zilongwang/ReadingBank huggingface dataset:
Status of the laboratory (e.g. authorized, accredited) Access to raw data Handling of out-of-specification results Cost recovery Transparent procedure Fee-for-services structure Module III: Purchasing Procurement should be done with the aim of purchasing effective, quality assured products, and not be focused on price alone. The term “procurement” in this Module relates specifically to the purchase of health sector goods from manufacturers or suppliers. The module goes on to describe the key activities in purchasing pharmaceutical products, as well as the recommended organizational structure of the procurement agencies which carry out these key activities. Area of operation Note Critical aspects Procurement strategies Strategic objectives for good pharmaceutical procurement include: selection of reliable suppliers of quality products; procurement of the most cost-effective pharmaceutical products in the right quantities and meeting the quality standards; mitigating possible risks; timely delivery; achievement of the lowest possible total cost. Efficient and transparent management responsibilities; appropriate standardization, selection, specification and quantification of pharmaceutical products, monitoring financial management procedures Selection of reliable suppliers Procurement of products meeting the defined quality standards
Area of operation Note Critical aspects General Constant supply of medicines Minimize medicines losses (spoilage and expiry) Accurate inventory records Reduce theft and fraud Forecasting Constant supply assured Transport conditions Transport process has no negative impact Required storage conditions maintained Temperature excursions - risk assessment Appropriate transport conditions Cold chain Special care taken where needed Appropriate containers Packaging procedure Cooling agents used Calibrated monitoring devices Monitoring records maintained Validated process Cold chain maintained, monitored, validated Dispatch procedures Procedures in place Special packaging requirements observed needed Dispatch and transport after receipt of a delivery order Authorized recipients Compliance with legislation Authorized recipients Follow procedures Dispatch containers Provide protection Appropriately labeled Prevent theft (e.g. locked/wrapped) Suitable containers used Dispatch records Detailed records kept (e.g. date, customer name and address; product name and batch number and quantity) Products and batches traceable Discrepancies investigated Records ensure traceability of goods Port of entry Storage conditions met Temperature-sensitive products Security measures (theft, fraud and bribery) Appropriate conditions ensured at port of entry Module VI: Re-assessment
Centre Number Centre Name Learner Registration No Learner Name TASK The purpose of this unit is to develop the cognitive and behavioural skills necessary to undertake robust enquiry in complex environments to demonstrate impact upon leadership and management in a given context. note An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 7000: the suggested range is between 6000 and 8000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded. Please use the headings below when writing up your assignment Assessment Criteria Be able to justify an approach as a means to developing leadership and management capability Develop and justify an enquiry-based research-orientated approach for developing leadership and management development in a complex situation within your professional environment. Use an enquiry-based approach for leadership and management development in complex situations in a learner specific context Be able to design and undertake an enquiry based approach to learning and development Propose and undertake a robust data driven enquiry, draws on existing cross-cultural knowledge and current practice in leadership and management using a robust methodological approach within a realistic time frame and budget in the learner specific context. Propose a valid enquiry which draws on existing cross-cultural knowledge and current practice in leadership and management using a robust methodological approach within a realistic time frame and budget in the learner specific context Undertake a robust data-driven enquiry based on an investigative proposal negotiated with stakeholders that adds additional
i. If authorized by Council, decisions or instructions of individual Council members or committees are binding on the Municipal Manager. ii. In the case of Council members or committees requesting information or assistance with Council authorization, the Municipal Manager shall comply with such requests. 12.Accountability of the Municipal Manager The Municipal Manager is accountable to Council for the conduct and performance of all staff. 13.Policy Review Council shall review this policy, at minimum, every four years from the date of its last revision. Legal References: Municipal Government Act; Freedom of Information and Protection of Privacy Act ; Charter of Rights and Freedoms; Employment Standards Code; Labour Relations Code; Municipal Manager Bylaw 13/2002 Source: City of St. Albert Bylaw C486-2001 0
Where and how did they spend the last days of their lives? Example: Lived in Jamestown for the rest of their lives or returned to England. The following are websites you can use to conduct your research. You can always use resources but you must cite all your sources on your profile. Websites- Step 3: Create Twitter Profile Having completed your research, you will now create a Twitter profile using the following template: Scroll down and click on “Fake Twitter Template” to download the template you will use. Once downloaded, you will customize the profile using the information you gathered on your person. Once completed you will share your profile on your classes Edmodo group (see instructions below). Step 4: Share profile and participate in colonial reenactment Following your teacher’s instructions, you and your classmates will have a Twitter colonial reenactment. Log in to Edmodo using the Group Code your teacher has provided for you - Once you are in your you will post your fake Twitter profile to share with the class. You are to view another student’s Twitter profile and post a question to their profile using a Twitter format. In addition, you will answer at least one other students’ question on your profile. You and your classmates will also respond to your teachers questions on the page as if you were your assigned colonial figure. In this colonial reenactment you will respond to the questions as if you were living in colonial times. See Twitter profile rubric below for project expectations.
Twitter Profile Rubric 5 Tweets Good Project has at 5 tweets/conversations that are relevant to the person’s views/opinions. Fair Project has less than 5 tweets/conversations that are relevant to the person’s Poor Project has 2-0 tweets/conversations that are relevant to the person’s views/opinions Twitter Name/Blurb/Trending Hashtag Good Twitter Name, Blurb, Trending Hashtag are all created and present, and indicative of the time period. Fair Twitter Name, Blurb, Trending Hashtag are somewhat created and present and indicative of the time period. Poor Twitter Name, Blurb, Trending Hashtag are not created and present and indicative of the time period. Images Good Avatar picture, uploaded pictures, and twitter background are all created and present relating to the person, and the time period Fair Avatar picture, uploaded pictures, and twitter background are partially created and present relating to the person and the time period. Poor Avatar picture, uploaded pictures, and twitter background are not created and present relating to the person and the time period Followers/Following/Tweets Good Followers, Following, Tweets are all created and present Fair Followers, Following, Tweets are partially created and present Poor Followers, Following, Tweets are not created and present
NIZAMABAD- HYDERABAD: Route Course No.of daily Trips Frequency (Approx.) Route No.1 : Nagaram to Hyderabad Nagaram,Varni Chowrastha,Quillachowrastha, Old B/S, RR Chowrastha, Madhava Nagar. 12 1 hour Route No.2 : Arsapally to Hyderabad Arsapally, Old B/S, Railway Station, NTR Chowrastha, Pulong, Madhava Nagar. 12 1 hour Route No.3 : Mubharak Nagar to HYD MubharakNagar, Gangasthan, Kanteshwer, NTR Chowrastha, Gardens, First Mayor Street, Madhav Nagar. 12 1 hour Other Pickup/ Drop Points: Total of 144 points in Hyderabad. These 144 boarding points are in walkable distances to nearby 639 colonies. 63 points in Warangal accessible to 315 colonies. 50 points in Nizamabad accessible to 68 colonies. Complete list of Boarding points Complete list of Pointwise Departure timings.
Tutoring Tutoring is available through the Learning Center at both campuses. Once they are available, you can see the schedule at . Access and Disability Resource Center If you have a documented learning, psychological, or physical disability, you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program. Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements. Resources and support for pregnancy-related and parenting accommodations; and victims of sexual misconduct can be found at www.oakton.edu/title9. Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq. Religious Observe Absence Oakton Community College recognizes the diversity of religious beliefs of its constituencies. Students who inform instructors in advance of an intended absence for a major religious observance will not be penalized, but it is the responsibility of students to disclose any religious observances to the instructor at the beginning of the semester so that arrangements can be made. Please look at your religious calendar right away, because last minute requests cannot be considered. Withdrawal Date: Confer with Registration regarding the last day to withdraw from the course with a “W”. Schedule Date Material to be Covered Homework & Reading Apr 15th Social Security Taxes See Website Apr 22nd Quiz #1 See Website Income Tax Withholding Apr 29th Quiz #2 See Website Unemployment Taxes Recording Payroll Transactions May 6th Exam
Twitter Profile Rubric 5 Tweets Good Project has at least 5 tweets/conversations that are relevant to the person’s views/opinions. Fair Project has less than 5 tweets/conversations that are relevant to the person’s views/opinions Poor Project has 2-0 tweets/conversations that are relevant to the person’s Twitter Name/Blurb/Trending Hashtag Good Twitter Name, Blurb, Trending Hashtag are all created and present, and indicative of the time period. Fair Twitter Name, Blurb, Trending Hashtag are somewhat created and present and indicative of the time period. Poor Twitter Name, Trending Hashtag are not created and present and indicative of the time period. Images Good Avatar picture, uploaded pictures, and twitter background are all fully created and present relating to the person, and the time period Fair Avatar picture, uploaded pictures, and twitter background are partially created and present relating to the person and the time period. Poor Avatar picture, uploaded pictures, and twitter background are not created and present relating to the person and the time period Followers/Following/Tweets Good Followers, Following, Tweets are all created and present Fair Followers, Following, Tweets are partially created and present Poor Followers, Following, Tweets are not created and present
September 2017 Day Date Event Contact Set-up Day Support Req Fri 1 Lee Mill fun day Amanda Wells Fri Gazeebos and BBQ Tue 5 Winter Show – Manchester, LCCC Day Before Winter show exhibition stands Thur 7 Winter Show – Nottingham Day Before Winter show exhibition stands Mon Wed 11 13 GLEE Garden centre exhibition – NEC Neil Milbury Sun Exhibition Stand Thur 14 Winter Show – Lee Mill Day Before Winter show exhibition stands Tue 19 Winter Show – Worthing, Brighton Amex Day Before Winter show exhibition stands Thur 21 Winter Show – Stowmarket, Ipswich FC Day Before Winter show exhibition stands Tue 26 Winter Show – Salisbury, BIC Bournemouth Day Before Winter show exhibition stands Wed 27 Poss kit req for customer product tasting in Larbert Gemma Young Day Before Hired in chiller and carvery hot plate / counters Wed Thu 27 28 National Accounts Oscars Awards - Hinkley Nicky Kipriksiz Wed Full stage and set October 2017 Day Date Event Contact Set-up Day Support Req Tue 3 Winter Show – Birmingham, WBA Day Before Winter show exhibition stands Wed 4-6 NACC Exhibiton Vicky Mogford Tue Exhibition Stand Thur 5 Winter Show – Chepstow, Hensol Castle Day Before Winter show exhibition stands Mon- Thur 9-12 ISS Exhibition Craig T3 exhibition stand Thu 12 Nat – Accounts supplier day in Silverstone Graham Townsend In the morning Vivas bar, B & W, Cooking equip / banner stands Tue 17 Winter Show – Paddock Wood – Hop Farm Day Before Winter show exhibition stands Thur 19 Winter Show –Battersea, Chelsea FC Day Before Winter show exhibition stands Tue 24 Winter Show – Harlow Day Before Winter show exhibition stands Thur 26 Winter Show – Gateshead, St James Park. Day Before Winter show exhibition stands
2018 Day Date Event Contact Set-up Day Support Req Mon Tue 5/6 Worthing or Paddock Wood ‘Create Summer ‘ exhibition Kate Mendes Mon Full Support Wed Thu 57/8 Worthing or Paddock Wood ‘Create Summer ‘ exhibition Mandie Titteral Wed Full Support Mon Tue 19/20 Lakes exhibition Andy Pearson Mon Full Exhib Support June 2018 Day Date Event Contact Set-up Day Support Req Tue 19 Leadership conference Andrew Selley Mon Full Conf Support July 2018 Day Date Event Contact Set-up Day Support Req Mon Tue 2/3 Southern CAPS – MK Dons Wed Thu 4/5 Northern CAPS – LCCC Thu 26 National Accounts Golf day – Celtic Manor Katy Weir From midday Full AV set – poss more than 250 this year.
June 2017 Day Date Event Contact Set-up Day Support Req Wed Thu 7 8 NAM Conference Chris Gadd Tue Set and poss exhibition Thu 8 BFFF Dinner Andrew R Thu Banner stands and plasmas Tue 13 Newcastle Falcons exhibition Terence Mon TBC w/c 12 or 19 Poss TUCO event TBC Gayle Hunt TBC Tue 20 Leadership Conf Andrew Selley Mon Full stage and set July 2017 Day Date Event Contact Set-up Day Support Req Mon Tue 3 4 CAPS – MK Dons Mon Full AV Support Wed Thu 5 6 CAPS – St Helens Mon Full AV Support Wed Fri 5 7 LACA Exhibition Paul Brown Tue Exhibition stand Wed Thur 12 Xmas PR Launch – Cactus Kitchen London Jess Miller Wed Full and set. Thur 20 Best of Britain awards – Blackpool PB Norman Wemyss Wed Full Stage and set. Mon – Wed 24-26 TUCO exhibition + poss conf support Warehouse Theme Gayle Mon 6x2 exhibition stand Thu 27 NA golf day Katie Weir Thu Stage and set August 2017 Day Date Event Contact Set-up Day Support Req Tue 8 Worthing Care Show Exhibition Terence Mon Exhibition Stands Sat 12 Slough fun Day Andrew R Fri Exhibition Stands Wed Thu 23 24 Assist Exhibition – Scotland Scott Falconer Wed Exhibition Stand
September 2017 Day Date Event Contact Set-up Day Support Req Sat 3 Servest Conference Prov Michelle Chowler Fri Full set and stands Tue 5 Winter Show – Manchester, LCCC Day Before Winter show exhibition stands Thur 7 Winter Show – Nottingham Day Before Winter show exhibition stands Mon Wed 11 13 GLEE Garden centre exhibition – NEC Neil Milbury Sun Exhibition Stand Thur 14 Winter Show – Lee Mill Day Before Winter show exhibition stands Tue 19 Winter Show – Worthing, Brighton Amex Day Before Winter show exhibition stands Thur 21 Winter Show – Stowmarket, Ipswich FC Day Before Winter show exhibition stands Tue 26 Winter Show – Salisbury, BIC Bournemouth Day Before Winter show exhibition stands Wed Thu 27 28 National Accounts Oscars Awards - Hinkley Nicky Kipriksiz Wed Full stage and set October 2017 Day Date Event Contact Set-up Day Support Req Wed 4-6 NACC Exhibiton Vicky Mogford Tue Exhibition Stand Tue 3 Winter Show – Birmingham, WBA Day Before Winter show exhibition stands Thur 5 Winter Show – Chepstow, Hensol Castle Day Before Winter show exhibition stands Mon- Thur 9-12 ISS Exhibition T3 exhibition stand Thur 12 Winter Show – Bicester, Tythe Barn Day Before Winter show exhibition stands Tue 17 Winter Show – Battersea, Chelsea FC Day Before Winter show exhibition stands Thur 19 Winter Show – Paddock Wood Day Before Winter show exhibition stands Tue 24 Winter Show – Harlow Day Before Winter show exhibition stands Thur 26 Winter Show – Gateshead, St James Park. Day Before Winter show exhibition stands November 2017
Penfield Central School District Humanities Profile Grade 1 Calendar Unit 1 – September Unit 2 – October/November Unit 3 – December/January Unit 4 – February/March/April Unit 5 – April/May/June ELA Common Required Assessments Highlighted assessments must be input into Infinite Campus * Assessments can be read to students throughout the year. Next Step Assessments: Reading Interest Inventory Whole Class Word Knowledge Inventory Whole Class Listening Comprehension Individual Reading Assessment Conference – Literature Additional: September/October – Pre-A Reading Assessment: Alphabet and Knowledge* (*letter sounds previously mastered do not need to be reassessed) Sight Word Assessment Phonological Awareness/Phonics Assessments: Subtests 1 – 3 Next Step Assessments: None Reading: Unit 2 Assessment – Story Elements/ Retelling Writing: Narrative Writing On-Demand Task Next Step Assessments: Reading Interest Inventory (optional) Whole Class Word Knowledge Inventory Whole Class Listening Comprehension Individual Reading Assessment Conference – Literature Additional: January/February – Pre-A Reading Assessment: Knowledge (*letter sounds previously mastered do not need to be reassessed) Sight Word Assessment Phonological Awareness/Phonics Assessments: Subtests 4 & 5 Next Step Assessments: Whole Class Listening Comprehension (April-or end of unit 4) Reading: Unit 4 Text Features Assessment – Legs, Fins, and Flippers Writing: Informational Writing On-Demand Task Next Step Assessments: Whole Class Word Knowledge Inventory Individual Reading Assessment Conference – Literature Additional: Pre-A Reading Assessment: Knowledge (*letter sounds previously mastered do not need to be reassessed) Sight Word Assessment (only assess words not previously mastered) Reading: Unit 5 – Molly Lou Mellon Assessment Writing: Narrative Writing On-Demand Task Sound Sound Sound
Reading: Anecdotal teacher notes (optional form located on file cabinet) Writing: Anecdotal teacher notes (optional form located on file cabinet) Reading: Unit 3 Assessment – Word Choice Teacher Anecdotal Notes – Connections Teacher Anecdotal Notes – Guided Reading Writing: Fact & Opinion Assessment Opinion Writing On-Demand Task Social Studies Common Required Assessments None Unit 2 – Families Assessment Unit 3—Producer & Consumer Student Reflection Unit 4 – America’s Birthday Party Performance Task Unit 5 – Geography & Environment
High-Yield Instructional Strategies Strategy What the Research Says How it looks in the Classroom Tracking Student Progress and Scoring Scales Is a combination of two assessment strategies that involve the use of a scoring scale or guide to preview expected content and the tracking of student progress toward a learning goal Use of scales, rubrics, and graphs by teacher to chart student growth 26% achievement gain. Students tracking their own growth on a chart, graph, or scale is associated with a 32% gain in achievement Setting Goals and Objectives Should create specific but flexible goals; allow student choice Articulating and displaying learning goals, KWL, target boards, steps to writing process or PBL, contracts, display goals in room, discussing goals with students so they are aware Building Vocabulary Using six set process to teaching vocabulary…40 (avg.) exposures to a word for any kind of mastery Teacher explanation Student explanation Student graphic Comparison activities/analogies Student Discussion Use of games Identifying Similarities and Differences Students should compare, classify, and create metaphors, analogies and non-linguistic or graphic representations Thinking Maps, T-charts, Venn diagrams, classifying activities, analogies, cause and effect links, compare and contrast organizers: Comparison Matrix, T-chart, Interactive Games Using academic content in situations Who Wants to Be a Millionaire? Jeopardy Wheel of Fortune Are You Smarter than a Fifth Grader? Summarizing Process of distilling information down to its most salient points to aid in understanding, memorizing, and learning the relevant material Summary frames for comprehension Ten Most Important Words Act it Out Quick Doodles – drawing pictures Inside-Outside Circles Numbered Heads Together Summary Star Nonlinguistic Representation Students/Teachers create graphic representations, models, mental pictures, drawings, pictographs and kinesthetic activities to assimilate knowledge or procedures Pictorial graphs of procedures (autism) Kinesthetic Activity to remember content (multiply fractions song) Physical models of atoms Imagery for writing Note Taking Process of capturing key writing, drawing, or audio recording- for later access Teacher prepared notes with blanks (video or lecture) Webs, Inspiration software, Foldables, recording readings by student, Cornell Notes through
And include tasks such as companionship, transport to medical appointments and collecting prescriptions. Are you able to provide the most up to date data available on this, per annum? FOI 223 Date received 21 January 2015 The name and company registration number of the Provider/s for the above dates · For each provider and each procurement time period above, please outline if the providers stated either in the prequalifying questionnaire (PQQ) or the invitation to tender (ITT) that they had previously defaulted on a contract, prematurely ended a contract or had a contract cancelled. This contract cancellation/default/premature end may not necessarily be in the above specialities. If yes, please state which contracts these were, which buyer organisation they were for, the date of the contract end, and the reason for the contract end. Please include any declaration of defaults for any provider of any service. · If the provider/s terminated their contract/s before the contract expiry date/s and the reason for termination, even if In the period 1 April 2013 to 1 January 2015 we have not commissioned any services from The Practice PLC – Medical Services. The CCG’s only contract for the services covered by your request during this time period was a Enhanced Service for ENT. The contract was held by Dr C K Krishnaswamy whose registered address at the time was 1 Charter Drive Scawthorpe Doncaster DN5 7XL from 1 April 2009 to 31 March 2014 The provider did not in the PQQ or ITT that they had previously defaulted on a contract, prematurely ended a contract, or had a contract cancelled. The provider terminated the contract on 1 October 2013 because the GP retired. The provider DID / DID NOT use locum medical practitioners to deliver the service. The provider informed us of no Serious Untoward Incidents or data security breaches during the term of the contract. The provider met the KPIs in the contract were: The service provider will complete a patient’ reported outcome measures (PROMS) evaluation in April and
William Lloyd Garrison, “First Editorial of the Liberator” (1831) Question to answer: How is abolition different from other antislavery movements? Frederick Douglass, “Independence Day Speech” (1841) Questions to answer: Discuss the role of former slaves in abolition. What factors encouraged/challenged slaves/former slaves in participating in the movement? Angelina Grimke, “Speech at Philadelphia Hall” (1838) Question to answer: How did the abolitionist movement inspire to fight for their own suffrage rights? Sojourner Truth, “The Injustice of Slavery” (1856) Question to answer: What was the role of black women in abolition?
We liaise with other agencies as necessary (and if appropriate carry out our own investigation) but we will always conduct our own investigation or inspection as determined by our risk assessment process. Our childcare protocols of working arrangements with other agencies govern how we work with these agencies and are published on our website. Here is the link: . Our social care protocols of working arrangements with other agencies govern how we work with these agencies and are published on our website. Here are the links: We publish early years inspection reports on our website and, where the inspection has been prompted by the receipt of specific information, we reference any evidence of non-compliance we find in the inspection report. At times we may carry out an investigation visit specifically to look into concerns raised. Usually, at the conclusion of an investigation we carry out a full inspection with a published inspection report, although very occasionally we may not carry out the inspection. In these circumstances, where we find we publish the outcome of our investigation in an outcome summary section on our website. We publish reports of all statutory inspections of social care providers on our website and, where the inspection has been prompted by the receipt of specific information, we will reference any evidence of non-compliance we find in the inspection report. At times we carry out investigations specifically to look into concerns raised. We do not publish a report of these investigations but if we find evidence of non-compliance we take enforcement action that is proportionate to the risk involved. Our processes In working to this policy, we ensure that we: keep accurate records and an audit trail of decision-making are consistent in our approach by following the guidance set out in the CIE handbook regularly review the progress of a case revise our approach as appropriate
Appendix 4 PAPBS Network Facilitator’s Skill Development to Independent Facilitation [FY210-11] Universal / Tier 1 Facilitator Skill Development Activities Relevant SCHOOL-WIDE AND/OR PROGRAM-WIDE PBIS Content Measurable Outcome Development Attend orientation to SCHOOL-WIDE AND/OR PROGRAM-WIDE PBIS Facilitation and complete application Brief Intro > Systems, Data, Practices Overview of Application Process Completed Facilitator application and acceptance as Provisional Facilitator Attend 4 days of ToT for Facilitators Topics include: District/Program readiness Universal curriculum Data systems Facilitator Roles / Network Structure Induction of Districts/Programs into Network Data, Systems, Practices for PBIS Tools & Techniques for Coaching Certificate of Attendance from ToT Attend >70% of monthly coaches’ networking seminars Local implementation issues Certificate of Attendance for attending seminars Attend Network Implementers Forum held in late spring Differentiated PBIS Topics Certificate of Attendance from Network Implementers Forum On-Site Skill Development Shadow Shadow an independent facilitator with the following: Administrative overview District/school readiness Universal Core Team training Core Team to Faculty training sessions School SWIS training or Program-wide database training Universal/core team meeting where data are utilized for problem-solving Administration to AND/OR PROGRAM-WIDE PBIS Process of inducting a district/program Universal curriculum Universal implementation features explained to faculty Implementation planning/data analysis The following must be completed: Audit of 1 monthly Universal/core team meeting each quarter (minimum, may attend more) Completed experiential log listing shadowing experiences Optional tool: Completed Facilitator Professional Development and Endorsement Scale for use between Independent and Provisional Facilitators District Assigned SCT w Regional Facilitator aligns SCHOOL-WIDE AND/OR PROGRAM-WIDE PBIS Facilitator with new Team District/Program assigned Co-Training/Co-Lead Co-train/co-lead with independent facilitator with the following: Administrative overview District/school readiness Universal Core Team training Core Team to Faculty training sessions School SWIS training or Program-wide database training All Readiness & Universal Content Technical assistance Coaching (BoQ, SET, etc.) Refer to PAPBS Network Facilitator’s Documentation for Independent Facilitation
Activity 1.3.1 Solar Hydrogen System – VEX Introduction A third of the energy used by people is used for transportation – mostly for cars, trucks, and planes. These are mostly fueled by gasoline, diesel, and jet fuel, which we get from petroleum. To use another source of energy like wind, solar, or nuclear energy, the energy must be stored so that it is available on the vehicle. Rechargeable batteries are one familiar technology for storing energy for later use. Another technology uses fuel cells with hydrogen gas. How would a car work? Hydrogen storage and transportation U.S. Department of Energy Equipment hydrogen automobile, see Activity 1.3.1a Solar Hydrogen Assembly Hydrogen fuel cell Solar module Distilled water Wires Multimeter or other probes for measuring voltage and current Light with a 120 watt incandescent bulb, or as recommended in the manufacturer’s instructions AAA batteries AAA battery holders Procedure Most of the universe is made out of hydrogen, but the hydrogen on Earth is chemically bonded to other elements. Hydrogen is bonded to oxygen, for instance, to make water: H2O. Pure hydrogen, H2, is a gas that contains more energy compared to hydrogen that has bonded with other elements. Hydrogen gas can be burned in oxygen to produce heat; in a fuel cell, this same chemical reaction occurs in a controlled way so that it produces electricity. Fuel cells require a platinum same material used in cars’ catalytic converters. Platinum is among the earth’s most expensive metals, and engineers and scientists are working to find ways to use other materials to decrease the cost of fuel cells. With this research, we hope one day to use hydrogen to store energy from other sources so that we can supply our electricity and transportation needs using alternatives to fossil fuels. In this activity your team will power a small vehicle using different power sources: a solar panel, a fuel cell, and a battery. You will use the electricity from the solar
Audit-C Questions Scoring system Your 0 1 2 3 4 How often do you have a drink containing alcohol? Never Monthly or less 2 - 4 times per month 2 - 3 times per week 4+ times per week How many of alcohol do you drink on a typical day when you are drinking? 1 -2 3 - 4 5 - 6 7 - 9 10+ How often have you had 6 or more units if female or 8 or more if male, on a single occasion in the last year? Never Less than monthly Monthly Weekly or almost daily Scoring: A total of 5+ indicates increasing or higher risk drinking. An overall score of 5 or above is AUDIT-C positive. Score from AUDIT-C (other side) Remaining AUDIT questions Questions Scoring system Your score 0 1 2 3 4 How often during the last year have you found that you were not able to stop drinking once you had started? Never Less than monthly Monthly Weekly Daily or almost daily How during the last year have you failed to do what was normally expected from you because of your drinking? Never Less than monthly Monthly Weekly Daily or almost daily How often during the last year have you needed an alcoholic drink in the morning to get yourself going after a heavy drinking session? Never Less than monthly Monthly Weekly or almost daily How often during the last year have you had a feeling of guilt or remorse after drinking? Never Less than monthly Monthly Weekly Daily or almost daily
How often during the last year have you been unable to remember what happened the night before because you had been drinking? Never Less than monthly Monthly Weekly Daily or almost daily Have you or somebody else been injured as a result of your drinking? No Yes, but not in the last year Yes, during the last year Has a relative, friend, doctor or other health professional been concerned about your drinking or suggested that you cut down? No Yes, but not in the last year Yes, during the last year 0 – 7 Lower risk, 8 – 15 Increasing risk, 16 – 19 Higher risk, 20+ Possible dependence TOTAL AUDIT Score (all 10 questions completed): Wyke and Lanehouse Medical Practice Patient Information Leaflet Data Sharing Telephone: 01305 782226 E-mail: postmaster@gp-j81051.nhs.uk Website: Wykeregisandlanehousemedicalpractice.co.uk Author – Steve Howes (Dorset CCG) Date – 2018/03/23 Version – 1.0 Introduction This leaflet explains why we collect information about you, the ways in which this information may be used and who we may share this information with to help care for you. Why we collect information about you and what records do we keep
QUALITY INDICATORS REFERENCE GROUP Wednesday 11 February 2015 10.10 am – 12 pm AEST VIA TELECONFERENCE 1800 009 263 and enter guest pin PIN: 1632 0710 A G E N D A Opening (NACA Sec) 10:10 – 10:20 Roll Call NACA Interaction Rules (Attached) Approval of QI Phase II Terms of Reference (Attached) Election of Chair Update/Overview of QI Process (DSS/NACA Sec) 10:20 – 10:35 Update brief with timelines Quality of Care Indicators 10:35 – 10:55 Introduction Paper (DSS) 3 Quality of Care (QoC) indicators for initial pilot KPMG Update on Pilot Data Collection and Transmission (inc Training) Quality of Life vs Consumer Experience 10:55 – 11:40 Discussion: What is the distinction between Quality of Life (QoL) and Consumer Experience (CE) indicators? Are there preferred QoL and CE indicators? What are the appropriate collection methods for such indicators? What is feasible to be tested in 2015 trial period? Workshop 11:40 – 11:50 DSS Verbal update Objectives, Format, Attendees Meeting Close (Chair) 11:50 – 12:00 Action Items confirmed 2015 Meeting Schedule
HYNDLAND HAPPENINGS (Including holiday and in-service dates for Session 2016/2017) Thursday 15 September 2016 S5-6 Which Way Now Friday 23 & Monday 26 September 2016 Holiday Thursday 6 October 2016 P7 Information Evening – 6pm Thursday 13 October 2016 Parent Council Meeting Friday 14 October 2016 In Service Monday 17 – Friday 21 October 2016 Holiday Thursday 27 October 2016 S4 Study Skills Thursday 3 November 2016 S3 Parents Evening - 4.15pm Thursday 10 November 2016 Parent Council Meeting Thursday 17 November 2016 S1 Parents Evening - 4.15pm Thursday 24 November 2016 Parent Council Meeting Thursday 1 December 2016 S4-6 Targeted Evening – 4.15pm Tuesday 6 December 2016 Christmas Concert Wednesday 7 December 2016 Carols by Candlelight Wednesday 21 December 2016 School Closes Thursday 5 January 2017 School Returns Monday 16 – Friday 27 January 2017 S4-6 Prelims Saturday 28 January – Saturday 4 February 2017 Ski Trip Thursday 2 February 2017 Parent Council Meeting Friday 10 – Tuesday 14 February 2017 Mid Term Holiday Wednesday 15 February 2017 In Service Thursday 16 February 2017 S4 Parents Evening - 4.15pm Thursday 23 February 2017 S2 Information Evening – 6pm Thursday 2 March 2017 S5/6 Parents Evening - 4.15pm Thursday 16 March 2017 P7 Information Evening – 6pm Thursday 30 March 2017 Parent Council Meeting Monday 3 – 17 April 2017 Spring Holiday Thursday 20 April 2017 S2 Parents Evening - 4.15pm Monday 1 May 2017 May day Holiday Thursday 4 May 2017 In-service Thursday 11 May 2017 S4/5 Information - 6pm Monday 15 – Friday 19 May 2017 IDL Week Monday 15 – Friday 19 May 2017 Blairvadach Tuesday 24 May 2017 P7 Information Evening - 6pm
Figure 15. Detail of the Tree Survey by Peter Brain. The history of the site ensured a rich arboreal presence in the cemetery (as in others). Tree Gazing (fig 17) were conducted in the cemetery to celebrate its arboreal treasures by Mr Tony Titchen who drew up the following unique list of tree species (40 in all). Figure 16. Tree Gazing with Mr Tony Titchen. • female monkey puzzle • Lawson cypress •golden form of Lawson cypress • yellow form of Lawson cypress • south European cypress • Sawara cypress • Nookta cypress • black Austrian pine • western red cedar • cherry laurel • yew • Irish yew • holm oak • purple cherry plum • double Japanese flowering cherry • holly • Field maple • English elm • Japanese spindle • sycamore • false acacia • English hawthorn • horse chestnut • double midland hawthorn • Himalayan cedar • English oak • laburnum • cherry • rowan • weeping ash • common ash • lilac• Aucuba laurel • variegated English holly • Lebanon cedar • elder • European larch • bird cherry • Norway spruce •apple The trees collectively had become a dominating material presence at . The 1997 Local Bristol Plan noted that was a significant open space and its – ‘prominent green hillsides’ were listed in the ‘Principal Landscape Features’ of the city. The newly wooded cemetery became caught up in all the environmental discourses which gathered around trees in the contexts of global environmental concern, nature conservation, global and national deforestation, the national tree protests of the 1990s, and the greening the cities and trees as panaceas for urban regeneration (Jones and Cloke, 2002). Trees were understood as bringers of improved well-being and cleaners of the environment. Any threat to what in effect was a large wood in was bound to attract adverse attention. Protests and resistance had steadily grown about the state of the cemetery and this accelerated as the threat of development emerged. The Association for the
GRADING RUBRIC for SOCIOPATHY-RELATED PAPERS Criteria Possible Points Your Points Title Page 10 Abstract 20 Thesis Statement 20 Introduction 30 Summary 30 Critical Thinking 50 Writing Style 50 Overall Compliance with APA Style Guide Pass/Fail Annotated Bibliography (quality of scholarly sources, APA style) 40 Total 250
Content Area: Reading, Writing, and Communicating Standard: 1. Oral Expression and Listening Prepared Graduates: Demonstrate skill in inferential and evaluative listening Grade Level Expectation: Advanced Eighth Grade Concepts and skills students master: 2. A variety of response strategies clarifies meaning or messages Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning supported by evidence, and well-chosen details while avoiding the employment of logical fallacies that work against the claim; use appropriate eye contact, adequate volume, and clear pronunciation. (CCSS: SL.8.4) Integrate historical and social perspectives on an argument to strengthen a claim. Integrate multimedia and visual displays into presentations to influence an audience, clarify information, strengthen claims and evidence, and add interest. (CCSS: SL.8.5) speech to a variety of contexts, tasks, and intended outcome demonstrating command of formal English when indicated or appropriate. (CCSS: SL.8.6) Paraphrase speaker’s meaning Ask questions to clarify inferences Break down an opposing argument finding holes in logic, evidence, and details, to refute a claim or position. Inquiry Questions: How do people develop good listening skills? How do audience members determine the meaning of nonverbal cues? Why is it important to understand the speaker’s background? How is asking questions a useful strategy in learning? Relevance and Application: Public speakers use appropriate gestures, facial expressions, posture, and body language in a variety of situations (such as resolving conflicts, negotiating, and presenting reports). Professionals use oral communication skills to foster collaboration. For example, jury members are required to determine if a witness is telling the truth; business executives work in teams to complete a project on time. Life-long learners are often required to understand and apply information disseminated through lectures, seminars, and presentations. Computer animation technologies portray the nonverbal intent of a character. Use electronic such as word mapping techniques, to analyze a speaker’s meaning. Nature of Reading, Writing, and Communicating: Skilled listeners recognize the contributions of others. Skilled listeners listen and ask good questions.
VGEC: Student Handout Wear a on Your Wrist 1 Pick a sheet for the animal you want. You’re going to make a bracelet to represent part of their DNA You can choose DNA from the following living things: Human Chimp Elephant Grizzly bear Wallaroo (a relative of the kangaroo) Owl Python Salmon Fruit fly Maize Complete the bottom half of the sequence on the sheet using the DNA base pairing rules. A pairs with T G pairs with C Make a bracelet to match your sequence using the double-stranded thread and the coloured beads. The colour code for the beads is: A is BLUE T is G is GREEN C is YELLOW Congratulations! Now you can wear your DNA bracelet.
Asia Pacific Common Regional Virtual Private Network (CRV) What is CRV? CRV is a cross-border, cost-effective, and dedicated communication network for States provided by a common network service provider, PCCW Global limited, after a selection process. It enables or facilitates a number of ASBU modules, including B1-SWIM, B1-FICE, B1-DATM, B1-NOPS and B1-AMET, and solves current limitations (obsolescence, lack of standardization, poor escalation processes) and aeronautical communication deficiencies. The APANPIRG CRV Operations Group oversees the implementation, holding regular and webconferences. A common contractual package was designed as a sound basis for national contracts, but allows also some flexibility to cope with a number of local factors: national laws, local loop providers, etc. When? The first implementation has started and is scheduled for completion end 2017/early 2018 with four States involved: Australia, Fiji, New Zealand and the United States. The target of implementation for all Asia Pacific States is around 2020, starting with High Density FIR. Elsewhere? The European region has implemented the Pan-European Network Service (PENS). North American region has FAA Telecommunication Infrastructure (FTI) to support Canada and USA to distribute AFS data. America has REDDIG and Caribbean has MEVA. The Middle East Region considers using CRV framework for their own MID IP network.
2005. “Race, Class, Gender and Power: Identifying Trends in Social Inequality,” Lecture to Greater Boston Institute for Responsible Leadership Innovation in Enterprise: A Convening of Social Capitalists. Babson College. February, 2005. 2001. “Feminine and Masculine Personalities in Freudian and Neo-Freudian Developmental Schemes,” Lecture to “Introduction to Psychoanalysis,” taught by Dr. Wynn Schwartz, a graduate seminar at Harvard University. December, 2001. 2001. “Social, Moral and Ethical Dilemmas: How do people make tough choices?” Lecture at Wheelock College sponsored by Dr. Cate Solomon, Freshman Dean. December, 2001. 2000. “Bringing up Babies: Feminist and Anti-Feminist Formulations of Lecture to “Introduction to Psychoanalysis,” taught by Dr. Wynn Schwartz, a graduate seminar in psychology at Harvard University. December, 2000. 2000. “A Short History of Ethics in Decision-making,” Lecture to “Emerging Leaders” student group at Lasell College. February, 2000. 1999. “Feminist Revisions of Freud in Sociological Theory,” Lecture to “Introduction to Psychoanalysis,” taught by Dr. Wynn Schwartz, a graduate seminar in psychology at Harvard University. December, 1999. 1998. “Chodorow and Gilligan: Focusing psychoanalytic theory on female development,” lecture to “ Introduction to Psychoanalysis,” taught by Dr. Wynn Schwartz, a graduate seminar in psychology at Harvard University. December, 1998. 1998. “A Critique on Chodorow’s The Reproduction of Mothering,” lecture to “Feminist Theory,” taught by Dr. Hansen, an undergraduate sociology class at Brandeis University. October, 1998. 1997. “The Dialectics of Wage Work: Class Construction in Domestic Service,” lecture to “Work and Gender,” taught by Dr. Carmen Sirianni, an undergraduate sociology class at Brandeis University. March, 1997. CONFERENCE PRESENTATIONS 2015. “Ethics in Education: The Long-term Business Effects of an Ethics Program at Ashesi University College, Ghana. Workshop on Ethics in Finance and Investment: Positive Impacts and Sustainable Innovation Opportunities. Goethe University Frankfurt. October 2, 2015 2014. “The Banality of Good and Evil: Ethics Courses in Business Management Education” for the Global Corporate Governance Institute First Annual Conference. University of Surrey. Surrey, U.K. August 14-15, 2014. Best Paper Award.
PART ONE Directions: In Part 1 you will hear ten conversations between two people. After the second listening of each conversation, you will hear a question and there are four possible answers provided. Select the best answer to each question. (A) At a romantic restaurant. In a law company. At Tom’s At a movie theater. (A) In cash. By debit card. By credit card. By check. (A) Buy some birthday cards. Send some postcards. Send some to his six relatives. Send some birthday to Peru. (A) Japan. The U.S. Kuwait. Austria. (A) They are worried, so they cannot eat. They do not have enough time. They are working. They will leave work in ten minutes. (A) $29. Nearly $30. $39.99. $20.99. (A) Interested. Disappointed. Annoyed. (A) The customer may be inexperienced. The customer e-mail too often. The customer has an important business e-mail. He (the technician) knows what the problem is. (A) Australia. Ireland. Scotland. America. (A) It was expensive. It was cheaper. It was his girlfriend’s choice. It was more interesting than the trip to Japan. PART TWO Directions: In Part 2 you will hear a conversation. After the second listening, there are seven incomplete sentences and four possible options provided for each gap. Select the best option to complete the sentence.
The topic of the radio program probably is “_____”. Never think about past mistakes How to be optimistic Be positive in failures Always use positive language For Andy, _____ is very important. living for today keeping past memories arranging for the future avoiding mistakes Julie says people have negative thoughts _____. if they fail in love every time they fail now and then when they stop working Julie probably tells herself “_____” if she learns to ride a bicycle. It will take me too much time. I’ll fail again. I’ll never try again if I fail now. I can ride it soon. Giovanna advises us not to _____. read newspapers TV too much read books listen to music Miriam says that we should _____ to improve our bad feelings. do good things to other people list all the things for a good future keep a list of good memories at hand try to have a good time every week Michael doesn’t want to say “I’m sorry” because he thinks _____. it’s not good to admit a mistake action is more important than it’s better to say “I know my mistake” positive language can encourage people better PART Directions: In Part 3 you will hear a discussion. the second listening, there are eight questions. Select the best answer to each question. What is the conversation mainly about? Why and how a man lost his memory. Things turn worse with a loss of memory. Life of a man who lost his memory. A lost memory: a broken family. Why did the man lose his memory? He had an accident. He has a virulent disease. He’s getting old. He has a genetic brain disease.