zilongwang/ReadingBank huggingface dataset:
Plant Operator performing inspections, maintenance and sampling and relaying critical information, assessing facilities, and providing recommendations to the water system operator or manager. Amy Marshall Office Administrator Responsible for administrative functions in the office including receiving phone calls and keeping a log of events. This person will provide a standard carefully message to those who call with general questions. Additional information will be released through the water system manager Phone: (575) 603 - 8746 Jerry Ryan Staff Delivers door hangers and supports water system operator Phone: (575) 603 - 8745 Section 4: Events that Cause Emergencies Why do emergencies happen? There are a variety of reasons including: • Natural disasters • Human Caused Events. • Deliberate acts of vandalism or terrorism. • System neglect or deferred maintenance. An emergency may affect the entire water system or only isolated sections. You should evaluate a variety of events regarding their potential effects on the water system and its infrastructure. Each type of event can cause different types of damage to system components or contamination resulting in a disruption in service. These evaluations should be reflected in the water
need. As part of the emergency response planning, the water system should test these sources and work with NMED to obtain approval as an emergency source. Another important consideration is whether the water system can establish an inter connection with an approved water supply that might benefit both systems in an emergency. Discuss this possibility with adjacent water systems. Other alternatives include bottled water suppliers or a local tanker truck that could bring in water for various uses. Example: Inter-connection to adjacent water supply system Water Systems within one quarter mile of our system Feasibility of connecting There is one water system located within one-quarter mile of the XYZ water system. The XYZ distribution system is within 1,000 feet of the other water system. The system has discussed installing an inter connection with the adjacent water supply. The system is willing, but at this time cannot assist financially. The cost of the project is about $10,000 to install pipe and an inter connection. Unless the other system can assist financially it is not feasible for the XYZ system to construct the inter connection until 2006. Example: Alternate source(s) of Alternative sources Names Phone Availability Is the safe for drinking? Bottled water suppliers Bottled Water Inc. (505)982-5674 Up to 1,000 gallons in 1 gallon jugs within 24 hours Yes Tanker trucks in the area available to deliver bulk water Fred Jones, local dairy truck (505)250-8723 5000 gallons in less than 6 hours No Section 12: Curtailing Water Use
Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance. (Dinham, 2008) Feedback provides teachers and students with information about past and current learning experiences and should inform future teaching and learning opportunities. For learning — feedback from others enables students to assume greater ownership and control of their learning. When an effective feedback culture is established students become engaged learners and identify processes and actions to apply in future learning. Feedback from or to students helps make learning visible (Hattie, 2009) and therefore accessible to all, and when it is an integral part of the classroom the synergy between teaching and learning is powerful. It is important to note that when teachers involve families as partners in the feedback cycle they are able to provide additional informed support for student learning. For teaching — teachers use feedback from students or peers to inform and shape future instruction. Teachers must utilise three interrelated components if positive impacts are to occur in student achievement (Fisher and Frey, 2009). These include: feed up (clarifying the goal) feed back (responding to student work) feed forward (modifying teaching). Feedback is formative in nature, not limited to an end point process, and is blended with reflection, goal setting and other evaluation processes (Stiggins et. al, 2003). Key ideas Good feedback: connects students with their own and others’ learning provides teachers with information to modify and inform future teaching and learning is a teacher’s best intervention strategy to refine teaching should incorporate feed up (clarifying the goal with students), feed back (responding to student work and their progress) and feed forward (planning adjustments to future instruction using data from feed back) requires a clearly articulated purpose and goal (for students and teacher) can improve learning and teaching outcomes when a clear purpose and audience is identified enables students to identify what they know, what they understand, where they made errors, where they have misconceptions and when they are engaged/disengaged in learning.
5a Correctly uses to write M1 3.1b 5th problems of connected particles using pulleys. Correctly finds a =(m s−2) or 2.8125 (m s−2). Accept awrt 2.8 (m s−2). A1 1.1b (2) 5b Demonstrates an understanding that the resultant force acting on sphere B is 1.2g – T. M1 3.1b 5th Solve problems of connected particles using pulleys. Uses F = ma to M1 3.3 Correctly solves to find T =(N) or 8.385 (N). Accept 8.4 (N). A1 ft 1.1b (3) 5c Demonstrates an understanding that the resultant acting on box A is T – F. M1 3.1b 5th Solve problems of connected particles using pulleys. Uses F = ma to write M1 3.3 Correctly solves to find F = (N) or 6.135 (N). Accept 6.1 (N). A1ft 1.1b (3) 5d Uses v = u + at to write M1 3.1b 5th Solve problems of connected particles using pulleys. Solves to find v = or 2.25 m s−1. A1 ft 1.1b Uses F = ma to write –F = 0.8a or −= 0.8a M1 3.1b Solves to find a =m s−2 or 7.66…( m s−2). A1 ft 1.1b Uses to M1 2.2a Solves to find s =(m) or 0.33… (m). Accept awrt 0.33 (m). A1 ft 1.1b States that the total distance travelled will be 1.23 m (0.9 + 0.33). B1 ft 3.2
Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 2a A complete collection of relevant individual people or B1 1.2 2nd Understand the vocabulary of sampling. (1) 2b Opportunity (convenience). B1 1.2 3rd Understand quota and opportunity sampling. (1) 2c Systematic. B1 1.2 3rd Understand and carry out systematic sampling. (1) 2d Two from: not random electoral register may have errors there may not be enough (500) households on the register. B1 B1 2.4 2.4 5th Select and critique a sampling technique in a given context. (2) 2e Either: random sampling – it avoids bias. Or: quota sampling – no sampling frame required, continue until all quotas filled. B1 2.4 5th Select and critique a sampling technique in a given context. Either: Random sampling from people buying kitchen cleaners in a large store, as this would reduce potential bias. Or: Quota sampling from people based on a chosen set of ages and genders who use kitchen cleaners, continuing until all quotas are filled, as this would avoid the need for a sampling frame and allow for a more clearly representative sample. B1 2.4 (2) (7 marks)
Notes Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 6a There are a very large number of bags. B1 2.4 3rd Comment on the advantages and disadvantages of samples and censuses. Bags are tested to destruction – would be no bags left. B1 2.4 (2) 6b One is less than 12 kg B1 2.4 3rd Comment on the advantages and disadvantages of samples and censuses. therefore claim is not reliable. B1 2.3 (2) 6c Different samples can lead to different conclusions due to natural variations. B1 2.3 3rd Comment on the advantages and disadvantages of samples and censuses. Only a small sample taken so unreliable. B1 2.3 (2) 6d Larger sample. B1 2.4 3rd Comment on the advantages and disadvantages of samples and censuses. (1) (7 Notes
Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 1a or awrt 0.167 M1 A1 1.1b 1.1b 1st Calculate probabilities for single events. (2) 1b M1 1.1b 3rd Understand and use Venn diagrams for multiple events. A1 1.1b (2) 1c 0 B1 1.1b 3rd Understand and use the definition of mutually exclusive in probability calculations. No student reads both magazine A and magazine C. B1 1.1b (2) 1d B1 1.1b 3rd Understand and use Venn diagrams for multiple events. (1) 1e B1 2.1 4th Understand and use the definition of independence in probability calculations. , and M1 2.2a So yes, they are independent. A1 2.4 (3) (10 marks) Notes 1e
Notes 4bii ft from their tree diagram. Allow one error for M1. Can also be found from Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 5a Tree (both sections) and labels 0.85, 0.15 0.03, 0.97, 0.06, 0.94 B1 B1 B1 3.1a 1.1b 1.1b 2nd Draw and use simple tree diagrams with two branches and two levels. (3) 5b P(Not faulty) = (0.85 × 0.97) + (0.15 × 0.94) = 0.9655 M1 M1dep A1 3.4 1.1b 1.1b 2nd Draw and use simple tree diagrams with two branches and two levels. (3) (6 marks) Notes 5b M1 for either 0.85 × 0.97 or 0.15 × 0.94 (ft from their tree diagram) and M1 (dep) for adding two such probabilities (allow one error).
Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 6a = (5 2) + (4 4) + (4 6) + (7 5) + (15 1) = 100 P(Takes longer than 18 mins) or equivalent. M1 A1 M1 A1 3.1a 1.1b 3.1a 1.1b 2nd Calculate probabilities from relative frequency tables and real data. (4) 6b P(Takes less than 30 mins) or equivalent. M1 M1 A1 2.2b 1.1b 1.1b 2nd Calculate probabilities from relative frequency tables and real data. (3) (7 Notes 6a M1 for attempt to find total frequency by adding at least three “width frequency density” terms (which may contain errors).Alternative: M1 for M1 for 1 − A1 for o.e. Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 7a Total frequency = 120 P(Less than 17 cm) or equivalent or 0.475 B1 M1 A1 3.1a 1.1b 1.1b 2nd Calculate probabilities from relative frequency tables and real data. (3) 7b P(Between 12 cm and 18 cm) or awrt 0.558 M1 A1 2.2b 1.1b 2nd Calculate probabilities from
(1) 2c P(X > −2.3) = P(−2) + P(−1) + P(0) + P(1) + P(2) = 0.85 B1 1.1b 4th Calculate probabilities from discrete distributions. (1) (4 marks) Notes Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 3a 2k + k + 0 + k = 1 M1 2.1 4th Calculate probabilities from discrete distributions. 4k = 1, so k = 0.25 (answer given). A1* 1.1b (2) 3b P(X1 + X2 = 5) = P(X1 = 3 and X2 = 2) + P(X1 = 2 and X2 = 3) = 0 + 0 = 0 (answer given). B1* 2.4 4th Calculate probabilities from discrete distributions. (1) 3c M1 A1 A1 2.5 1.1b 1.1b 4th Calculate probabilities from discrete distributions. (3) 3d P(1.3 ⩽ X1 + X2 ⩽ 3.2) = P(X1 + X2 = 2) + P(X1 + X2 = 3) M1 3.4
4b 0.98 is M1A0 Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 5a X ~ B(20, 0.05) B1 for binomial B1 for 20 and 0.05 B1 B1 3.1b 3.1b 5th Understand the binomial distribution (and its notation) and its use as a model. (2) 5b P(X = 0) = 0.358 (awrt) B1 A1 3.4 1.1b 5th Calculate binomial probabilities. (2) 5c P(X > 4) = 1 – = 1 – 0.9974 M1 3.4 6th Use statistical tables and calculators to find cumulative binomial probabilities. = 0.0026 (2 s.f.) (answer given) A1* 1.1b (2) (6 marks) Notes 5b P(X = 0) = 0.9520 Q Scheme Marks AOs Pearson Progression Step
and Progress descriptor 6a X ~ B(15, 0.5) B1 for binomial B1 for 15 and 0.5 B1 B1 3.1b 3.1b 5th Understand the binomial distribution (and its notation) and its use as a model. (2) 6bi from calculator P(X = 8) = 0.19638… M1 A1 3.4 1.1b 5th Calculate binomial probabilities. (2) 6bii P(X 4) = 1 – P(X 3) = 1 – 0.0176 M1 3.4 6th Use statistical tables and calculators to find cumulative binomial probabilities. = awrt 0.982 or A1 1.1b (2) (6 marks) Notes 6bi P(X = 8) = P(X 8) – P(X 7) = 0.6964 – 0.5 or or or = awrt 0.196 or Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 7a Binomial (distribution). B1 1.2
Understand the binomial distribution (and its notation) and its use as a Each plate is either blue or not blue, independently of each other, with constant probability and there is a fixed number of them. B1 2.4 (2) 7b X ~ B(10, 0.06) (could be seen in part a) B1 2.5 5th Calculate binomial probabilities. P(X > 2) = 1 – P(X  = 1 – 0.981162163… from calculator M1 3.4 = awrt0.0188378… A1 1.1b (3) (5 marks) Notes 7a Ignore any parameter values given for the first B1. For second B1 all four points must be made with some context. Q Scheme Marks AOs Pearson Progression Step and Progress descriptor 8a There is a fixed number of trials. B1 1.2 5th Understand the binomial distribution (and its notation) and its use as a model. Each trial results in 1 of 2 outcomes, ‘success’ and ‘failure’. B1 1.2 Probability of success on each trial is the same. B1 1.2 The trials are independent. B1 1.2 (4) 8bi P(X = 5) =; P(X  5) = (either may be implied in either part) B1 B1 3.3 1.1b 5th Calculate binomial probabilities. Idea of five failures followed by a success (or 0 successes out of five and then a success) seen or implied. M1 3.4 P(5 on sixth throw) = M1 1.1b = awrt 0.0531 A1 1.1b (5)
Astronomy Facts Earth: The is a sphere shape (ball) The Earth is tilted on an axis. The Earth rotates (spins) counterclockwise. It makes a full rotation every 24 hours. The Earth revolves (orbits) around the sun. It takes about 365 days (365¼ days) or one year to make one revolution. The Earth has an elliptical (oval) orbit around the sun. This is also counterclockwise. Rotation is when an object spins around itself. The Earth’s rotation is 24 hours and affects daytime and night time. Revolution is when an object goes around (or orbits) another object. The Earth revolves around the sun every year and the moon revolves around the Earth every 29.5 days. Seasons: the two reasons we have seasons are the tilt of the Earth’s axis the Earth’s revolution (orbit) around the sun
the discussion that occurs at the next Senate meeting. DTRW— Jenny Redding — No meeting has occurred since the last Senate meeting. #1: Curriculum #2 Degree & Cert. Requirements DCSL— Robert Cabral — J. Redding noted that input with regard to the draft Program Discontinuance Policy is being sought. R. Cabral stressed that such input should be forwarded as soon as possible. R. Cabral will report back from DCSL information gained with regard to Program Discontinuance Procedure and status of said AP. #6 District and College Gov. Structures #10 Processes for Institu. Planning Old Business G. Guevara asked if the block-scheduling discussion has now been placed on the “back burner.” R. Cabral stated that the Senate has forwarded its discussion to the Deans’ Council and the College President and that no action on such scheduling is pending at this time. New Business Acad. Senate Pres. Report No report was given at this time. For the Good of the Order– Steve Hall —A. Valle wanted to thank people for to EOPS for creation of holiday baskets. —L. Kamaila wanted to remind people to use their groups tab to communicate with fellow faculty in, for instance, wishing them a happy holiday.
asked Senators to take the Budget Assumptions draft back to their departments/constituents for input and that any input should be forwarded to him. L. Kamaila asked that data be broken out by campus. G. Guevara expressed concern that with the elimination of the campus researcher the need for specific numbers would become more imperative. regarding draft “Budget Assumptions” document to forward to R. Cabral. Structures #10 Processes for Institu. Planning Planning and Budgeting Council— Marie Butler/Robert Cabral —One position for EMT was forwarded to the President for immediate replacement of G. Morgan’s FT position. R. Cabral reported that J. Merrill, as a visitor to the meeting asked questions with regard to accreditation pertaining to Business Services procedures as such was not articulated clearly in any documentation. R. Cabral stated that a need for clarity is apparent involving Business Services as both the instructional area (via PEPC) and the Student Services area have been forthcoming with clear data and narrative. R. Cabral reminded the Senate that Budget Forums are to be held this week, Tues., Feb. 23rd from 2 to 4 p.m. in CSSC 101 and Wed., Feb. 24th from 10 a.m. to Noon in JCC 3. C. Dorrance asked that better scheduling be considered as some faculty teach during these time slots. D. Eberhardy explained that R. Duran asked for suggestions as to scheduling and that faculty email him directly. R. Cabral recommended that the Budget Forums be streamed on OCTV for faculty viewing. Faculty desiring different budget forum times need to email R. Duran directly. #6 District and College Gov. Structures #10 Processes for Institu. Planning Program Effectiveness and Planning Committee— Robert Cabral —A few weeks ago PEPC met to revisit the hiring priority list from last year. The Committee opted to refine its goals and in a “blind” vote deemed EMT as OC’s top hiring priority from the instructional area. PEPC further agreed to #4 Educ. Prog. Development;
List of Designers Fashion Designers Interior Designers Vivienne Westwood John Galliano Alexander McQueen Hussein Chalaya Paul Smith Issey Miyake Zandra Rhodes Matthew Williamson Valentino Yves Saint Laurent Sindiso Khumalo Timorous Beasties Designers Guild Osbourne and Little Sanderson Matthew Williamson @ Osbourne and Little Zoffany Linewood Marrimeko Timney Fowler
Socorro Independent School District CScope ELAR Grades 3-8 (2011-2012) 1st 9 Weeks 2nd 9 Weeks 3rd 9 4th 9 3 Unit 01: Literary Discovery Begins with Fiction (6 weeks) Unit 02: Discovering Other Literary Genres (3 weeks) Unit 02: Discovering Other Literary Genres (continued) (3 weeks) Unit 03: Reading to Discover- Expository Text (6 weeks) Unit 04A: Discovering Procedural Text (3 Unit 04B: Establishing a Position (3 weeks) Unit 05: Discovering Connections (3 weeks) Unit 05: Discovering Connections (continued) (3 weeks) Unit 06A: Discovering Through Research (3 weeks) Unit 06B: Message (3 weeks) Grade 4 Unit 01: Literary Understanding Begins with Fiction and Poetry (6 weeks) Unit 02: Understanding Literary Nonfiction and Drama (3 weeks) Unit 02: Understanding Literary Nonfiction and Drama (continued) Unit 03: Reading to Learn- Informational Text (6 weeks) Unit 04A: Understanding Research (3 Unit 04B: Understanding Connections Across Literary Texts (3 weeks) Unit 05A: Understanding Connections Across Informational Texts (3 weeks) Unit 05B: Understanding Connections Across All Genres (3 Unit 06: Influencing an Audience (6 weeks) Grade 5 Unit 01: Literary Study Begins with Fiction and Poetry (6 weeks) Unit 02A: Appreciating Literary Nonfiction and Drama (3 weeks) Unit 02B: Supporting Positions (3 weeks) Unit 03: Reading to Understand Informational Text (6 weeks) Unit 04A: Making Connections Across Literary Genres (3 weeks) Unit 04B: Making Connections Across Informational Genres (3 weeks) Unit 05A: Making Connections Across All Genres (3 weeks) Unit 05B: Understanding the Research Process (3 weeks) Unit 06: Media Impact (6 weeks) Grade 6 Unit 01: Exploring Literary Nonfiction and Poetry (6 weeks) Unit 02: Exploring Fiction and (3 weeks) Unit 02: Exploring Fiction and Drama (continued) (3 weeks) Unit 03: Exploring Informational Text (6 Unit 04A: Exploring Persuasive Text and Media (3 weeks) Unit 04B: Generating Connections: Literary Text (3 weeks) Unit 05A: Generating Connections: Informational Text (3 weeks) Unit 05B: Generating Connections: All Genres (3 weeks) Unit 06: Exploring Through Research (6 weeks)
SALON D SALON E SALON F Oak Alley SALONS: A, B, C Ashland 7:30 Registration 8:00 – 10:00 Amber Boykin & Laura Maciaszek PBIS 2.0-LA’s Renewed Vision for PBIS Brad Mason Related Service Counseling Strategies Dr. Jeanne Anne Carriere Building, Repairing, & Restoring Positive Relationships with Parents Dr. Meagan Medley Treatment Integrity: Ways to Improve implementation of IEPs, BIPs, RTI, & PBIS 10:00-12:00 Dr. George Hebert Dr. Colleen Arceneaux Ethical Dilemmas and Practitioner Conversation Dr. Jeanne Anne Carriere Dr. Steve Kanne Dr. Anna Laakman Boykin Flint Smith Autism in LA & the Nation Dr. Meagan Medley FBAs: Types & Models Dr. Evan Dart Establishing Peer Management Programs in Your Schools 12:00-1:30 LSPA Awards Luncheon (Salons A,B,C) LSPA EC: What Have You Done for Me Lately? A membership update on the activities and accomplishments of the LSPA Executive Committee Honored Guest: Gary Jones, BESE Board President 1:30-2:30 C. Broussard, G. Hebert, A. Morvant, & J. Monic LSSP Q&A Brad Mason Getting on the Plus Side of Behavior Flint Smith Effective Collaboration and Communication with Advocates & Parents Dr. Jones Mobile App for Reading Interventions Practitioner Conversation Amber Boykin & Stacey Johnson Professional Advocacy 101 2:30-4:30 Dr. Radley Social Skills Training for Students with Developmental Disabilities Dr. Alan Coulter Implementation Fidelity in the Era of ESSA: A Practical Approach Casey Cole, ASU Data-based Decision Making: Tools of the Trade C. Broussard, M. Medley, K. Wickstrom, & K. Jones School Psychology Student Forum Dr. Kristin Johnson Training Teachers to Complete DBRCs 4:30-5:00 Poster Setup LSPA Business Meeting (Open to Members) 5:00 PARADE OF POSTERS SESSION Sip & See 6:00 Meet & Greet-Informal Job Fair *Bring multiple copies of resumes if interested in participating* 6:30 Maple Room/Hospitality Room Jazz Lounge 6:30-Midnight Friday, November 10, 2017
Assistive Technology (AT) Act Section 6 Overview Section 6 of the AT Act authorizes five national activities, two discretionary and three required. (1) National Public Awareness Toolkit (discretionary) This section authorizes a national training and technical assistance program that expands public awareness efforts through accessible multimedia in coordination with State AT Program. This section has never received appropriations and has not been implemented. (2) Research and Development (discretionary) This section authorizes research and development of assistive technology including development of standards for interoperability and new AT product development. This section has never received appropriations and has not been implemented. (3) State Training and Technical Assistance (mandatory) This section authorizes general training and technical assistance for grantees funded under Section 4 (State AT Programs) and Section 5 (Protection and Advocacy for AT - PAAT). The training and technical assistance is focused on the Sections 4 and 5 required activities including development/submission of the State Plan for AT outlining each grantee plan for implementation of the required activities. This section has been implemented since the law passed in 2004. (4) National Information Internet System (mandatory) This section authorizes a National Public Internet Site for assistive technology with resources and links to information about AT devices/services and has been implemented since 2004. (5) Data Collection and Reporting Assistance (mandatory) This section authorizes targeted training and technical assistance to assist Section 4 grantees and the administrative agency for the AT Act develop and effectively implement a data-collection and reporting system for the Annual Progress Report as is required for each fiscal year by the AT Act. This section has been implemented since the law passed in 2004.
22. Find the surface area of the prism. 23. Find the surface area of the prism. 24. Find the surface area of the prism whose base is 6 feet by 4 feet, and is 10 feet high. Activity 1 - Digital Shapes Scavenger Hunt https://www.teacherspayteachers.com/Product/Shape-Search-2514072
2) Astronomy: The wilderness night sky is unbelievably clear, allowing opportunities for viewing the constellations, Milky Way, etc. 3) a new skill--canoeing: You will learn how to “read a river” with its currents & riffles. You will also learn how to work in tandem with a canoeing partner. You will learn the basic paddle strokes, and techniques on moving water such as “eddying out.” 4) Wildlife: There are numerous opportunities for viewing wildlife such as desert sheep, turquois collard lizards, river otter, black bear, and eagles. 5) History: Local western history legends abound in this area. Share your stories around the campfire. Packing up 3 Sun 8/28/16 You will break down camp after a hearty breakfast and paddle out of the majestic Dominguez Canyon where the scenery begins to turn much greener with vegetation.
Pre-Medicare Retirees in Alternative Plan 2013 Monthly Retiree Contributions 2014 Monthly Retiree Contributions Annual Difference Retiree 0 $20 $240 Retiree + 1 0 $40 $480 Retiree + Family 0 $40 $480 Medicare-Eligible Retirees in Alternative Plan 2013 Monthly Retiree Contributions 2014 Monthly Retiree Contributions Annual Difference Retiree 0 0 0 Retiree + 1 0 $60 $720 Retiree + Famiily 0 $60 $720
New Jersey Public Health Association 2018 Annual Conference What Dictates Health - Is it Genetics or Zip Code? Health Equity, Research and Policy for a Healthier New Jersey Tuesday, October 2, 2018 Paul Robeson Campus Center, Rutgers University, Newark, New Jersey Conference Agenda at a Glance 8:00 – 9:00 Registration & Breakfast 9:00 - 9:15 Greeting & Welcome: Paschal Nwako, PhD, MPH, President, NJPHA Perry Halkitis, PhD, Dean of School of Public Health, Rutgers University, NJ 9:15 – 9:45 Opening Remarks 9:45– 10:45 Keynote Presentation: Pamela M. Aaltonen, PhD, RN, President Elect, American Public Health Association What is the Domain of Equitable Health and Why Address Social Determinants of Health? 10:45– 11:00 Break, Networking & Exhibitions 11:00 – 12:00 Addressing Barriers to Health- One Zip Code at a Time Distinguished Speaker: Denise V. Rodgers, MD, Fellow of the American Academy of Family Physicians (FAAFP); Vice Chancellor for Interprofessional Programs, RBHS Endowed Professorship in IPE, Professor of Family Medicine, Director, Rutgers Urban Health and Wellness Institute 12:00 – 1:00 Lunch, Awards, Exhibition &Networking 1:00 – 2:30 Panel – Mapping and Placed-based Approaches to Addressing Social and Environmental Factors Impacting Community Health Moderator: Hagerman, Deputy Director, Programs, New Jersey Health Initiatives Speakers:
Support Item Support Item Ref No. Description UOM Quote Required pressure mattress - low air loss, alternating pressure 05_043306005_0103_1_2 Mattress replacement for pressure care, electronically operated. Each Y personal care and safety equipment - other 05_098800044_0103_1_2 Includes other reasonable and necessary personal care and safety equipment not listed, due to impact of the individual’s disability. Each Y over bed table 05_180315322_0103_1_2 A table designed to cantilever over the bed. Each N sleep system 05_181224204_0103_1_2 Positioning cushions to help an individual maintain a consistent and optimal position while sleeping or resting. Each Y Equipment or aids for dressing or specialised clothing Support Item Support Item Ref No. Description UO M Quote Required cooling vest - small, medium, large 05_043006001_0103_1_2 Vest used for people with thermoregulatory problems Each N helmets 05_090603045_0103_1_2 Protective helmet for people with seizures or falls, etc. Each N one or more small devices to assist with dressing and undressing 05_090900046_0103_1_2 e.g. dressing hook, stocking puller, Velcro closures, etc. Each N Specialised household furniture Support Item Support Item Ref No. Description UOM Quote Required adult postural chair with pressure relief - air type 05_180939183_0103_1_2 Custom fit seating for people with body shape or pressure care needs to accommodate. Each Y child postural chair - feeding, minimum components 05_180939185_0103_1_2 Feeding seat for a child with basic supports Each N child postural chair with maximum components 05_180939186_0103_1_2 Feeding seat for a child with supports for head, body, hips, feet, etc. Each Y postural chair with pressure relief - air type 05_180939184_0103_1_2 Custom fit seating for people with body shape or pressure care needs to accommodate. Each Y
Check educational strategies, modifications, and/or “low” technology implemented: Directions modified or simplified Enlarged or bold print Heavy or raised line paper Assignments shortened High contrast Scanning of text Highlighter or marker or template [circle/highlight] Manipulatives Adapted desk or tray or table [circle/highlight] Tape recorder or taped text [circle/highlight] Transcription by others Preferential seating Verbal response instead of written response board or easel Adapted writing implements [type] Pointing/gestures instead of written response Talking calculator Spoken text to accompany print Graphics to communicate Talking dictionary/spell check Current Computer Use: [Check all that apply] The student uses a computer: never at school at home for word processing for games other Current Assistive Technology Used [complete all applicable sections] Assistive Technology Device Type and/or Manufacturer/Model and/or Platform/Operating system Features e.g. screen enlargement, voice output, special switches, word prediction Computer iPad or similar device Commonly used apps Manual Communication Board
Ex: Student uses device to participate in circle time activities 40% of time. Little Mack Single message voice output communication device Describe how it is being used and in which activities it is being used and level of proficiency. Ex: Student uses device to ask for attention 25% of time. One Step Single message voice output communication device Describe how it is being used, in which activities it is being used, and level of proficiency. Ex: Student uses device to request a drink at mealtime in 3 out of 5 trials. Step by Step Mulitiple level voice output communication device with looping Describe how it is being used,in which activities it is being used, and level of proficiency. Ex: Student uses device to relay a knock-knock joke with 50% proficiency across 3 settings. Little Step by Step with Levels Single activation site, multiple level voice output communication device with looping Describe how it is being used, in which activities it is being used, and level of proficiency. Ex: Student uses device to supply the repeated line in a in 8/10 trials. Big Step by Step Single activation site communication device with large activation surface and Describe how it is used, in which activities it is used, and level of proficiency. part
brainstorming and outlining to writing the first draft WriteOut:Loud Auditory word processing software Describe when and how the student uses it and level of proficiency. Indicate information such as utilized features, size of font, voice, reading sentence or paragraph, etc. Intellikeys Alternative keyboard access with interchangeable overlays Name overlay, how student activates keyboard (direct selection, switch, keyguard). Describe activities in which the student uses the keyboard and software that is used (Word, Write Out:Loud, etc). Intellimathics Software which allows the math curriculum to be modified for students to solve math equations on the computer Describe the template being used and any changes that have been made to the template. Describe how well the students use the software. Classroom Suite Curricular modification software which allows lessons to be computerized for students Describe activities in which the software is being used and how well the student uses it. Ipad Tablet with apps to support access to curriculum and written communicaiton Describe when and how the student uses it and level of proficiency. Indicate features that are utilized. Ex: Student completes essays and research papers as homework. Ipod Hand-held portable media player with apps to support access to curriculum and written communicaiton Describe when and how the student uses it and level of proficiency. Indicate features that are utilized.
POPULATION DIRECT HOURS INDIRECT SUPERVISION HOURS TOTAL HOURS COMPLETED? INTERNSHIP DATES YES NO If NO, list reasons separately & attach. SUPERVISOR SIGNATURE DATE BCT SIGNATURE DATE 4. AGENCY NAME ON- SUPERVISOR NAME / CREDENTIAL ADDRESS PHONE EMAIL STATE/ ZIP + 4 COUNTRY POPULATION DIRECT HOURS INDIRECT HOURS SUPERVISION TOTAL HOURS COMPLETED? INTERNSHIP DATES YES NO If NO, list reasons separately & attach. SUPERVISOR SIGNATURE DATE BCT SIGNATURE DATE REQUIRED INTERNSHIP HOURS SUCCESSFULLY COMPLETED: Total Internship Hours: Total Direct Client Contact Hours: Total Indirect Hours: Total Hours of Supervision: BCT SIGNATURE DATE TRAINEE SIGNATURE DATE North American Drama Therapy Association (NADTA) Alternative Training Learning Contract Statement of Alternative Training Completed
This document must be completed and submitted to Lorraine Wareham at prior to entering into or implementing any agreement(s) with a company(ies) for incumbent worker training. The Grantee may proceed with this project once approval has been obtained from the Department of Commerce. Date Submitted: Name of Employer: Grantee: Employer Sector / Industry: Grant Number: Total Number of Employees at Work Site: Project Name: Number of Employees to be Trained: Training Cost: Start/End Date of Training: Project Cost: (if different than the training cost) Participant will Receive Training Only Industry Recognized Certificate or Credential 1 – the Incumbent Worker “at-risk” indicator(s) below that are applicable for this company: (More than one may be checked – check as many as applicable. See pages 2 and 3 of this document for descriptions of the at-risk indicators) Below each at-risk indicator that is checked, you must provide specific/detailed information/discussion that supports the “at-risk” indicator as the factor on which the Incumbent Worker strategy is, or will be based. Declining Sales Supply Chain Issues Adverse Industry / Market Trends Changes in Management Philosophy or Ownership Worker Does Not Have In-Demand Skills Strong Possibility of a Job if a Worker Attains New Skills Other “at-risk” Indicators 2 – Describe how that training will address the “at-risk” indicator(s) identified above and explain how the training will result in averting the layoff of employees. 3 – If the Grantee is not the training provider, discuss who will be providing the training, and if not provided in-house, confirm that the trainer selected or to be selected used an appropriate procurement process. If more than one training provider is used, describe the specific responsibilities of each.
□ I explained my role as an Advisor and the in which I can help the student □ I informed the student about his or her status and possible consequences Action Plans: I advised the student to register for the following courses: □ I informed the student about the follow-up meeting date Follow-up date: Student Signature: Academic Advisor Signature: Date: Date:
Session 4: Protection and Implementation; moderated by Don Rothwell (Australian National University) 1525-1550 Protecting Wounded, Sick and Shipwrecked Members of Armed Forces in Naval Warfare: Key Findings of the Updated (2017) Commentary on the Second Geneva Convention – Bruno Demeyere (International Committee of the Red Cross) 1550-1600 Plenary Discussion 1600-1610 Closing of the Seminar – Magne Frostad (JCLOS) 1610-1700 Drinks and snacks
Curriculum I. Written Composition: 6 hours A. Six semester hours from the following sequences: (3) (3) OR (3) (3) II. Humanities and Fine Arts: 12 hours A. Six semester hours from the following sequences: (3) (3) OR (3) (3) OR (3) (3) B. Three semester hours from the following: (3) (3) C. Three semester hours from the following: (3) (3) (3) OR (1) (2) III. Natural Sciences and Mathematics: 11-15 hours A. Eight semester hours from the following: (4) OR (4) AND (4) B. Three semester hours from the following: (3) or higher IV. History, Social, and Behavioral Sciences: 12 hours A. Six semester hours from the following sequences: (3) (3) OR (3) (3) OR (3) (3) B. Six semester hours from Social and/or Behavioral Sciences: (3) semester hours from the following: (3) (3) (3) (3) (3) (3) V. Core Requirements: 15 - 19 hours A. Fourteen hours in pre-professional and major electives from the following: 14 hours (4) (4) (3) OR (3) (3) Choose B., C., D., or E: B. For Exercise Science Elective Option: (3) One of the following: (2) (2) (2) C. For Pre-Professional Health Science Elective Option: Advisor approved elective (1) D. For Emergency Medical Technician Elective Option: (3) Advisor approved electives (2) E. Advisor Approved Electives: 5 hours Athletic Training electives may be used to fulfill this requirement. Athletic Training Requirements: 57 hours (1) (1) (3) AH 210 - Protective Techniques for Injuries (2) AH 220 - Injury Illness Assessment (2) AH 230 - Athletic Training Emergency Care (2) (1) (1) (3) AH 301 - Research in Athletic Training (1) (3) (1) (3) (1) (3) (1) (3) (1) (2) (1) (1) (1) (1) AH 430 - Psychological Aspects of Athletic Training (2) (1)
NYSAA Data Collection Sheet for a Multi-Step Task Student Name: NOTE: A Data Collection Sheet cannot stand alone; supporting evidence is required. Includes a minimum of three dates. Complete in full, including staff initials, for each date. ACCURACY (Acc) KEY: (+) Correct Response (-) Inaccurate/No Response Describe Steps of the Assessment Task (recommend at least 4): Date Date Date Date Date Date Date Date Acc +/- Acc +/- Acc +/- Acc +/- Acc +/- Acc +/- Acc +/- Acc +/- For an investigation about plant growth…ask a question …gather materials …collect data …record data Total +’s Total Steps Fraction / / / / / / / / Percent (%) % % % % % % % % (REQUIRED FOR EACH DATE WITH DATA) Fill in Initials of Person Recording the Data for Each Date Staff Key (REQUIRED) Record the Initials and Corresponding Name of Staff Recording Data to Provide Key for Initials Recorded Above Initials: _____ Name: ________________________ Initials: _____ Name: _____________________ Initials: _____ Name: ________________________ Initials: _____ Name: _____________________
Name: Date: Grade 4 ELA, AT44221C Accuracy: Directions: Provide an appropriate response to the verbal or non-verbal social cues in the following scenarios. 1. When someone sneezes, what would be an appropriate response? “Howdy!” “I’m good, how are you?” you!” 2. When someone greets you saying, “Hello”, what would be an appropriate response? “Hi, how are you?” “Excuse me?” “Good-bye” 3. When you answer the phone, what would be an appropriate response? “You’re welcome” “Hello?” “See you tomorrow!” 4. When you receive a gift, what would be an appropriate response? “Thank you!” “See you “There you go.”
Name: Date: Grade 4 ELA, AT45321A Accuracy: Directions: Indicate the picture that shows the meaning of each word based on the context of the given sentence. The shower is turned on. He tried building a tower. Grandma saw the newspaper. You need to duck so you do not bump your head.
Math 4.NF. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Stage 2 – Evidence Evaluative Criteria Assessment Evidence Clear and detailed plan for a tool (done before any building) that directly answers the following prompts: What forms of energy are used in your tool? How does your tool move and change (convert) energy between the different forms? What message are you sending? Actual tool that can transport a message (absolute success is not important). Instead the focus is on making changes to a plan based on testing. CURRICULUM EMBEDDED PERFORMANCE ASSESMENT: Send Your Message Summary: In this task, students will design and then create a tool to send a message across the room at least two forms of energy. Details: Drawing upon their knowledge and understanding of the different forms of energy and how energy is transported and converted, students will design (in small groups) a tool to transmit a message across the room. The message can be visual (a picture) or text-based (a written message). They will be able to use materials from earlier lessons and will be asked to apply their understanding to this task. The end products will be the plan, the actual tool, and a (guided) write-up of the tool (including the 2 (or 3) types of energy it uses, how it converts the energy, and how the message is transported). Creativity is encouraged, and the actual tool can be a functional “Rube-Goldberg” type contraption. Groups of students needing additional support have their forms of energy selected for them, while groups needing extensions can add in more forms of energy and/or more conversions between different forms of energy. Students will develop the plan first, before doing any building. They can revise their plan after testing the first version of their tool.
Document Requirements Passport Vaccination Record (Inc. meningitis) Financial Documents Certificate of RBC Exchange Application Form Transcript (supplied by college) Travel/ Health Insurance Student Essay Centre College (Kentucky) N/A N/A N/A Clemson University (South Carolina) N/A N/A Columbia College (Chicago) N/A N/A N/A SFA (Texas) N/A Syracuse (New York) N/A N/A UArts (Philadelphia) N/A N/A N/A UNCW (North Carolina) N/A N/A Direct N/A Passport
We are anticipating the cost to be for the Fall semester to be around $465. This is roughly $114 per month and will be charged directly to your Columbia College Student OASIS account once you register for classes. Highlights of the plan include: Unlimited coverage per condition No exclusion for pre-existing conditions $0 Deductible per policy year Trustmark Group Benefits - CIGNA PPO Network - 100% In Network; 80% Out-of-Network Co-Insurance Co-Payments- $15 Physician, mental health; substance abuse, chiropractic; physical therapy, acupuncture; and occupational therapy visits Annual Out of Pocket Maximum - $2,000 Physical Exam/Wellness Women's Wellness exam - 100% after co-pay Prescription Drug Benefit through Express Scripts - reimbursed up to 50% - no annual per policy year Careington Dental and Vision Benefit - provides a discount network for dental and vision services. (Separate membership cards will be provided) In addition, the insurance will also include: Mental Health Counselling - A toll free number available 24/7 to assist students for any reason, whether school related, family issues, or adjusting to a new environment, the LewerMark Student Assist Program will be available through a network of trained counselors ready to assist. Legal Assistance - Students sometimes need advice when it comes to immigration, U.S. laws, liability, or any reason a qualified attorney could provide assistance. The LewerMark Student Assist Program will provide a free 30 minute consultation to students to assist with needs for professional legal advice. Referrals are available for additional fee based services as needed. Concierge Service - How many times has a student arrived looking for housing, or possibly finding a local grocer with food from their home country? The LewerMark Student Assist program is available 24/7 to help students find resources for their day to day needs. For more information on the insurance and the policy details, you can go here: .
Secretary Responsibilities Agenda Item 4 Notes on Discussion Establish ground rules for meetings Length of meetings Order of Business Others Agenda Item 5 Notes on Discussion Set staggered terms for Robin Younkin, Carol Panaccione, and Jonathan Arujo Agenda Item 6 Other Discussion Establish next meeting date / time Meeting Action Items Action Assigned To Deadline Example: Posting the minutes electronically Secretary 7 business days after conclusion of meeting Example: Items approved by committee Chair – forward to Senior officer 7 business days after conclusion of meeting Decisions Made Decision 1 Decision 2 Decision 3
all.” The word “wisdom” here – as in the many times it occurs in the account of the making of the tabernacle – means, “precise, exact craftsmanship.” … Precision matters. Order matters. The misplacement of even a few of the 3.1 billion letters in the human genome can lead to devastating genetic conditions. The famous “butterfly effect” – the beating of a butterfly’s wing somewhere may cause a tsunami elsewhere, thousands of miles away – tells us that small causes can have large consequences. … God creates order in the natural universe. We are charged with creating order in the human universe. That means painstaking care in what we say, what we do, and what we must restrain ourselves from doing. There is a precise choreography to the moral and spiritual life as there is a precise architecture to the tabernacle. Being good, specifically being holy, is not a matter of acting as the spirit moves us. It is a matter of aligning ourselves to the Will that made the world. Law, structure, precision: of these things the cosmos is made and without them it would cease to be. Ramban on Leviticus 19:2 And the reason that the text says “”for I the Lord your God am Holy” - it is said that we merit to become close to Him when we are holy. - Iyun Tefilah
Table 2. Dependent Variable: Amount of money the movie made while it was playing in theatres, in millions of US dollars (BoxOfficeMil) Variable Test 1 Test 2 Test 3 Test 4 Blue and Orange 44.969** (2.50) 3.656 (0.25) 6.224 (0.43) 3.010 (0.21) Budget Mil 1.380** (12.06) 1.367** (13.06) 1.245** (10.43) IMDb Score 22.304** (3.57) 22.906** (3.70) Movie Year -0.235 (-0.58) Action 10.170 (0.54) Sci-FI 18.883 (1.28) Animation -11.524 (-0.61) Comedy 27.914 (1.61) Constant 65.423** (8.23) 17.022** (2.19) -137.784** (-3.13) 321.053 (0.40) Adjusted R Squared 0.021 0.4351 0.4635 0.4387 Root MSE 111.83 87.39 85.16 78.02 Number of Obs 246 225 225 207
School related difficulties: What are the child’s current mental health issues/concerns? Mood (irritability, crying, feeling sad) Anxiety (avoidance, phobias, separation) Sleep (routine, hygiene, disrupted) Appetite (increase, decrease) Energy (decrease, hyperactivity) Toileting (encopresis, enuresis, bed wetting) Recent stressful/ traumatic event Somatic complaints -no physical cause Attention/ Concentration Academic performance Social difficulties Behavioural issues Further information: Treatment Goals (E.g. what will be different/improved as a result of this referral?) Issue Goal Client Consent: I (the parent /carer)______________________ consent to this Child Treatment Plan to proceed and I agree to this information to be recorded in my child’s medical files and being shared between the GP, the Allied Mental Health Professional and Others to whom referred, to assist in the management of my child’s health care. I ______________________ have discussed the proposed referral with the patient and am satisfied they understand the proposed uses and disclosures and has provided their informed consent to these. Signature: Doctor Signature: Date:
Sample assessment outline Animal Production Systems – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Investigation 10% 10% Semester 2 Week 5–8 Task 8: Effect of feed additives/supplements on the growth rates of Prime Lambs – students design and carry out an investigation to assess the effect of feed additives/supplements on growth rates of prime lambs Production project 20% 5% Semester 1 Week 3 Task 1: Marketing Australian sheep products to the world – students identify advantages Australia may have in an international sheep market and develop a plan to market the farm’s sheep products (wool and/or meat) to this market 10% Semester 1 Week 10–11 Task 3: Management of barber’s pole worm in sheep – students plan and implement management of barber’s pole worm in sheep 5% Semester 2 Week 10 Task 9: Evaluating on-farm beef cattle production practices to meet quality assurance criteria – students interpret beef carcase feedback data to assess meat quality Test 20% 4% Semester 1 Week 8 Task 2: Animal structure and function and Breeding and improvement test 4% Semester 1 Week 11 Task 4: Animal health test 4% Semester 1 Week 14 Task 5: Economics, finance and markets test 4% Semester 2 Week 4 Task 7: Animal structure and function and Animal nutrition test 4% Semester 2 Week 13 Task 10: Systems ecology and Sustainable production test Examination 50% 20% Examination week Task 6: Semester 1 Examination 30% Examination week Task 11: Semester 2 Examination Total 100% 100%