zilongwang/ReadingBank huggingface dataset:
Activity log Name: Registration number: Cycle period: Date Hours completed Evidence of verifiable CPD? (e.g. certificate) Title, provider and content of CPD activity Development outcome(s) How did this activity benefit my daily work? The date(s) which you undertook the CPD activity. CPD hours as confirmed by the relevant certificate. Please ensure you gain evidence for all verifiable activity that you are counting for your CPD record. Title that the provider uses, name of provider, and what was covered in activity. A, B, C, D In reflecting on your CPD activity, you might like to think about the following: What did you learn (or confirm) from the activity that was helpful or relevant to your daily work and patients? Did you identify any changes/updates needed in your daily work, and if so, what? How did you make these changes? If you didn’t identify changes needed, what did the activity confirm for you, that you may already know or be doing? What was the benefit to your work and/or your patients in carrying out this activity? Insert more rows by right clicking in a row, click “insert” and “insert rows below”
Agenda Item Findings/Discussion Recommendations Focused Professional Practice Evaluation (FPPE) – Initially Requested Privileges – 3 months The Committee reviewed the Department Vice-Chairman’s assessment of the practitioner’s current clinical competence, practice behavior and ability to perform the requested privileges, using retrospective case review and integrated performance improvement activities. Based on the information resulting from this focused professional practice evaluation, it was recommended to continue the provider’s privileges for the next 8 month OPPE cycle. No further action is required for FPPE; the provider(s) is/are deemed competent for his/her approved privileges. Focused Professional Practice Evaluation (FPPE) – Initially Requested Privileges – 6 months < 5 cases The Committee reviewed the Department Vice-Chairman’s assessment of the practitioner’s current clinical competence, practice behavior and ability to perform the requested privileges, using retrospective case review and integrated performance improvement activities. Based on the information resulting from this focused professional practice evaluation, it was recommended to continue the provider’s privileges for the next 8 month OPPE cycle. No further action is required for FPPE; the provider(s) is/are deemed competent for his/her approved privileges. Focused Professional Practice Evaluation (FPPE) – Initially Requested Privileges – 6 Mo/Extension The Committee reviewed the Department Vice-Chairman’s assessment of the practitioner’s current clinical competence, practice behavior and ability to perform the requested privileges, using retrospective case review and integrated performance improvement activities. Based on the information resulting from this focused professional practice evaluation, it was recommended to continue the provider’s privileges for the next 8 month OPPE cycle. No further action is required for FPPE; the provider(s) is/are deemed competent for his/her approved privileges. Focused Professional Practice Evaluation (FPPE) –New Privilege There were no providers to present for new privilege requests. No further action required
ACTIVITIES RISK PROFILE Green (able to undertake if suited to client profile without extra modification) Orange (able to undertake if suited to client profile with some modification/ adjustment) Red (further advice from manager required before considered) Attend movies/theatre – may require: Transfers to vehicle or use of public transport Handling wheelchairs or walkers Walking Money Handling Negotiate stairs Prolonged sitting Loud noise Bright lights Darkness Crowds Swimming at pool or beach – may require: Transfers to vehicle or use of public transport Handling wheelchairs or walkers Walking on uneven or wet surfaces Transfers in/out of water Assistance in water Assistance with showering/dressing Crowds/noise Sun exposure Adventure type activities such as kayaking/ rock climbing/abseiling, skiing – may require: Manual handling Falls from height Strong upper limb strength Uneven surfaces Good balance Sun exposure Swimming skills Go shopping – may require: Transfer to vehicle or use of public transport Handling wheelchairs or walkers Prolonged walking Negotiate slippery/uneven floor surfaces Crowds Bright lights Noise Heights Money Handling Access to food/drinks Lift/carry objects Recreational activities such as bowling (indoors/outdoors) – may require: Transfers to vehicle or use of public transport Handling wheelchairs or walkers Walking on slippery/ uneven surfaces Good balance Repetitive bending Lifting Noise Sun exposure Money Handling Ability to wait for own turn Dodgem car or Driver training – may require: Visual acuity Bilateral grip and coordination Lower limb flexibility and strength Ability to understand and follow road rules Picnic in park – may require: Transfers to vehicle or use of public transport Handling wheelchairs or walkers Prolonged walking Walking or bushwalking – may require: Walking on uneven surfaces or for extended periods or prolonged pushing over uneven
Resistor Number Color On Bands Design Value (DV) Range 1st Band 2nd Band 3rd Band Multiplier 4th Band Tolerance Low High 2 Value Of Each Band Measured Value From Multimeter (MV) Does the % Error of the Measured Value Fall Within the Allowed Tolerance? Yes or No % Error of MV = (DV – MV)/DV (ignore the sign of your answer)
ACTIVITY SUMMARY SHEET ONE POINT TWO POINTS DIRECTIONS: Complete one sheet for every activity. Entries must be typed. PPM Domain: Resources Activity: Support: Mentor Signature: Date: Print Signature: Title: Lead/Supervisory Signature: Date: Print Signature: Title: This is the person(s) who directly observed or verified this activity.
Strategy Execution For each major activity listed above, identify 2 or 3 action steps that can be accomplished in the next 6 months to help you complete that activity. Then, complete the following table for each activity to identify resources, training, support and activities your team needs to complete the action item. Major Activity Action Steps Resources Required Ease of Acquiring Needed Resources Time to Achieve Outcomes What major activity will help you achieve your goal? Identify one activity that will help accomplish the activity. What will is needed to accomplish the activity (time, funding, personnel, etc.?) Can you acquire these resources on your own or will assistance be necessary? Estimated amount of time to accomplish this action step.
For each major activity identify one or two obstacles that may prevent progress and the resources required to overcome the obstacles. Major Activity Potential Obstacles Resources Required to Overcome Obstacle What major activity will help you achieve your goal? What may slow down your progress toward your goal? What resource (time, money, personnel, etc.) will help overcome the obstacles?
2._______________________ 3._______________________ 4._______________________
28. Work place behavior reflects the willingness to be a team player: Willingness to cooperate with others. Willingness to conform to rules of work. Displays a positive attitude towards work and facility. Willingness to assist others. Ability to recognize, participate and adjust to change in situations and work assignments. Is dependable, can be counted on to do assigned tasks without strict supervision. Conforms to expectations of professional appearance, personal hygiene and grooming. Communications with others (courtesy, voice tone, facial expressions, gestures) are appropriate at all times and do not cause discord among the staff, families, or visitors. There is the absence of argumentative reluctance. Responsibility XII: DEPENDABILITY 29. Can be counted on to do assigned tasks without the need for strict supervision. 30. Performs others duties as assigned or requested. Acknowledged: Date:
ACTIVITY ATTRIBUTES Project Name Date Project Number Document Number Project Manager Project Owner/Client Activity # Activity Name Detailed Activity Description Assigned To Resource Requirements WBS # Activity Predecessors Notes on Scheduling Predecessor (start-start, start-finish, etc.) Dependencies on Predecessor Activity (lead times, lag times) Imposed/Firm Date(s) Location of Performance Activity Successors Notes on Scheduling Successor (start-start, start-finish, etc.) Dependencies on Successor Activity (lead times, lag times) Activity Constraints Activity Type (Level of Effort, Discrete Effort, Apportioned Effort) Activity Assumptions Additional Comments For additional project management templates visit .
Principal Investigator Collaborator SUBTOTALS CONSULTANT COSTS SUPPLIES TRAVEL PATIENT CARE COSTS OTHER EXPENSES TOTAL DIRECT COSTS FOR YEAR 1 BUDGET PERIOD BUDGET JUSTIFICATION: Principal Investigator/Program Director (Last, first, middle): YEAR 2 DETAILED BUDGET FOR YEAR 2 BUDGET PERIOD DIRECT COSTS ONLY FROM THROUGH PERSONNEL (Applicant organization only) % DOLLAR AMOUNT REQUESTED (omit cents) NAME ROLE ON PROJECT TYPE APPT. (months) EFFORT ON PROJ. INST. BASE SALARY SALARY REQUESTED FRINGE BENEFITS TOTAL Principal Investigator Collaborator
Nutrition Tips Eat the whole fruit instead of the juice – you will get the fibre Have a protein rich breakfast every day Try to make fruits and vegies fill up ‘half your plate’ Eat a rainbow of different coloured fruit and veggies Choose real, whole foods over processed and low-fat If you eat fish, eat salmon twice a week – make it wild salmon if possible Eat a raw fruit or veggie with every meal to aid with digestion Increase your probiotic intake If you eat grains, make them whole grains Combine good eating habits with exercise and relaxation ‘Nourish Kids’ 5 worst foods to eat: (avoid or limit!) Doughnuts - *Choose a muffin instead! (Homemade is best ) Deep Fried foods - often fried in rancid (old) oils Pop - loaded with sugar (usually in the form of ), artificial sweeteners, food dyes, chemicals and acids. Potato chips - *Try making kale chips! Processed meat - (hot dogs, bacon) - *Try meat alternatives! ‘Nourish Kids’ 10 best foods to eat: Dark berries - Salmon (wild is best!) Garlic - Nuts/seeds Broccoli and leafy greens - Avocados Yams/Sweet Potatoes - Beans Quality yogurt - Fermented food (for probiotics)
As problems emerge, as far as possible, children and family’s needs are met in universal services Increase levels of school attendance in lowest attaining schools Levels of attendance are increased and persistent absence is reduced in the 30 schools with the lowest rates Jane Lloyd-Davies` GCC To help identify problems early we will develop a single Early Help pathway, to replace the common assessment framework (CAF) for all children and young people with additional needs. Pathway implemented September 2016 Sarah Spurway GCC Embed and evaluate the impact of the early intervention Positive Behaviour Support service in all settings. Impact review September 2015 Amanda Henderson/Alison Cathles Work together in developing a pilot Early Years integrated service based on: Children’s Centre services Health visiting Community midwifery Aligned working in three localities is operational in 2016 Ruth Lewis GCC Process for identification of children’s additional needs in their early months and years Multi-agency process is developed and in place in 2016 Sarah Birmingham Glos Care Services NHS Trust Sarah Hylton GCC Police front line staff have latest training to identify children at risk and take appropriate action working with partners, in line with ‘Working Together guidance’ Public protection training programme and guidance in place for front line staff in 2016. Supported by Safeguarding Champions in key roles DS Simon Atkinson Police What Partners are going to do: Use the Family Information Service (FIS) to provide Early Help information for families’ young people and practitioners. Put a multi-agency Early Help Strategy in place Actively endorse and support the all age all disability Building Better Lives strategy Provide an ‘enabling function’ for universal services from District led Early Help Hubs Ensure children and young people access their full education entitlement Successfully transfer the commissioning responsibility for the health visiting service from NHS England to GCC Public Health Refresh the Early Years commissioning framework in the context of the wider Framework for 0-18
• Appropriate suitability checks will be required prior to confirmation of appointment, to include an enhanced DBS check Equal Opportunities Statement OE recognises that discrimination and victimisation is unacceptable and that it is in the interests of the Company and its employees to utilise the skills of the total workforce. It is the aim of the Company to ensure that no employee or job applicant receives less favourable facilities or treatment (either directly or indirectly) in recruitment or employment on grounds of age, disability, gender / gender reassignment, marriage / civil partnership, pregnancy / maternity, race, religion or belief, sex, or sexual orientation.
Develop positive relationships with students, earning their trust while maintaining proper professional boundaries e.g by not favouring particular individuals. Carrying out Chaucer College’s safeguarding policy and ensuring others do the same. Person Specification: Essential Desirable Knowledge & Experience Knowledge of Microsoft Office (including email, word & excel) Supervisory experience Skills, abilities & attitude Excellent written and verbal communication skills Foreign Language Skills Organised with the ability to prioritise workload with competing priorities Ability to work as an effective team member with a professional manner, working with energy and enthusiasm Flexible approach to working hours and tasks Clean and smart appearance Honest and trustworthy Qualifications Recent DBS check – Can be carried out by the College if not already held. Mar 2018
What specifically are the SEND needs of the child? For office use only Possible area of SEND Need Describe the child’s needs Low or High level of need (1 being lowest and 5 being highest) Personal, Social and Mental Health Communication and Interaction Physical & Sensory Cognition and Learning Include information about the child’s family, any involvement with other professionals and a chronology of the support that they have received. Ensure that you clearly provide information about the child’s SEND needs in the relevant areas of their learning and development. Give a clear picture of their learning and development including their age band levels in the Prime Areas of Learning. Refer to and summarise any medical or therapy information that you have about the child. If you have written an assessment summary, ensure that you include it in your application. How does this impact on the child’s learning and development and accessing your early years provision? For office use only Give as much information as possible, clearly covering all relevant areas of learning and development, including how the child responds to each part of the session. Describe how the child interacts with the environment, adults and peers. Describe the pattern and pace of the child’s progress (e.g. typical, ahead in some areas or showing a loss of skills?) Describe the child’s play skills (e.g. sensori-motor, exploratory etc.), interests and motivations. Describe particular times during the session that are challenging for the child and times that are going well. Low or High level of need (1 being lowest and 5 being highest)
E.3 Plan, organise, direct and control tasks, people and other resources Applicants will need to demonstrate that they are able to: Set work objectives and prioritise activities Determine work methods , procedures and quality control Estimate times, costs and resources Compile work schedules and allocating resources Establish project recording systems for surveying records and design changes
Instructional plan: Time Task Cues Challenges Drills/formations/organizations/transitions 1-2 min Opening with overview of the day and safety tips Attention needs to be on the instructor Students will start class by sitting on the gym floor in front of the instructor. 3 min Warm-up: Liston to the instructor on how to perform each segment Try to do each of the exercises for 30 sec. 30 sec: Mountain Climbers 30 sec: Burpees 30 sec: Jumping Jacks 30 sec: Low to High Knee kicks 30 sec: Skipping in Place 2 min Group 1: Plyo’s Switch to the group that is clockwise to where your group is. Try to do the plyo’s as fast as you can without making too many mistakes (like knocking them over) There will be several lines of plyo’s each with a different drill(s). Maze One leg jumps Two leg jumps Side Jumps Quick feet 2 min Yoga Steps Follow the instructor that is at this station. Try to keep up with the instructor as he/she will make the routines progressively faster and harder. Use the yoga steps that are laid out and if the original height is too easy you may add risers. 2 min Jump Ropes Liston to the instructor as he/she will call out different forms of Try to do the different jumping routines as fast as you can without messing up. The jump ropes will be laid out on the floor in straight lines. Each student will be assigned a jump rope to perform the jumping exercises called out by the instructor.
secretariat has also endorsed the IPPF with its partners and donors and has facilitated meetings with IPPF management and OAFLA members. OAFLA has been a member of RHANA since March 2013, the network was introduced to OAFLA through IPPF as part of the joint activities stated in the MoU . By participating in RHANA and IPPF meetings the OAFLA Secretariat was able to send minutes and relevant documents on SRHR to Technical Advisors which has permitted a wider comprehension on population and development issues particularly on SRHR. First Ladies have been championing SRHR within their respective countries and communiqués issued by First Ladies were also used as tools to ensure that ICPD issues have priority in the post 2015 agenda. Way Forward IPPF will introduce its campaign called ‘Joining voices’ to OAFLA members which aims to rally First Ladies on family planning initiatives. As a key partner in the MPoA review, IPPF will present the document as well as the OAFLA role in implementation thereof. Regional Organizations African Union Commission (AUC) The AUC and OAFLA used to collaborate to organize OAFLA General Assemblies in margins of the AU Heads of State summits without an agreement. In order to institutionalize OAFLA GAs as well as partner on programmatic issues, OAFLA and AUC signed a MoU in January 2014. The AU and OAFLA worked in collaboration on the following areas: Activity Amount allocated The AUC provides conference rooms as well as interpretations services for the OAFLA GA (excluding TA meetings) which is held twice a year in the margins of African Union Heads of State summits 80,000 (estimation) The ES was fully sponsored to attend the meeting to validate the revision of working documents which were set to expire in 2015. The documents include the AU Roadmap, the Maputo Plan of Action, the MNCH Strategy and the Abuja +12. 1,260
Regular heritage talk, walk, tour programme with local societies around the theme of Exmoor’s Inspiring Landscapes (woodlands) 24 walks, talks, tours, trails 3 62 people attending 3 events were organised during this period: 2 evening talks under the banner of ‘Evenings@thePavilion’: Red Deer of Exmoor by ENPA Ranger Rich Eales Paddle Steamers of the Bristol Channel by Terry Sylvester Watersmeet Walk with NT ranger and volunteer 62 people attended these events. Training for volunteers 15 days of expert time for training. Specifically 4 sessions per year to train as Heritage Volunteers (walk leaders etc) No formal training. 1-1 training on scanner and dictaphone for new volunteer. Oral History training for volunteers has been booked for Jan 2015. Launch Heritage theme memory challenge One theme every two months, 10 new responses on average 1 theme 20 responses 2 dedicated volunteers look after the Project’s Your Exmoor section within the National Park Centre and this is where the memory challenge sits at present. During September the theme chosen for the memory challenge was ‘Autumn’, showing a woodland path and mushrooms. Visitors are encouraged to write their memories and experiences of Exmoor’s Autumn on mushrooms, and place them along the path. Over 20 responses have been pinned to the board.
10 people per workshop average; 100 creative responses to the heritage generated in year 2; Volunteers trained to lead Family learning days 8 family days None delivered during Septemebr Taster sessions for new audiences 8 per year (more on request) 40 people visiting Production of 12 pieces of content 3 days 43 people Content on its way Sneaky Fox led outdoor taster sessions at the remote Exmoor Centre educational lodge. His full report was included last time, but for September they worked with the following schools: 26 Sept 2014 - Lapford Primary School - Cancelled at short notice, rearranged for spring 2015 27 & 28 Sept 2014 - In The Mix Youth Project Somerset - 2 days and an overnight visit - 10 young people 5 young people daytime total = 15 and 3 adults 29 Sept 2014 - Woolacombe School - Day visit = 21 children and 4 adults Visitor days 12 visitor activity days ; Advertised by 20 local businesses 7 events 5 businesses 7 Visitor Day events were run during September, linked to local businesses: Cliff Railway Talk and Tour (x2, morning and afternoon), with 40 and 12 people attending each
5 different schools/colleges attending + 100 children Deliver 2 Educator days/ mini-conference 2 days in year 1 30 educators overall Identify curriculum and learning content for 3 learning packs based on the 3 yearly heritage themes None delivered during September Deliver local business information days 2 10 local businesses attending None delivered during September Mystery heritage trail (geocache) 1 A heritage trail is hardwired into the mobile App
Assessment Details Organisation/Department Eden DC Corporate Activity Description Reference Eden DC Corporate RA Assessment by Is This Confidential No Assessment Date Number Of People Exposed 200 Approved by People Exposed Employees , Elected Members, Members of the public Approval date Location All sites Review Date What are the Hazards Persons At Risk How Is Person At Risk Existing Control Measures Potential Risk Factor Additional Control Measures Residual Risk Factor Action Details
Question Federal Provincial Municipal What is the official title of the person who represents the monarch at this level? Who currently holds this position? Governor General David Johnston (Julie Payette is the governor general designate) Lieutenant Governor Lois Mitchell What is the official title of the elected members at this level of government? How many members are there? Who currently holds this position for your geographic area? Member of Parliament (MP) 338 Answers will vary Member of the Legislative Assembly (MLA) 87 Answers will vary Councillor/Alderman Answers will vary Answers will vary What is the official title of the leader at this level of government? Who currently holds this position? Prime Minister Justin Trudeau Premier Rachel Notley Mayor/Reeve Answers will vary Where does this level of government meet? (Include the name of the building and city) House of Commons, Parliament Buildings Ottawa Alberta Legislature Edmonton Answers will vary Answers will vary What are three or more responsibilities at this level of government? International relations, citizenship and immigration, national defence, currency, public safety, fisheries and oceans Education, healthcare delivery, the environment, energy and transportation Garbage collection and recycling, sewage and water treatment, family and community services, recreation and cultural facilities
GO BACK to the 1st main page (should be 2 ‘back’ clicks). Click on the ‘Activity Center’ link (left side of list). Under ‘Challenge Questions’, click on ‘The water content of things’. Try the activity by estimating the water amounts needed for various products. Submit your answers. Scroll through the results and read them. How did you do, in general? Give an example…. Did any of the results surprise you? GO BACK to the ‘Activity Center’ page (should be 2 ‘back’ clicks). Under “Questionnaires about your home water use’ Click on ‘How much water do you use at home on a typical day?’ Try the activity by estimating your activities that use water. Submit your answers. What is your own per capita use? Does this number seem reasonable to you? Read the rest of the info on the page: Does anything surprise you? GO BACK to the ‘Activity Center’ page (should be 2 ‘back’ clicks). Choose two opinion surveys. Submit your answers and choose (your state) to see how your thoughts compare with other people in our state. SURVEY:_______________________ Your Answer: _______________________________ Percentage of respondents from your state that agree with you: ______________________________ SURVEY:_______________________ Your Answer: _______________________________ Percentage of respondents from your that agree with you: ______________________________
3. Outcomes matrix Outcome indicator Success criteria Methods Project outcome What would indicate whether this outcome is achieved? How would you judge performance on the outcome? How will you find or collect the information you need? Timing Service user satisfaction and empowerment Eg Provide access to services that were previously unavailable within the local area Service user take-up of new offerings At least 6 new service users; 10 existing service users access new service. Service user data Our standard satisfaction survey Report 3 monthly starting with baseline in September Worker skills and engagement Eg Attract new and suitable workers to the sector Number of new workers attracted and retained 10 new workers complete three months of work and are positive about their experience HR data In-depth interviews with workers conducted by external evaluator Report as per IWF milestones, interviews during April 2018 Organisational sustainability Eg More appropriate services can be extended to existing and new service user cohorts Take-up by new clients Expanded number of new service offerings Ongoing viability At least 4 new ‘hard to reach’ service users Model can be sustained within NDIS pricing Business systems are in place to support ongoing delivery Service user data Costs and prices are documented Business system and practice audit Report as per IWF milestones
SIMPLIFYING AND COMPLICATING THIS ACTIVITY: Ways to SIMPLIFY demands Ways to make more COMPLEX Cognitively Simplify movements and rhythms of songs to follow the instructor with and cut the class time down More complicated movements and faster rhythms to follow along with Physically Cut the class time down, CHAIR zumba(Easier on LE) , or Aqua Zumba(easier on joints and LE). Add in more complicated patterns and footwork and more physically tasking movements Socially Follow someone in a video rather than following someone in real life Partner steps and movements in between normal steps. Other Comments: People with Pressure Ulcers that cannot be in the water can do chair zumba (if Ulcer is not on buttocks/back). Aqua Zumba is much less taxing on all extremities of the body: this would be best for amputees and Spinal Cord Injuries, and geriatrics. If people like a specific song they can request it and see if the instructor was trained on that song.
Joining in throwing around someone’s hat so they can’t get it Saying ‘I’m not part of this’ online and leaving the chat Walking to class to help someone who is often picked on Passing on someone else’s nasty image of another person Joining in a group of students who is standing over someone Repeating the chant together ‘Here comes the weirdo again’ Liking a nasty image of someone Adding to comments online about someone being a loser Watching while a group of students pick on another student Telling someone who is bullying to go and find something else to do Helping to stop someone from joining in with a group Cheering on when bullying involves a physical fight Tagging someone in nasty or inappropriate content online Changing the topic away from rumours that people are sharing Recording a fight and sharing it Taking a screen shot and reporting verbal bullying online Asking a person who has been bullied if they want help to report it Organising a game at lunch somewhere the teacher can see you Saying ‘Let’s keep this fun, okay. That’s not on’ Taking a screen shot of inappropriate images online Going to talk to a teacher to tell them bullying is happening Making fun of someone at school the day after online bullying Laughing when someone who is being called names gets upset Reporting the bullying you see to the social media service
Discussion As a class, discuss some of the following: Can you think of some examples of people disrespecting other people’s human rights? Why do some people behave that way? How can we avoid behaving unfairly and disrespecting the rights of others? Are there differences in rights for teachers and other adults? How does it feel to have your rights disrespected by others? Now, ask the class to develop a Class Charter of Respect to reflect how they are going to achieve their Charter of Rights. For example: Right How you will achieve that right to be listened to and given the to listen to and respect each other’s views opportunity to express our opinions and opinions Extension/homework • In groups, children can make lists of rights and respects in the playground, at home or in the community. Teachers notes: Many people think that rights are dependent on responsibilities. This is inaccurate and a common misunderstanding. Children’s rights, like all human rights, are unconditional. This means there are no conditions attached to rights. Rights can never be a reward for the fulfilment of a responsibility and they can never be taken away because a ‘responsibility’ hasn’t been met. Children’s rights are also universal, so both adults and children should be encouraged to respect rights but this does not mean that a child’s rights are dependent on them respecting the rights of others. For further information, common misconceptions about children’s rights see UNICEF’s advice: (UNCRC).
Every child has the right to a name and a nationality. Every child has the right to education. Every child has the right to be with their family or with those who will care for them best. Every child has the right to be kept safe and not to be hurt or neglected. Every child has the right to enough food and clean water. No child should be used as cheap labour or as a soldier. Every child has the right to an adequate standard of living. Children who break the law should not be treated cruelly. Every child has the right to health care. Every child has the right to speak their own language and practise their own religion. Every child with a disability has the right to special care and support. Every child has the right to say what they think and to be heard. Every child has the right to relax and play. Every child has the right to meet their friends and join groups. Resource sheet 3 Children’s rights picture quilt template Resource sheet 3 (continued Children’s rights picture quilt) This is an example of how your children’s rights picture quilt could look.
OUR FEES DAYTIME ACTIVITY Monday - Friday 9am-5pm rate per hour and not including activity package. (1:1 support) £13.00 Weekday evening and Saturdays per hour £16.36 Sundays and Bank Holidays £20.00 Day rate including activity package with general support £35.00 1/2 day rate including activity package with general support £18.00 Day rate including activity package and 1:1 support £108.00 Day rate including activity package and 2:1 support £68.50 Day rate including activity package and 3:1 support £56.03 Day rate including activity package and 4:1 support £49.56 DOMICILIARY RATES We also offer support in the community, including supported living and domiciliary care. Sleep in £59.00 Waking night (per hour) £16.36 All activities and prices are subject to change and availability. Because we are a Charity, we strive to ensure that many of our prices are the lowest in the area and it remains our aim to continue to be the best value provider with the best quality available. Emergency cover prices are available upon application. GENESIS GARDEN FURNITURE On our site we have a fully equipped workshop which produces hardwood garden furniture of the highest quality. It gives people with disabilities the work experience and work routine so important in the development and retention of skills and motivation. Whole day £25 Half day £14 THE GREEN BIKE PROJECT This is the latest community project run by Genesis. The project takes in unwanted cycles and refurbishes them for a variety of uses including affordable cycle sales (typically £30), bike servicing for £15, pool bike schemes and much more. As with the furniture project, this provides work experience for people with disabilities. Whole day £25 Half day £14 We hope there is something here which suits you. If you need something else, we are more than happy to talk to you to see if we can help. Just give us a call on (01473) 723888 or send us an email to info@ orwellmencap.co.uk and we will be very happy to help you.
Morning Sessions Afternoon Sessions MONDAY Cooking Martial Arts Art Carriage Riding Bowling Massage TUESDAY Metamorphic Massage IT Communication Walking group Cooking making Swimming Flux trampoline Mini golf Carriage Riding WEDNESDAY Library-sharing stories Wired CYS Music Massage Cooking Art THURSDAY Art Wikid Drums Walking & Exploring Sense Library Baking Carriage Riding Indoor Sports Art Wii Fit Sensory IT - Easy Read Active Antics Yoga Art Baking Swimming IT - News & Current Affairs Bingo Customer Forum (monthly) Art Swimming Baking Art Zumba Swimming Baking FRIDAY Music Bike Active Dance & Drama Art Bowling Swimming Pampering Group Interactive Games Art Wii Fit Complex Needs Yoga End of month disco! The sessions outlined above are indicative, and subject to change. We change our activities regularly, to keep our program vibrant and interesting. If you don’t see something above which you would like to do, let us know. (01473) 723888 Orwell Mencap is a company limited by guarantee. Registered Office 6 Wright Road, Ipswich, Suffolk, IP3 9JG. Company Registered Number 05984331 (England). Registered Charity Number 1117888. Affiliated to The Royal Mencap Society.
Section 6: Quantum Mechanical Model/Electron Cloud Model Read Describe the main difference regarding electron location in the Bohr model vs. the current Quantum Model. Electrons are in diffuse clouds Describe Werner Heisenberg’s Uncertainty Principle. How does this help explain current thoughts about electron location in the Quantum Model? You can never be sure of an electron’s location; only the probability of finding an electron. Electrons aren’t in hard, defined levels of location, but instead in a cloud. Section 7: Misc. Factoids (Chadwick) James Chadwick is credited with discovering which subatomic particle? Neutron Robert Millikan discovered something pretty important about the electron. View Video at What was his experiment called? Oil Drop Experiment What did he discover about the electron? Charge Timeline – use guide at Create a timeline with the following models: Dalton, Thomson, Rutherford, Bohr, and Quantum. Illustrate the models pictorially. You may draw or use the computer. Include: Names of discover and model name Picture of the Atom The year of discovery/release The significant difference between one model and the next
Make 3 cards for each of the following cations and 4 cards for each of the following anions: Cations: K+ Li+ Mg2+ Ba2+ Cu+ Cu2+ Fe2+ Fe3+ Pb2+ Pb4+ Al3+ Ag+ Mn3+ NH4+ Anions: N3- O2- S2- P3- Cl- I- Br- NO3- SO32- PO43- C2H3O2- CO32- OH- ClO-
power, authority, sovereignty, legitimacy, public institutions, efficacy, and civic life. USG-1.4 Analyze the institutional and organizational structure of government that allows it to carry out its purpose and function effectively, including the branches of government and legitimate bureaucratic institutions. USG-1.5 Evaluate limited government and unlimited government with regard to governance, including rule of law, the role of constitutions, civil rights, political freedom, economic freedom, and the ability of citizens to impact or influence the governing process. USG-2.1 Summarize core principles of United States government, including limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and USG-3.1 Evaluate the Constitution as the written framework of the government, including expression of the core principles of limited government, federalism, checks and balances, separation of powers, rule of law, popular sovereignty, republicanism, individual rights, freedom, equality, and self-government. USG-3.4 Analyze the organization and responsibilities of local and state governments in the United States federal system, including the role of state constitutions, the limitations on state governments, the typical organization of state governments, the relationship between state and local governments, and the major responsibilities of state governments. USG-4.1 Evaluate the role of the citizen in the American political process, including civic responsibilities and the interaction between the citizen and government. USG-4.5 Evaluate the importance of civil rights and civil liberties for citizens in American political culture and the protective role of the national government through the Bill of Rights, the judicial system, and the Fourteenth Amendment. This Moot Court Exercise meets the following South Carolina English Language Arts (ELA) Standards: Inquiry-Based Literacy Grades 6, 7, 8 English I, II, III, and IV Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. Standard 4: Synthesize integrated information to share learning and/or take action. Reading Informational Text Grades 6, 7, 8
If a body was beaten with different weapons, you have to study each wound and determine which one was the exact cause of death. If a person was in an automobile accident and has multiple injuries, it is rather difficult to determine what injury actually caused the person’s death.
Activity 1a: Approaches To Learning Skills and Their importance (Student) Fill in the table below. ATL Skill What might this skill look like in the classroom? Student Response – Explain a time when you’ve used this skill in or out of school. Complex Thinker Students try to understand the root cause of a problem. Collaborator Students actively listen and share ideas for a group project. Communicator Students use technology to share information with their classmates. Why do you think these ATL skills are important? Write your response in the space provided.
Ability to use evidence to make inferences (scientific habits of mind) Correct links and predictions are formed from the data which is reflected in responses that tie together the history of lead and current exposures. Student response may include either correct links and predictions OR responses that tie together the history of lead and current exposures (but not both), or only makes weak connections between data and inferences. No connections are made between various data points, and responses to questions are unrelated to data provided. Analytical and systems thinking The student response clearly articulates the connection between past uses of lead and current distribution and exposure. The student response demonstrates historical uses of lead and current exposure, but does not address the connection between them. The student response does not address past uses of lead and solely addresses current exposures. Participation and effort Responses demonstrate a multitude of factors and complexity of interactions that contribute to elevated blood lead levels. Responses are partially developed and responses are not complete. Factors or interactions are not related to elevated blood lead levels. Responses are incomplete or overly simplified. This has the potential to be a class level activity and the rubric could be utilized to grasp the understanding of the class as a whole based on how robust the discussion is. If you choose to assign this as a take-home or written assignment, it could be converted to a point scale and used to more thoroughly evaluate each student.
Activity 1.2.1 Understanding Vectors Draw on the graph below by placing points on the coordinate with coordinates A (1, 1), B (5, 1), and C (2, 4). Now create a new triangle on the same grid by moving each vertex up 4 units and to the right 2 units. Determine the run, rise between AA’, BB’ and CC’. AA’- run = rise = BB’- run = rise = CC’- run = rise = What do you notice about the slopes of lines AA’, BB’ and CC’? Determine the distances from A to A’, B to B’ and C to C’. AA’ = BB’ = CC’ = What do you notice about the distances? Based on your observations, comment on the side lengths, angles and overall shape between and .
Activity 1.2.4b Are Conics Functions? Conic sections are the circles, parabolas, ellipses, and hyperbolas that you studied in Geometry. In this activity we will explore the graphs of conic sections and determine whether each conic is always a function, sometimes a function, or never a function. Circles: The standard form of the equation of a circle is , where r is the radius of the circle. Graph the circle . Is the circle a function? Explain. Dilate the circle by a scale factor of 2 (that is, make the radius twice as big) and graph the circle. Is the circle a function? Explain. Is a circle always a function, sometimes a function, or never a function? Explain your answer. Ellipses: The standard forms of the equation of an ellipse, centered at the origin, with foci on an axis c units from the origin, are (major axis is horizontal), or (major axis is vertical), where . Below are two ellipses. What are the similarities and differences between the two?
On the same sheet of graph paper, graph the line with equation y = –x. (Hint: (0,0) and (1,–1) lie on this line.) Now reflect PQRS over the line y = –x. Again, write down the new coordinates. P’ (____,____) Q ‘(____,____) R’ (____,____) S’ (____,____) Explain what happens to both the x- and y-coordinates when reflected over the x-axis, the y-axis, the line y = x and the line y = –x. Write your conclusions from (f) in the form of mapping rules. Fill in the blanks: Reflection over the x-axis: (x, y) Reflection over the y-axis: (x, y) Reflection over y = x: (x, y) Reflection over y = –x: (x, y) Construct a triangle anywhere on the coordinate plane and test your conjectures from the previous question. What are the coordinates of your triangle? Were your conjectures confirmed?
Remember that the mathematical model for acceleration is: a = This is the mathematical way of representing Newton’s Second Law. Does Newton’s Second Law apply to an object with balanced forces? Explain why. Hint: what is the net force is when balanced forces are acting Draw a force diagram for a box that is pushed with 60 Newton’s of force to the right and is opposed by 30 Newtons of force. How would this box move? Draw a force diagram for a car that is being pushed by two girls. Each girl is pushing with a force of 80 Newtons. The car is moving at a constant speed.
Jeopardy Host Question/Answer Guide & Scorecard For Host Only Toll of Tobacco Questions Answers Tobacco use is the leading cause of what? Preventable Disease and Death How many people die each year from their cigarette smoking? Approx. 480,000 How many people in the USA currently suffer from smoking-caused illness? 16 Million If no action is taken, by 2030 how many people will die a year? 8 Million How many kids who become new regular, daily smokers each year, will ultimately die from it? Almost one third Tobacco Marketing How much do tobacco companies spend on marketing? Over 9 Billion What are the three most advertised brands? Marlboro, Newport, and Camel Teenagers are __ times as sensitive to cigarette advertising than adults. Three times more Tobacco companies have perceived kids as young as ___ years of age, as a key market. Thirteen years of age After billboards were banned, cigarette companies increased their advertising how? In and around retail areas(Convenient stores) Youth & Tobacco Who are the only source of replacement smokers Young Adults What percent of smokers started before their 18th birthday 90 percent ___ kids under age 18, alive today, will eventually die from smoking-related disease; unless current rates are reversed. 5.6 million _____ packs of cigarettes consumed by kids each year. 540 Million More than ____ young people try a cigarette for the first time each day. 2,800
Activity 2.1.2 Properties of Congruence In the diagram at the right distances and angle measures are given: a. Name pairs of congruent segments: _______ _______ b. Name pairs of congruent angles: FOE ______ HOI _____ c. Find equal measures: OE = _________ m GOH = m ______ Fill in the blanks: a. If KL = MN then _______ ________ b. If then _______ = __________ c. If m XYZ = m TUV then ________ _________ d. If DFG WCJ then _______ = _____ The Reflexive Property: Any number is equal to itself, that is a = a.
Activity 2.1.3 Stretch It! Part Two As we continue exploring the transformations that can be imposed upon quadratic functions, let us stress the importance of understanding, not memorizing, what graphical changes happen when we change certain parameters of the function. 1. Again, we will start with the parent function, . x y –3 –2 0 2 3 2. Where k is “outside” of the function. Using a graphing utility, create a table of values for the 4 given values of k. Then plot your values and draw a smooth curve to approximate the transformed quadratic function. On each graph, include the graph of the parent function. Label the two functions on your graph and respectively. x y –2 –1 0 1 2 x y –2 –1 0 1 2
graph, include the graph of the parent function. Label the two functions on your graph and respectively. x y –2 –1 0 1 2 x y –2 –1 0 1 2 x y –6 –4 0 4 6 x y –8 –4 0 4 8 x y –2 –1
Activity 2.1.5 Using Congruence to Find Unknown Parts Group Activity: Name the members of your group: Group member 1: _______________________ Group member 2: _______________________ Group member 3: _______________________ Given that ∆MAP is congruent to ∆FUR and to ∆HOT Share information with others in your group to find the measures of all three angles and sides in your triangle. Group member 1: In ∆MAP, MA = 2 and m M = 104° Group member 2: In ∆FUR, FR = 3.7 and m U = 51° Group member 3: In ∆HOT, OT = 4.6 and m T = 25°
Activity 2.6.1 Euclidean Construction Tools A Euclidean Construction is one that can be made with only two tools, the straightedge and the compass. A straightedge is an unmarked ruler. Geogebra has three tools that serve as a straightedge. They are found in the Line menu. Locate two points, A and B. Use the Line tool to draw a line passing through A and B. Locate another point C not on . Use the Ray tool to draw the ray from endpoint A passing through C. Locate another point D not on or on Use the Segment tool to join points B and D. Geogebra has three tools to draw circles. They are found in the circle menu. Use the Circle-with-center-through-point tool to draw a circle with center at D passing through point D. Use the Compass tool to draw a circle with radius = BD and center at C. Use the Circle-with-center-and radius tool to draw a circle with center at D and radius = 2 units. Which two circles have the same radius? Move point D and observes what happens. Which two circles are concentric? Move a point to make them coincide.