wide variety of planned activities available, shown in the timetable below. If children do not wish to participate in these then there are many other play opportunities available. Some children prefer to play and organise their own games with friends, and there are always other activities on offer such as arts and crafts, sports, rollerblading, board games, construction, den building, woodwork, music, role play, fancy dress, cooking, reading, messy play, water play, group games and much, much more! Please note that occasionally activities may change with no prior warning. Activities can also get rather messy so please bring appropriate clothing. Monday 13th February Den Building Obstacle Course Glue Sun Catchers Gloop Today we can make dens that we can keep up all week. We can test our speed and skill on an obstacle course. We can make incredible patterns by combining glue and food colouring to make beautiful Sun catchers to hang in the window and make a mess with sticky gloop. Tuesday 14th February Crazy Golf 4 Square Pasta Photo Frames Heart Biscuits Today we can play a game of 4 square outside. We can make our own decorative pasta photo frames to display our best pictures, bake and decorate some tasty Valentines’ biscuits, and enjoy a game of crazy golf. Wednesday 15th February Scavenger Hunt Football Skills Valentines Shrinkle Magnets String Art Today we can use our detective skills in a scavenger hunt, test out our football talents with some football skills, make brilliant Valentine’s day magnets using shrinkles and make amazing artwork using wood nails and wool. Thursday 16th February Fire Pit Smores Capture the Flag Tile Painting Friendship Bracelets Today we can make a delicious treat cooking marshmallows over a fire, play the tactical team game of capture the flag, make our own friendship bracelets to give to our friends and get creative with tile painting. Friday 17th February String Orienteering Paper Lanterns Last Ninja Straw Bridges Today we can navigate a string orienteering course round the whole of Playscheme, make colourful paper lanterns, play the fun and fast paced game ‘Last Ninja’ and put our engineering skills to the challenge as we make straw bridges.
Friday 26th October Terrifying Face Painting Straw Bridges Circle Games Haunted Corridor Today we get to recreate the fun annual experience that is Playscheme’s Haunted Corridor! We can get our face painted, see who can build the longest and highest bridge and we can join in with some fun party games.
ACTIVITY 3.4 Extra Watch the video: on the website. This video shows an extended scenario video of how Stuart and Shelley were supported in the café. The extra activities below will help you think about how you can maximise choice and control for the people you support. What could you do to make it easier for Stuart to make a choice about what he has to drink? Write your response in the box below. How could you give Stuart more control over paying for his drink? Write your response in the box below.
_______________________ and ____________________ are the biggest crops for direct human consumption on the planet and provide the vast majority of ________________________ consumed by humans. Why can growing plants hydroponically use less water than growing plants in the field? If perfectly efficient, _____________ gallons of water are needed to grow the __________________ to produce one loaf of bread. If the spaceman wanted to get 25% of his calories from animal products (which is the national average in the US), how much more land area does he need to grow his food? What would your global food-print represent? How does eating meat versus plant products affect your global food-print? Part 2 – The food component of your water footprint What is a water footprint? A water footprint measures the amount of water used to produce each of the goods and services we use, including the food we eat, the clothes we wear, the energy we use, the cars we drive, and the electronics we enjoy. The average American uses about 2,000 gallons of water per day to support their lifestyle, or twice the global average. Only 5% of that is water in your home flowing through toilets, taps and garden hoses. Nearly 95 percent of the water you consume is hidden in the energy you use, the food you eat, the products you buy and the services that support your lifestyle. U.S. average water footprint in gallons of water per day Home 100 Diet 1,056 Energy 700 Stuff 232 Total 2,088 (From )
GEY Activity and Skills Mapping Worksheet To help identify what skills, competencies and activities you want to implement in your GEY program, use the matrix below to think through different activities and components. Clean worksheet is available on the next page to start your work. ACTIVITY Being an active citizen Participate in a job shadow Hold a mock city council meeting Advocate for an issue COMPONENTS Define active citizen Understand structure and function of government (state, federal and local) What are the various local government agencies and what do they do Learn about careers in local government (how to find jobs, minimum qualifications, salaries, education requirements.) Who runs government Public versus private How to act professionally How to talk with adults Interview skills Knowledge of the person they are interviewing and the job they hold Understand what the city council does, how it operates, and its function Who are the members What neighborhoods do they represent What does an agenda and staff report look like How does RR of order work? Attend a city council meeting or view one Identify issues from city staff and brainstorm others Research the issue (read background material, use the internet and job shadow interview) Arguments for and against an issue from various stakeholder perspectives Presentation on your issue Advocacy strategies you may use How do decisions on issue get made (who has power, how do you get power) Example:
Activity 1: reconstructing the past VCE key knowledge Interdependencies between species as represented by food webs, including impact of changes to keystone species VCE key science skills Access secondary data, including data sourced through the internet that would otherwise be difficult to source as raw or primary data Learning outcomes Construct food webs and food pyramids as ways to represent relationships in an ecosystem Describe how energy flows through an ecosystem and is represented by trophic levels Identify and describe a range symbiotic and predatory relationships between species Duration 90-120 minutes Students are introduced to the arid zone by constructing a food web and pyramid to represent the pre-European ecosystem. Students learn that ecosystems can be represented in different ways, and that there are different kinds of relationships between species, including a variety of symbiotic relationships and predation. Using a food pyramid model as well as a food web model illustrates the approximate ratios of species in different trophic levels. A lot of the key content is covered in this lesson, and the amount of time needed will depend on student prior familiarity with these concepts. Students will encounter a lot of key terms in this activity and should ensure they have clear definitions written in their notes. These terms are highlighted in bold where they are introduced in the activity and should be defined at that point. Although there are a lot in this activity, many will probably be familiar to students. Ecosystem: a community of living organisms in conjunction with the non-living components of their environment, interacting in a system Arid: a region that is characterized by a severe lack of water, hindering the growth of plant and animal life Biotic: a living component of an ecosystem Abiotic: a non-living component of an ecosystem (such as water, air, minerals, temperature, sunlight) Food web: a representation of feeding relationships within a community Producers: species that make their own food and do not depend on another organism for nutrition (like most plants) Consumers: species that consume other organisms for nutrition and energy needs. There are usually several levels of consumers from primary consumers that eat producers (herbivores), through to predators that eat other animals (carnivores) Decomposers: species of fungi and bacteria that turn organic waste like dead plants into nutrients in the soil that can be used again by producers Trophic levels: a series of levels in food web where each member of the same level has a similar function and the same food relationships to other trophic levels
Name: nsert name Business unit: insert directorate Plan Timeframe from insert date to insert date Review date(s): insert review dates Supervisor: insert name Section/team: insert name Key deliverables/outputs/tasks Key outcomes and measures of success Actual performance at start date of plan Tip: these can be personal and/or taken from your business plan • Click here to enter text Tip: try using evidence based measures such as targets • Click here to enter text Supervisor Tip: using the you can be specific about your expectations. • Click here to enter text How will I apply ACTPS values and behaviours to accomplish better services and outcomes for the ACT Community? Tip: is available on the ACTPS values of Respect, Integrity, Collaboration and Innovation Click here to enter text Self Reflection: Areas for my capability development My Supervisor Comments at start date of plan Tip: the will help to pinpoint strengths/ areas for improvement. • Click here to enter text Tip: this doesn’t have to be formal learning— what about job swaps or secondments? • Click here to enter text Supervisor Tip: is available on aspects of performance and development planning • Click here to enter text How could my supervisor best support me? Tip: This is your chance to give your manager on their performance Click here to enter text Agreement to Plan Mid-cycle review Final review Staff / Team members’ agreement with this plan: Click here to enter text Written feedback attached? Yes No on progress since plan date: Click here to enter text Written feedback attached? Yes No on progress since review date: Click here to enter text Written feedback attached? Yes No Signature: Date: Signature: Date: Signature: Date: Supervisor’s agreement with this plan: Click here to enter text Employee’s comments on progress since plan date: Click here to enter text Employee’s comments on progress since review date: Click here to enter text Signature: Date: Signature: Date: Signature: Date:
ACTS Fifth Grade 1st Period, 7:45-8:30 by Group Fine Arts/Enrichment Rotation 2nd Period, 8:30-9:15 Fine Arts/Enrichment Rotation 3rd Period, 9:15-10:45 Academic Class 4th Period, 10:45-12:15 Academic Class 12:15-12:50 LUNCH 5th Period, 12:50-1:40 Academic Class 6th Period, 1:40-2:35 Academic Class 2:35-2:40 Pack up and prepare to leave Dismissal 2:40 Example of Sixth, Seventh, and Eighth Grade School Day Schedule ACTS Sixth Grade ACTS Seventh Grade ACTS Eighth Grade 1st Period 7:50-8:50 Academic Class 1st Period 7:50-8:50 Fine Arts Class 1st Period 7:50-8:50 Academic Class 2nd Period 8:53-9:53 Academic Class 2nd Period 8:53-9:53 Academic Class 2nd Period 8:53-9:53 Fine Arts Class 3rd Period 9:55-10:55 Fine Arts Class 3rd Period 9:55-10:55 Academic Class 3rd Period 9:55-10:55 Academic Class 10:57-11:25 LUNCH 10:57-11:25 LUNCH 10:57-11:25 LUNCH 4th Period 11:32 a.m.-12:41 Academic Class 4th Period 11:32 a.m.-12:41 Fine Arts Class 4th Period 11:32 a.m.-12:41 Academic Class 5th Period 12:44-1:53 Fine Arts Class 5th Period 12:44-1:53 Academic Class 5th Period 12:44-1:53 Academic Class 6th Period 1:56-3:05 Academic Class 6th Period 1:56-3:05 Academic Class 6th Period 1:56-3:05 Fine Arts Class
CA heard appeal in January – judgment reserved. Claim by Law Debenture (Russia) for breach of contract – repayment of $3 billion borrowed from Russia Ukraine pleaded duress → Law Debenture countered with FAoS doctrine. Economic and military pressure non–justiciable international treaties no manageable standards public policy exception inapplicable “any attempt to define the precise nature and extent of the principle of Crown act of state is doomed to failure” (Lord Neuberger)
Acts, Part 1 Timeline of the Early Believers AD Bible History Secular History 30 Acts 1 Acts 2 Death, Resurrection, Ascension of the Messiah Pouring out of the Holy Spirit 31 Acts 3-4 Apostles arrested Penniless Agrippa moves in with his sister, Herodias and her husband Herod Antipas 32 Acts 6-7 Death of Stephen Saul persecutes believers 33 Acts 9 Gal 1:17 Saul in Damascus: Preaching Yeshua Saul in Arabia ( for 3 years) 34 Death of Herod Philip 35 Vitellius appointed governor of Syria Herod Antipas at war with King Aretas of Arabia 36 Acts 9 Saul returns to Jerusalem, w Peter (15 days) Saul goes to Tarsus (for 6 “Silent Years”) The Way experiences peace (8 years) Vitelliius negotiates treaty with Parthia Pilate mercilessly massacres Samaritans Pilate deposed Agrippa moves to Rome (partie$$$) Agrippa in chains in Rome (huge debt) 37 Acts 10 Acts 11 Peter in Jaffa/Caesarea Holy Spirit given to Gentiles Peter explains choice to accept Gentiles Vitellius visits Jerusalem (Passover) Caiaphas deposed Death of Caesar Tiberius Gaius Caligula made Caesar Nero born to Agrippina Agrippa made king 38 King Agrippa removes Theophilus as HP King Agrippa appoints Simon (Boethus) HP 39 Herod Antipas & Herodias deposed Caesar Caligula orders pagan image (Temple)
Acts, Part 2 Lesson 5 Acts 20 Third Missionary Journey Paul’s PATTERNS AD 53- 55 AD 56 AD 57 Followed _______ _______ Followed Torah ORDER: To Jew, first Then, Gentile MESSAGE: Repentance toward God Faith in Messiah Kingdom: Reconciliation to God Reasoned from the ___________ RESPONSE: Persecution AND _______ DISCIPLED Trained believers in Word & deed Appointed __________ NETWORKED: Communities Served needs of ___________ Always returned to ____________ Asia Ephesus School of Tyrannus Extraordinary Miracles Riot in Theatre Macedonia Philippi Titus’ Report: Eager to receive ____ Greece Corinth Rom 15:25+ Indebted to the saints Accompanied by--- Sopater (Berea) Aristarchus, Secundus (Thess) Gaius (Derbe) Timothy (Lystra) Tychicus Trophimus (_________) Macedonia Philippi Celebrated ____________ Asia Troas “First Day of the Week”… Saturday pm or Sunday am? Eutychus Assos – Mitylene – Chios – Samos Miletus Paul’s Farewell Address to __________ Past Present Future “Paul’s example” Be on Guard Be Alert I entrust you to… Next MAJOR Stop: ______________ “But I do not consider my life of any account as dear to myself, so that I may finish my course and [finish] the ministry which I received from the Lord Jesus, to testify solemnly of the gospel of the grace of God. Acts 20:24