zilongwang/ReadingBank huggingface dataset:
Adult Wellness Programs Adult Fitness “Open Gym Hours”: This is an “open hours” time for our adult clients to come in and use the exercise equipment in the sanctuary at the Wellness Center. Clients can choose from a large selection of equipment including; treadmills, row machine, stepper machines, elliptical machines, universal weight machines and stationary bikes. There are also a variety of yoga balls with descriptive exercises, medicine balls, jump ropes, and a walking area in which 28 laps =1 mile. Open Gym Hours are Monday-Friday from at the Wellness Center. Program Supervisor: Aaron Wilburn Referral Process: By referral only Sit and Be Fit Sit and Be Fit is an exercise group composed of chair exercises and walking aimed at our adult clients who have difficulty moving, walking, getting in/out of a chair, or getting up from the floor due to their weight or physical limitations. Anne Parker facilitates this group and with her knowledge as a RN and personal trainer; she can push clients to achieve their fitness goals at a reasonable pace. Sit and Be Fit is held Mondays and Thursdays from 11:30-12pm at the Wellness Center. Program Supervisor: Anne Parker Referral Process: By referral only Adult Tai Chi: If you're looking for a way to reduce stress, consider Tai Chi (TIE-CHEE). Originally developed for Tai Chi has evolved into a graceful form of exercise that's now used for stress reduction and a variety of other health conditions. Often described as meditation in motion, Tai Chi promotes serenity through gentle, flowing movements. Tai Chi is an ancient Chinese tradition that, today, is practiced as a graceful form of exercise. It involves a series of movements performed in a slow, focused manner and accompanied by deep breathing. Tai Chi, also called Tai Chi Chuan, is a noncompetitive, self-paced system of gentle physical exercise and stretching. Each posture flows into the next without pause, ensuring that your body is in constant motion. Class is held every Tuesday from 2:00-3:00pm at the Wellness Center. Program Supervisor: Aaron Wilburn Referral Process: By referral only
Adults at Risk Incident Report Form This form should be completed to report any incident or suspicion of abuse. Where a criminal act may have been committed against an adult at risk, police must also be notified. (This form is to be completed and forwarded to the Lead Safeguarding Officer within 24 hours of the allegation being reported) 1. Details of adult at risk Title: Mr/Mrs/Ms/other First name: Surname: Address: Postcode: Tel: DOB: Age: Communication Needs: Other language Due to illness Hearing impaired Deaf Blind Interpreter required Others already notified: Police Yes No Incident No: Date: Please list others: Marital status: Gender: Male Female Trans/G Ethnic origin: Religion:
GP: Tel: Next of Kin: Tel: 2. Details of alleged incident Brief description including injuries Date: Time: Location of incident: Any other people in the household/or likely to be involved: Adult(s) at risk: Name(s): Age(s) Addresses: Children: Name(s): Age(s): Addresses: 3. Type of abuse (can be more than one) Physical Financial / material Sexual Domestic Emotional/ Psychological Neglect /acts of omission Self Neglect Discriminatory Modern Slavery Organisational
DYFED POWYS ADULTS AT RISK MULTI-AGENCY REFERRAL FORM (MARF) DETAILS OF PERSON MAKING REFERRAL: Name: Agency: Date: Telephone: Email: Signature: SUBJECT OF REFERRAL: (Adult at Risk) Surname: Forename(s): Other names used: Client/Patient ID Number: NHS Number: Marital Status: DOB: Age: Gender: Ethnicity: Preferred Language: Need Interpreter: Yes / No Adult at Risk’s current address: Adult at Risk’s normal residence if different to above, including post code: Post code: Telephone: Other adults or children at the property: Are they considered also at risk? Yes / No / Don’t know GP’s Name: Surgery Address: Telephone: MAIN CLIENT GROUP: (Adult at Risk) Elderly Mentally Infirm Older Person Visual Impairment Hearing impairment Learning Disability Functional Mental Health Organic Mental Health (eg. Dementia) Physical Disability Substance Misuse Communication difficulties (please specify): Other (Please specify): Any other relevant information regarding the client’s health status:
ADDITIONAL INFORMATION ABOUT THE SUBJECT BEING REFERRED (Adult at Risk) Normal care needs of the person being referred, if known: Who provides this: Why can the adult at risk not protect themself? Does the adult at risk have/need an advocate? Yes / No Give details: What action has been taken to safeguard the adult at risk? CAPACITY / CONSENT Is the adult at risk subject to legislative powers, such as DoLS, MHA or Power of Attorney? Yes / No Specify: Is there any evidence to suggest that the adult at risk lacks mental capacity to consent to this referral? Yes / No Next of Kin / Person with legal responsibility / Adult at risk’s chosen representative (delete, as appropriate): If the adult at risk has capacity, do they consent to their information being shared with other agencies? Yes / No Relationship: Is there an overriding reason to share this concern without consent? (e.g. a crime has been committed, others may be at risk) Yes / No If yes, please explain why: Address: Telephone: Is the adult at risk aware of the referral? Yes / No If not, please explain why: Has the adult at risk been informed that their information will be shared without consent, where necessary? Yes / No Signature of Adult at Risk (or person with legal responsibility) consenting to referral: ……………………...………………..………………… Name: Date:
ABOUT THE ALLEGED ABUSE: Type of alleged abuse: (tick all relevant boxes) Physical Sexual Emotional/Psychological Financial/Material Neglect Where did the alleged abuse occur? Own Home Care Home - Residential Care Home – Nursing Care Home – Respite Relative’s Home Supported Tenancy Hospital Hospital – Independent NHS Trust Group Home Home of Perpetrator Day care Educational Sheltered Accommodation Hospice Public Place Other - Please State: Is the abuse: Historical Current Additional risks/concerns? Racial Abuse Domestic Abuse Substance Misuse REASON FOR REFERRAL / NATURE OF CONCERNS: (including how and why those concerns have arisen, if known)
in standard form. Students will solve applications of polynomials. Domain: Interpreting Functions Cluster: Analyze functions using different representations. Graph rational functions, identifying zeros, asymptotes (including slant), and holes when suitable factorizations are available, and showing end-behavior. Enduring Understanding(s) Real situations can be modeled and solved by using various functions. Graphs of functions can explain the observed local and global behavior of a function. Essential Question(s) What are the similarities and differences between linear, quadratic, and polynomial functions? Objective(s): Students will identify horizontal and vertical asymptotes. Students will find the domains of a rational function. Students will apply the concept of “multiplicity” to rational graphs. Students will find the horizontal asymptotes of a rational function. Students will graph general rational functions. Students will solve applications of rational functions. 3.5 Graphing Rational Functions (Coburn) 3.5 Rational Functions and Their Graphs (Blitzer) Task(s) Asymptotes and Rational Functions Select tasks from the following (pp.12-157): Additional Resource(s) Vocabulary Rational function, reciprocal square function, asymptotic behavior, vertical asymptote, horizontal asymptote, arrow notation, Writing in Math Why is a function called “rational?” What could make a function “irrational?” How do these mathematical terms differ from common English usage of the same terms? Domain: N-NE – Number Expressions Cluster: Represent, intercept, compare, and simplify number expressions. N-NE.A.5 Understand that rational expressions Enduring Understanding(s) Real world situations can be modeled and solved by using various functions. Graphs of functions can explain the 3.6 Additional Insights Into Rational Functions (Coburn) P.6 Rational Expressions (Blitzer) Vocabulary Oblique asymptote
8. Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled. 9. Add, subtract, and multiply matrices of appropriate dimensions. 10. Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. 11. Understand that the zero and identify matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse. determine if two matrices are equal add and subtract matrices compute the product of two matrices Additional Resource(s) Algebra & Trigonometry (Coburn), 2nd Edition (Exercise Videos, Lecture Videos, Graphing Calculator Videos, PowerPoint Presentations) Task(s) (from 9.1 above) Central High Booster Club, p.10 Walk Like a Mathematician, p.25 Candy? What Candy? p.38 An Okefenokee Food Web, p.48 Culminating Task: Vacationing in Georgia, p.60 Writing in Math/Discussion What is meant by the order of a matrix? Give an example with your explanation. Describe how to perform scalar multiplication. Provide an example with your description. Domain: Solve Equations and Inequalities Cluster: Solve systems of equations and nonlinear inequalities A-REI 2. Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3x3 or greater). Objective(s): Students will: recognize the identity matrix for multiplication find the inverse of a square matrix solve systems using matrix equations use determinants to find whether a matrix is invertible 9.3 Solving Linear Systems Using Matrix Equations (Coburn) 9.4 Multiplicative Inverses of Matrices and Matrix Equations (Blitzer) Additional Resource(s) Vocabulary Multiplicative inverse of a matrix, Writing in Math/Discussion If you are given two matrices, A and B, explain how to determine if B is the multiplicative inverse of A. Explain why a matrix that does not have the same number of rows and columns cannot have a multiplicative inverse.
How do I determine the center and radius given an equation of a circle? How do quadratic relations model problems and their solutions? Objective(s): Students will: Verify theorems from basic geometry involving the distance between two points Verify that points (x, y) are an equal distance from a given point and a given line Use the defining characteristics of a conic section to find its equation Domain: Conic Sections Cluster: Understand the properties of conic sections and apply them to model real-world phenomena.* 2. From an equation in standard form, graph the appropriate conic section: ellipses, hyperbolas, circles, and parabolas. Demonstrate an understanding of the relationship between their standard algebraic form and the graphical characteristics. 3. Transform equations of conic sections to convert between general and standard form. Enduring Understanding(s): Ellipses arise from a locus of points that represent a constant sum of distances from two fixed points (foci). Different forms of equations provide different information about key characteristics of the conic sections. Essential Question(s): What information can be gathered from the equation of a circle or ellipse? How do I determine the center and radius given an equation of a circle? How can ellipses be defined in relation to their foci? How can I use the equation of a circle to determine if a point lies on the graph? 10.2 The Circle and The Ellipse (Coburn) 10.1 The Ellipse (Blitzer) Additional Resource(s) Algebra & Trigonometry (Coburn), 2nd Edition (Exercise Videos, Lecture Videos, Graphing Calculator Videos, PowerPoint Presentations) Task(s) Circles, p. 11 Is It Really an Ellipse?, p. 39 Vocabulary Ellipse, foci (focus), center, radius, vertices (vertex), major axis, minor axis, standard form of the equation of a circle, standard form of the equation of an ellipse Writing in Math/Discussion Write an equation of the graph of a circle in standard form and describe how to graph it. Write an equation of the graph of an ellipse in standard form and describe how to graph it. Determine whether the following statements make sense or does not make sense and explain your reasoning. I graphed an ellipse with a horizontal
Properties of Exponents/ Square and Cube Roots 24. Simplify 42 4-5 25. Simplify (64)2 26. Simplify (32)3 + 70 27. 28. 29. 30. Scientific Notation 31. (5.12 x 10-4) – (2.9 x 10-3) 32. About 8.73 x 108 people in the world speak Chinese. About 3.22 x 108 speak Spanish. In scientific notation, how many more people speak Chinese than Spanish? 33. = 34. Write 42,600,000 in scientific notation. 35. Write .0000000456 in scientific notation.
ADV Study Guide Integers Fractions Pythagorean Name __________________________________ Adding and Subtracting Integers -14 + 10 30 – 9 2 + (- 16) 35 – (-7) -3 – (-13) -15 + 5 -1 – (-20) Write and solve an integer expression for the following number lines. Multiplying and Dividing Integers (- 6) ÷ (- 3) (- 4) (- 3) 35 ÷ (- 5) 8 (- 2) 54 ÷ (- 9) (- 5) (- 12) - 40 ÷ 8 Adding and Subtracting Fractions
Owner/company Manager/contact Administrator/contact Number of residents and funding organisations NOTE: Identifying funding for residents (CCG, LA, self-funders, etc.) can help to establish appropriate Joint Incident Steering Group membership. Total Residential Fully funded continuing healthcare Funded nursing care Self-funders Assigned lead officer Name Telephone Email Clinical commissioning group (CCG) Local authority (LA)
2.27 Consider what records and evidence need to be maintained and protected in case needed later, e.g. by police, HSE Lead 2 2. Initial work/clarification 2.1 Establish the commissioning bodies involved who need to be informed and consulted Lead 2 2.2 Seek provider support to continue operating so that there is sufficient time to make assessments of residents’ needs and wishes and moves can be planned and not rushed Lead 2.3 Establish timescales for closure Lead 2 2.4 Establish number of residents affected, what their categories of care are, whether they have capacity, and who funds their services Lead 2 2.5 Undertake risk assessment and identify options for managing risks and the priority and timescales in which they need to be dealt with. This should help Lead 2
2.15 Implement contingency plan where appropriate (sample plans, templates and other resources are available on Local Government information Unit website ) Lead 2.16 Seek an up to date list of care home vacancies based on the needs of the residents (liaise with CQC as necessary on quality or other issues) and share information with partners as appropriate Lead 2.17 Establish tasks and timescales and allocate them, including the key roles of co-ordinator of communications for families and residents, transport and administrative lead (see 9.3) Lead 2.18 At the time of a potential closure, investigate the potential of care home staff, voluntary groups or community sector organisations helping residents/carers to visit other care homes Lead 2
5.3 Identify carers who may have special considerations – own health, out of county, etc. Lead 5.4 Seek fullest involvement of residents’ representatives (where they have one) in relocation process Lead 5.5 Contact advocacy groups to support carers, such as Carers UK, Rethink, Alzheimer’s Society Lead 6. Consultations/information management 6.1 To ensure the process runs smoothly it is essential that all groups are consulted: Funding organisations (LA, CCG, other LAs and CCGs) Lead Residents/carers/advocates Provider/care home staff Families/representatives
of home Name of manager Type of home – delete as appropriate Residential with/without nursing Surname Forename Gender M/F DoB Responsibility for funding Main representative Has capacity Y/N Requires advocate Y/N Mobility needs 12. Closure of care home provision – Resident/client movement plan
Room: Froedtert – Doyne – Knowles 7:15 - 8:00 Registration - Breakfast – Exhibits 8:00 - 8:15 Welcome James Weese, MD, FACS William Tisol, MD 8:15 - 8:45 Lung Cancer Screening Steven Leh, MD 8:45 - 9:15 Lung Cancer Robotic Surgical Approaches William Tisol, MD 9:15 - 9:45 Lung Cancer Chemotherapy Laura McGartland, MD 9:45 - 10:15 Lung Cancer Precision Medicine Michael Thompson, MD, PhD 10:15 - 10:30 Break – Exhibits 10:30 –11:15 The Role of Integrative Medicine in Thoracic Cancer Treatment Tiffany Mullen, DO 11:15 - 11:45 Esophageal Cancer Minimally Invasive Approaches David Demos, MD Wesley Papenfuss, MD, FACS 11:45 –12:15 Thoracic Oncology The Role of Radiation Therapy Jeffrey Kittle, MD 12:15 - 12:30 Wrap Up James Weese, MD, FACS William Tisol, MD
BeginTheConversation@midland-memorial.com FOR USE BY MIDLAND MEMORIAL HOSPITAL ONLY This section will be completed when a completed form is presented by a patient being admitted to Midland Memorial Hospital, Midland, TX 79701. (Patient Label) Advance Directive Patient Access Patient Name: CH# 001641 Patient DOB: Effective Date: 08/08/2016 MR #: Last Review Date: 08/08/2016 Acct #: Scan to: Advance Directives
Project Description (2 pages total) – It is recommended that you use the following headings (or similar) in the body of your Proposal; however, you must adhere to the total page limit. Attachments such as letters of support or verification of contribution are not included in the page count. Technical Description - Include a brief summary of the technology (1 page or less.). Market Opportunity / Unmet Need - What is the envisioned commercial application product/service? Who would the customer/market be and why would they be interested or view it as important (e.g. what problem is it solving for whom?)? Path to Commercialization - What are the steps and/or barriers that must be overcome to bring this technology to market? Please describe how the ADVANCE Grant funding of the activities in this proposal will “move the needle” toward a commercial application. Which do you envision, a start-up company or an existing company, ultimately licensing the technology to produce/provide the final product or service (it is fine if it is too early to anticipate who would be the licensee but mention possibilities?)? Deliverables - What are the outcomes of the proposed project? Specifically, how do these deliverables meaningfully advance or de-risk the technology toward a commercial outcome? Prior Funding - Has any other prior funding gone into commercial efforts for this technology? Be specific about amounts, source of funds (e.g. university, MEDC, other), and purpose of the funds? Budget and Signature Form – (no page limit; use number of pages needed to complete the Form). Include a proposed budget using the appropriate Budget and Signature Form. The total budget cannot exceed $80,000. Please note that there are separate columns in the Form for expected in-state and expenses. You have the flexibility to build the budget you feel you will need and you should only request the amount needed. Also, include a brief budget justification. Applicants will need to provide at least 50% of the total budget as matching funds. No in-kind match is permitted. These matching funds cannot originate from another MEDC (or Michigan Strategic Fund) funded program. The TTO rep submitting the application will be expected to manage the budget and execution of all the activities proposed in the proposal. Please note the following related to your budget:
ADVANCE Grant Program Project Title TTO Rep Name and Contact Information Faculty Inventors and their email addresses Other key personnel and their email addresses Total Proposal Budget Amount Technology and Intellectual Property (IP) - please complete table below: Tech Transfer File Number Type of IP Patent, Copyright, or Trade Secret Type of Patent Filing (None, Provisional, US Application, PCT, etc.) Filing Date(s) if applicable and IP not yet issued Issued Patent Number(s) if applicable Brief Summary of the Proposal Brief Summary of the Proposal (cont’d)
Office of the Budget Advance Payment Request Form Comptroller Operations Instructions: This form is to be utilized to request authorization for advance payments. Please submit the form as a Word document. The completed Word document must be emailed to: OB, ConsultingServices@state.pa.us (use Outlook global directory) Requesting Agency Information Agency: Date: Address: Requested By: Telephone No: Agency Contact: Telephone No: Procurement Information It is Commonwealth policy that payments are made on a reimbursement basis. Other methods must be approved by Comptroller Operations. Also, payments for services to be rendered in contingent fiscal years must be approved by the Office of the Budget. Reason and justification for the advance payment: Is a price discount involved: Yes No Discount percentage: Is there an existing contract: Yes No Contract Number: Are federal funds involved: Yes No % federal funds: Funding information: Estimated spend: $ Fund number: Estimated dates of service: Begin End # of renewal years: Will any single payment cover a service period of more than 12 months: Yes No How many months: Agency Authorization (type name - no signature required) Approved by: Title:
Comptroller Operations Use Only Approval Recommendation: Approved Denied Approved with Conditions Date Comptroller Approver Name: Title: Comptroller Comments: Comptrolloer Conditions: Office of the Budget Use Only Approval Recommendation: Approved Denied Approved with Conditions Date OB Approver Name: Title: OB Comments: OB Conditions:
REQUEST FOR PURCHASE NO. F1234567892041 INSTALLATION Dukrit Air Base DATE Today TO: CONTRACTING OFFICER DEPLOYED CONTRACTING OFFICE CLASS THROUGH: DEPLOYED AFO CONTRACT, PURCHASE ORDER OR DELIVERY ORDER NO. FROM: (Insert RC/CC, If applicable) DEPLOYED CE IT IS REQUESTED THAT THE SUPPLIES AND SERVICES ENUMERATED BELOW AND IN THE ATTACHED LIST, BE PURCHASED FOR CE CMSGT FOR DELIVERY TO CE Compound ASAP NOT LATER THAN 14 Days ITEM DESCRIPTION OF MATERIAL OR SERVICES TO BE PURCHASED QUANTITY UNIT ESTIMATED UNIT PRICE ESTIMATED TOTAL COST 0001 READY MIX CONCRETE TO EXTEND THE RUNWAY NOTE THIS IS A CRITICAL, WORK STOPPAGE REQUIREMENT AND MUST BE COMPLETED TO MAINTAIN OPERATIONS AT THIS DEPOLYED LOCATION. THIS IS MY NUMBER ON (1) PRIORITY. Signed COL. BRADLEY R BUSCH DEPLOYED SITE COMMANDER 250 CY $90.00 $22,500.00 TOTAL $22,500.00 PURPOSE To purchase cement for compounds side walk DATE TYPED NAME AND GRADE OF REQUESTING OFFICIAL SIGNATURE SIGNED CMSGT Skiplate TELEPHONE TAC 119 DATE TYPED NAME AND GRADE OF APPROVING OFFICIAL BRADLEY R BUSCH, , USAF SIGNATURE SIGNED TELEPHONE TAC 130 I certify that the supplies and services listed above and in the attached list are properly chargeable to the following allotments, the available balances of which are sufficient to cover the cost thereof, and the funds have been committed. ACCOUNTING CLASSIFICATION 212 57631 22 8936 000007 621 50375000 AMOUNT $ 22,500.00 DATE TYPED NAME AND GRADE OF CERTIFYING OFFICIAL EMMIT SMITH, MSGT, USAF SIGNATURE AF FORM 9, MAR 77 (EF)
Release Date 28 29 31 29 28 Reference Period Q2/18 Q3/18 Q4/18 Q1/19 Exchange rates: Periodicity: D Timeliness: D Calendar Data  Flexibility: Notes: Month  Jul/18 Aug/18 Sep/18 Oct/18 Nov/18 Dec/18 Jan/19 Feb/19 Mar/19 Apr/19 May/19 Jun/19 Release Date Reference Period Population: Periodicity: A Timeliness: 6M Calendar Data  Flexibility: Notes: Month  Jul/18 Aug/18 Sep/18 Oct/18 Nov/18 Dec/18 Jan/19 Feb/19 Mar/19 Apr/19 May/19 Jun/19 Release Date 28 Reference Period 2018 Notes ID Description
Enter an additional accounting line to reflect the expense amount. The account number will be the account that is funding the expenses and the object code should start with a 6 or 7. The total amount should equal the total of the receipts/supporting detail. This accounting line will be a positive number. Click “Add”. The Total in bold under the accounting lines should equal the check amount. Example of Reimbursement Accounting Lines: You will then need to fill out the Notes and Attachments tab. Here you will need to attach all proper documentation for this DV. Please refer to regarding proper documentation needed. To attach a document first add a short description in the Note Text box. Next click on the browse button which will then allow you to select a saved file from a location on your computer. Once you select the file, be sure to click the “Add” button in order to save your attachment.
Org Ref ID: This field doesn’t need to be completed on the To side. Amount: Should be the amount the employee is claiming. Line Description: This field is optional. The amount(s) entered in the accounting line(s) under the To tab must equal the amount entered in the From tab. Once this Amount box is filled out click the “Add” button next to the amount box. Your accounting line should look similar to the example shown below: You will then need to fill out the Notes and Attachments tab. Here you will need to attach all proper documentation for this DI. Please refer to regarding proper documentation needed. To attach a document first add a short description in the Note Text box. Next click on the browse button which will then allow you to select a saved file from a location on your computer. Once you select the file, be sure to click the “Add” button in order to save your attachment. The last tab you will need to fill out is the Ad Hoc Recipient tab for specific DI’s reconciling an advance. Travel Advance: Do not ad-hoc. This DI will route to Travel Services automatically Education Abroad: Ad-hoc Travel Services APPROVE Research: Grant Sponsored Acct. Do not ad-hoc. This will route to Sponsored Programs for review
How I eat (such as needing food cut up, risk of choking, help with eating) How I drink (such as small amounts, thickened fluids) How I sleep (such as sleep patterns, routines) What support is best for me to keep me safe Do I wander Could fall out of bed Do I need bed rails I need routine and predictability
Advance program framework Innovative approaches to program delivery are encouraged. Various strategies for program delivery, including cluster models, involving more than one school and targeting specific cohorts of young people will be considered. Participating schools deliver five program elements: Learning Modules 1, 2 and 3 (Community, Communication and Project Management skills development). Recognised training. A community project or series of volunteering activities delivered in partnership with a community organisation. Reflection and celebration. Program reporting. Young people’s participation in decision making is expected to be included throughout the delivery of the five program elements. Targeting of the program is at the discretion of each school campus, including year level, cohorts of students participating and any links to in other components of curriculum. The Advance program framework consists of three levels: The five key program elements (previously outlined). Program delivery time frame options. The local delivery strategy.
Welsh Baccalaureate ADVANCED COMMUNITY CHALLENGE ASSESSMENT Centre Number 68 Centre Name Candidate Number Candidate Name Learning Outcome Centre marks WJEC Moderator marks LO1 Be able to apply Planning and Organisation /9 /9 LO2 Understand Personal Effectiveness /9 /9 LO3 Be able to participate in a Community Challenge /9 /9 Total marks /27 /27 Teacher/Assessor Declaration I confirm, as far as I am able, that the work of this candidate is his/her own work and that no unfair practices have occurred. Signature: Date: © WJEC CBAC Ltd.
WELSH BACCALAUREATE ADVANCED ENTERPRISE AND EMPLOYABILITY CHALLENGE ASSESSMENT Centre Number 68 Centre Name Candidate Number Candidate Name Learning Outcome Centre marks WJEC Moderator marks LO1 Be able to apply Creativity and Innovation /9 /9 LO2 Understand Personal Effectiveness /9 /9 LO3 Be able to apply Numeracy /9 /9 LO4 Be able to apply Digital Literacy /9 /9 LO5 Be able to participate in an Enterprise and Employability Challenge /9 /9 Total marks /45 /45 Teacher/Assessor Declaration I confirm, as far as I am able, that the work of this candidate is his/her own work and that no unfair practices have occurred. Signature: Date: © WJEC CBAC Ltd.
Nolan Advanced Bank Reconciliation for NetSuite Summary of Features Bank Statement Integration options (Auto-feed) Side-by-side view of GL and bank transactions Supports all statement formats, including CSV and BAI Reconcile Credit Cards, Amazon, PayPal, etc. Supports unlimited transaction types Powerful filters Apply checks, wire, and EFTs to open invoices Match IDs audit trail Memorize bank transactions (e.g., bank fees and sweep accounts) Auto-Match one-to-one, one-to-many or many-to-many Grouping rules Easily set up opening balances Control the number of lines displayed in the reconciliation window Handles large volume transactions Reconcile wizard! Supports custom fields Single and multiple bank account imports Handles multiple reconciles at the same time Prioritize matching rules
written in baby’s voice and describes how to approach, interact and stimulate child only when alert and calm Passing scores > 80% 2015-16 6 passed w/scores 92-100% Classroom Observations Summative Using a national observations scale, students will document quality of preschool or kindergarten learning environments and interpret results and make recommendations for improvement based on knowledge of recommended practices Passing scores > 1.5 on 2.0 scale Sped 896Q 2014-15 4 students passed w/scores 2.0 2015-16 6 passed w/scores 2.0 Family Interviews Summative Over weeks, in person and electronically students complete ongoing interviews, with parents of a school-age child with disabilities. This helps students understand family life with a child with disabilities. Passing scores > 80% Sped 960 2014-15 3 passed w/scores 93-100%; 1 scored 73% 2015-16 5 passed w/scores 85-100% ; 1 scored 73% Teacher Candidate’s Experience FINAL Summative Rating of acceptable, basic, or proficient on seven CEC standards and a written narrative describing experience, growth, and professional development needs. End of SPED 896Q 2014-15 3 students showed Proficient skills in this area; 1 student showed Basic skills 2015-16 3 students showed Proficient skills in this area; 3 students showed Basic skills 3 Knowledge and Effective Use of Professional Practices (CEC Initial Standards #4, 5, 6; Advanced Standards #1, 3, 4, 5; EI-Sp Standards #5, 6, 8) Assessment Reports Summary of shared observations of child and interview data Sped 861 (infants) 2014-15 2 Passed w/ scores > 80%; 2 scored
certificate program. personal qualifications and proposed area of study. Issuance of Certificate of Admission By the Office of Graduate Studies Table 2 Major Transition Points for ECSE–Related TEP Program Candidates Acceptance into University Acceptance into Teacher Education Program in ECSE Acceptance into Field Experience Sped 896Q Program Completion/ Graduation --Bachelor’s degree or higher. --Acceptance for admission to a degree or graduate certificate program --Issuance of certificate of admission --Admission to the Graduate College --Admission to the Master’s Degree specialization in ECSE or Graduate Certificate in ECSE --Minimum cumulative GPA of 3.0 --Current Teacher Certification (El Ed; ECE; IECE; SpEd K-6; Deaf Ed P-12; VI P-12; SLP P-12 ) --Completion of SPED 860 with B or better --Minimum cumulative GPA of 3.0 --Criminal history check --Completion of required coursework with acceptable grades/GPA --Successful completion of SpEd 896Q field experiences and --Advisor submission of Final Recommendation Form Passing of exit examination for the Master’s Degree (if applicable). --Meet all financial obligations --Apply for the degree --Notify Advisor of Certificate course completion --Passing PRAXIS #5691 (ECSE–only) Figure 1: Advising Sheet for Early Childhood Special Education (ECSE) Endorsement NDE Rule 24: 006.62 Figure 2: Advising Sheet for Early Intervention Specialist (EI-Sp) Endorsement NDE Rule 24: 006.63
score of 163) for No Child Left Behind. All VI majors admitted since 2015 must now complete. Criteria = Pass (score ≥ 163) 2015-2016 100% pass (Data available for 6/10 scholars) Final Teaching Recommendation Summative Rating of each CEC competency as unsatisfactory, basic, or proficient by mentor teacher based on direct observations. Includes both a scale and a letter of recommendation. Criteria = Basic or above Final semester of program. 2014-2015 2015-2016 Assessment Reports Formative Summary of assessment reports used to determine goals and program planning Criteria = Pass (score ≥ 40) SPED 847 (Fall 2nd year) SPED 852 (Spring 2nd year) 2014-2015 No data available. 2015-2016 90% pass (only information from SPED 847 available) 2 Knowledge of Learner/Learning Environments (Rule 24 Standards #1, 2) Student Teaching Portfolio Summative Electronic portfolio of summative projects demonstrating competence in the seven standards (NDE/CEC) Criteria = Pass Final semester of program. 2014-2015 2015-2016 Final Teaching Recommendation Summative Rating of each CEC competency as unsatisfactory, basic, or proficient by mentor teacher based on direct observations. Includes both a scale and a letter of recommendation. Criteria = Basic or above Final semester of program 2014-2015 2015-2016 3 Knowledge and Effective Use of Professional Practices (Rule 24 Standards #3, 4, 5) Student Teaching Portfolio Summative Electronic portfolio of summative projects demonstrating competence in the seven standards (NDE/CEC) Criteria = Pass Final semester of program. 2014-2015 100% pass 2015-2016 100% pass Final Teaching Recommendation Summative Rating of each CEC competency as unsatisfactory, basic, or proficient by mentor teacher based on direct observations. Includes both a scale and a letter of recommendation. Criteria = Basic or above Final semester of program 2014-2015 2015-2016
Mon 16th Developmental Psychology. Middle Age: Personal and Social Adjustments, Vocational and Family Adjustments Counselling Skills Practice Developmental Psychology. Old Age: Personal and Social Adjustments, Vocational and Family Adjustments. Counselling Skills Practice Recreation in common. Community Building. Tue 17th Clinical Psychology. Sleep-wake disorders sexual dysphoria, and paraphilic disorders Clinical Psychology. Anxiety disorder, and related disorders. Exam on Developmental Psychology Recreation in common. Community Building. Wed 18th Trauma- and disorders, dissociative disorders Counselling Skills Practice Somatic symptom and related disorders, feeding and eating disorders, elimination disorders. (Community Day Celebration: Sports at 16.30 hrs) Thu 19th Clinical Psychology. Disruptive, and conduct disorders Counselling Skills Practice Neuro-developmental disorders Counselling Skills Practice Fri 20th Neurocognitive disorders, and substance-related and addictive disorders. Counselling Skills Practice Psychotherapies. Psychodynamic Therapy: Sigmund Freud, Exam on Clinical Psychology Musical Evening. Community Building Sat 21st Psychotherapies. Carl Gustav Jung Weekly evaluation on 1) Personal growth, 2) Professional growth, 3) Community growth and 4) Plan of action for the next week. (5. Achievement of the last week’s goals. (Submitting 3rd R.R. Report on pp. 45-77, 114-151, 218-313 of Psychotherapies in Counselling by D. John Antony) Sun 22nd Integration Day Mon 23rd Psychotherapies. Erik H. Erickson, Counselling Skills Practice Psychotherapies. Alfred Adler. Counselling Skills Practice Tue 24th Psychotherapies. Ivan Pavlov, B.F. Skinner, Arnold A. Lazarus, Counselling Skills Practice Psychotherapies. John Grinder and Richard Bandler. Counselling the Family Recreation in common. Community Building. Wed 25th Psychotherapies. Carl R. Rogers, Eric Berne Counselling Skills Practice Psychotherapies. Interpersonal Therapy – Family System Therapy: Murray Bowen, Virginia Satir Enactment : Mental Disorders Thu 26th Psychotherapies. Humanistic-Existential Therapy: Victor Frankl Psychotherapies. Frederick (Fritz) Perls. Exam on Psychotherapies Fri 27th Synthesis Day/Collage Presentation and Strength Bombardment Cultural Items. Community Building Sat 28th Feedback at 09.00 am, Re-Entry at 09.30 am and convocation at 10.30 a.m
CII Naoroji Godrej Centre of Manufacturing Excellence Residential Programme on Advanced Manufacturing (UK / India) REGISTRATION FORM We would like to nominate the following delegate / s at the Advanced Manufacturing programme to attend Name Designation Mobile No Email 1.____________________________________________________________________________ 2.____________________________________________________________________________ 3.____________________________________________________________________________ Fees Per Participant Rs. 6,00,000/- + 18% GST UK Module - (9 – 14 July 2018) Inclusions Exclusions Course Fee Air Fare Accommodation Visa Charges Meals Sight-seeing related expenses in UK Plant Visits Laundry Any other costs not included in the inclusions India Module - (8 – 13 October 2018) Inclusions Exclusions Course Fee Travel Accommodation Laundry Meals Plant Visits Registration is on First Come First Serve basis Participation fee is non – refundable / non-adjustable against any other programme of CII. However, change in nomination(s) is accepted. DETAILS
Political--State-building, expansion, and conflict • Political structures and forms of governance • Empires • Nations and nationalism • Revolts and revolutions • Regional, trans-regional, and global structures and organizations Economic--Creation, expansion, and interaction of economic systems • Agricultural and pastoral production • Trade and commerce • Labor systems • Industrialization • Capitalism and socialism Cultural--Development and interaction of cultures • Religions • Belief systems, philosophies, and ideologies • Science and technology • The arts and architecture Technology matters related to the interaction of humans and tools/inventions Getting Started: Summer Assignment: This Fleeting World by David Christian See Appendix A for Summer Assignment. Course Schedule Unit 1 To 600 BCE: Technological and Environmental Transformations Key Concepts: • Big Geography and the Peopling of the Earth • Neolithic Revolution and Early Agricultural Societies • Development and Interactions of Early Agricultural, Pastoral, and Urban Societies Topics for Overview include: • Prehistoric Societies • From Foraging to Agricultural and Pastoral Societies • Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania Special Focus: Issues Regarding the Use of the Concept of Civilization Activities & Skill Development
Chapter 13 Meiosis and Sexual Life Cycles Chapter 14 Mendel and the Gene Idea Chapter 15 The Chromosomal Basis of Inheritance Lab 3 Mitosis & Meiosis Lab 7 Genetics of Drosophila 3 Molecular Genetics/Bioltechonolgy Chapter 16 The Molecular Basis of Inheritance Chapter 17 From Gene to Protein Chapter 18 Regulation of Gene Expression Chapter 19 Virus Chapter 20 Biotechnology Chapter 21 Genomes & Their Evolution Lab 6a Transformation of E.coli Lab 6b DNA Fingerprinting Meselson and Stahl article 4 Mechanisms of Evolution Chapter 22 Decent with Modification Chapter 23 The Evolution of Populations Chapter 24 The Origin of Species Chapter 25 The History of Life on Earth Lab 8 Population Genetics and Evolution Meselson and Stahl article 5 The Evolutionary history of Biological Diversity Chapter 26 Phylogeny and the Tree of Life Chapter 27 Prokaryotes Chapter 28 Protists Chapter 29 Plant diversity I: How Plants colonized Land Chapter 30 Plant Diversity II: The Evolution of Seed Plants Chapter 31 Fungi Chapter 32 An Introduction to Animal Diversity Chapter 33 Invertebrates Chapter 34 - Vertebrates 6 Plant Form & Function Chapter 35 Plant Structure Growth & Development Chapter 36 Resource Acquisition & Transport in Vascular Plants Chapter 37 Soil & Plant Nutrition Chapter 38 Angiosperm Reproduction & Biotechnology Chapter 39 Plant Responses to Internal & External Signals Lab 9 Transpiration Risa D. Sargent article Stinson, Campbell, Powell, Callaway et al. article
1st Marking Period 2nd Marking Period Unit 1 Basic Economic Concepts, Measures and Economic Performance 4 weeks Unit 2 Determination of Macroeconomic Equilibrium 4 weeks Unit 3 Fiscal and Monetary Policy 6 weeks Unit 4 Long Run Economic Perspective and Economic Growth 2 weeks Unit 5 International Trade and Finance 3 weeks 6 7
Apply basic economic concepts, analytic tools and vocabulary. Explain how the market system allocates resources. Analyze the effects of the business cycle as measured by national account calculations . gets the goods? How does change occur? What is the nature of the business cycle? Focus Questions How does the market apply scarce resources to meet wants? How are economic policy decisions made? How does society achieve allocative and productive efficiency? What are the benefits of trade? How does the market find equilibrium? How do we measure the performance of the economy? What are the economic costs of inflation and unemployment? Production Possibilities Frontier and the business cycle. Skill Objectives Students will: Draw and explain the production possibilities frontier. Use graphical narrative for finding equilibrium in an individual market. Calculate comparative advantage ratios. Graphically analyze producer, consumer surpluses and deadweight loss. Use the price index to determine Real GDP. Define and measure unemployment (unemployment rate) and inflation. Calculate and interpret components of national accounts. Calculate and interpret real GDP through use of price index. Depict business cycles graphically. Technology Resources Computer Projector or Interactive whiteboard Suggested Materials/Resources AP Economics textbook Computer with Internet Access
PROMINENT NEWSPAPER COLUMNISTS (Courtesy of Jim Veal Peachtree Ridge High School Suwanee, GA) Michael Kinsley –founder of slate.com. Syndicated columnist. L Richard Cohen – Washington Post columnist. l Bob Herbert – New York Times columnist. L William F. Buckley – founder of National Review. Syndicated columnist C Thomas Sowell – Hoover Institute scholar. Syndicated columnist C Ellen Goodman - Boston Globe columnist. L George Will – Washington Post columnist. C John Tierney – New York Times columnist. c David Brooks - New York Times columnist. c Paul Krugman - New York Times columnist. L Thomas Friedman - New York Times columnist. l Jonah Goldberg - Los Angeles Times columnist. c Peggy Noonan - former presidential speechwriter; Wall Street Journal columnist. C Maureen Dowd - ―Modo‖ New York Times columnist. L Charles Krauthammer - Washington Post columnist. c Mona Charen - syndicated columnist. C E.J. Dionne - Washington Post columnist. l Cynthia Tucker – Atlanta Journal-Constitution columnist. L http://www.ajc.com/opinion/content/opinion/tucker/index.html You may also choose a regularly published columnist from any ONE of the following periodicals: The American Scholar The Christian Science Monitor The Atlantic The New Republic The New Yorker Smithsonian National Geographic
Early Society structures Formation of Complex Societies Mesopotamia Indo-European Migration Early African Societies Harappan and early Indian Societies Early Chinese Societies Early Societies in Mesoamerica, Australia, and Oceana Activities and Assignments: DBQ: Early Civilizations and Physical Environment Comparative Essay: The students will compare the political, economic, intellectual, religious, and social aspects of two early civilizations. They will have a between the following: Mesopotamia, Egypt, Indus River Valley, Olmec, Norte Chico, and the Yellow River Valley. Chapter Quizzes online with the Strayer website Timed unit exam with 50 Questions and an Essay Rise and Fall of the Persian Empire Unification of China Development of India Empires of the Mediterranean (Greece and Rome) Africa and the Mesoamerica Activities and Assignments: Change and Continuity Essay: China 100 CE- 600 CE, Rome 100CE-600 CE, and India 300 CE-600CE (Ap World History Exam 2006) Unit III: Accelerating Connections 500 – 1500 CE Byzantine Empire Expansion of Islam Imperial China and the Establishment of Buddhism Islamic and Hindu Kingdoms in India Foundations of Christianity in Western Europe Turkish and Mongol Migration African Migration and impact of religion Western Europe during the High Middle Ages Bubonic Plague Exploration and Colonization Activities and Assignments: Document Based Question: view of Commerce- Christian and Islamic (Ap Part IV: Early Modern World 1450 – 1750 CE Technology of Exploration Colombian Exchange Origins of Global Trade Protestant Reformation Formation of European Nation States Scientific Revolution and the Enlightenment European Conquests of the Americas and the Pacific States of Africa Atlantic Slave Trade African Diaspora Quest for Stability in China Unification of Japan Empires of Islam Activities and Assignments: Document Based Question: Diversity in American colonial society Document Based Question- Indentured
Craft historical arguments from historical evidence including but not limited to: primary and secondary source documents, maps, images, artwork and quantitative data. Chronological Reasoning using Historical Causation (identify, analyze and evaluate the relationships between multiple historical causes and effects), Patterns of Continuity and Change Over Time (recognize, analyze and evaluate major historical continuity and change over periods of time and how these patterns relate to larger historical processes and themes) and Periodization (describe, analyze and construct models of historical periodization that historians use to categorize events into discrete blocks and to identify turning points). Comparison and Contextualization this includes being able to compare, describe and evaluate multiple historical developments within one or multiple societies, or one or more multiple developments and in various chronological and geographical context. In addition, being able to connect these developments to specific time and place or into a broader regional, national or global process. Historical Interpretation and Synthesis this involves the ability to be able to interpret, analyze and evaluate the past through the use of primary and secondary historical sources. This should be done through multiple methods including: the analysis of evidence, reasoning, context, points of view, and frames of reference. Moreover, the ability to arrive at meaningful and persuasive understandings of the past by applying all of the other historical thinking skills must be present. Course Themes: The AP World History course consists of 5 themes. These themes present a broad level of main ideas that the student will see throughout the span of the course. These themes should be able to present cross period connections and help to recognize broad trends and processes that have developed over centuries in various regions of the world. Theme 1: Interaction Between Humans and the Environment -Demography and Disease -Migration -Patterns of Settlement -Technology Theme 2: Development and Interaction of Cultures -Religions -Belief Systems, philosophies, and ideologies -Science and technology -The arts and architecture Theme 3: State-Building, Expansion, and Conflict -Political structures and forms of governance -Empires -Nations and nationalism -Revolts and Revolutions -Regional, trans regional, and global structures and organizations