zilongwang/ReadingBank huggingface dataset:
domestic trade, but there is not a separate theory that explains each. The difference between international and local trade is similar to the balance of payments an individual has to make as opposed to the balance of payments the US government has to make. A second concern is that without explicitly stating it, Roberts is arguing that taxes will improve prosperity. Robert P. Murphy, in his paper “Free Trade and Factor Mobility”, demonstrates these issues in his own critique of Roberts’ arguments. Murphy writes that Roberts is correct in saying that Ricardo’s theory discusses holding the factors of production fixed with only final goods being shipped over borders, but incorrect in concluding that free trade works only under these solutions. Free trade is far more general of a topic than the narrow definition that was provided by Ricardo. Per capita consumption for a group of people will decrease if a tariff restricts their ability to make transactions with people outside that group. Regardless of factors of production, this fact will remain true. Additionally, any attempt to restrict free trade is no different than taxation. Taxes and tariffs amount to the same result, and opposition to free trade is pro-tax. Roberts’ article essentially says that if you raise taxes on certain goods it will result in Americans becoming richer. Roberts claims in his papers that increases in political stability, stronger education systems and the invention of the internet have all worked to create a market in which free trade is no longer a positive market feature. Trade barriers are proven to reduce consumption when capital is immobile, but Roberts’ claim is that with the invention of the internet, everything has changed. (Murphy, 2004) Roberts gave the example of American engineers being misplaced by far cheaper, equally skilled foreign engineers as a reason to impose trade restrictions. Murphy spins the application a
and Cass R. Sunstein. Cato: Regulation, In Review (Summer): 45-47. Available at: Hoppe, Hans-Herman. 2001. Democracy- The God That Failed. New Brunswick: Transaction Publishers. Jayaraman, Rajshri, Debraj Ray, and Francis de Vericourt. 2014. “Productivity Response to a Contract Change.” NBER Working Paper No. 19849 (January). Available at: < http://www.nber.org/papers/w19849.pdf> Jolls, Christine, Cass R. Sunstein, and Richard H. Thaler. 1998. “A Behavioral Approach to Law and Economics.” (January 1). Stanford Law Rev. 50: 1471-1550. Available at SSRN: <http://ssrn.com/abstract=2292029> Kahneman, Daniel. 2011. Thinking, Fast and Slow. New York: Farrar, Straus and Giroux. Kahneman, Daniel, and Amos Tversky. 1973. “Availability: A Heuristic for Judging Frequency and Probability.” Cognitive Psychology 5(2): 207-232. Kahneman, Daniel, and Amos Tversky. 1979. “Prospect Theory: An Analysis of Decisions Under Risk.” Econometrica 47(2): 263-291. Kahneman, Daniel, Jack L. Knetsch, Richard H. Thaler. 1991. “Anomalies: The Endowment Effect, Loss Aversion, and Status Quo Bias.” The Journal of Economic Perspectives 5(1): 193-206. Kahneman, Daniel, Jack L. Knetsch, Richard H. Thaler. 1986. “Fairness and the Assumptions of Economics.” Journal of Business 59(4): 285-300.
Kahneman, Daniel, and Cass R. Sunstein. 2005. “Indignation: Psychology, Politics, Law.” U of Chicago Law & Economics, Olin Working Paper 346. Available at SSRN: <http://ssrn.com/abstract=1002707> Klein, Peter. 2010a. “Comparative Institutional Analysis and the New Paternalism.” Organizations and Markets (blog) (February 19). Available at: Klein, Peter. 2010b. “Does Behavioral Economics Offer Anything New and True?” Organizations and Markets (blog) (May 21). Available at: Klein, Peter. 2014. “More Trouble for Behavioral Economics.” Mises Economics Blog (March 5). Available at: Leonard, Thomas C. 2008. Review of “Nudge: Improving Decisions about Health, Wealth, and Happiness,” by Richard H. Thaler and Cass R. Sunstein. Constitutional Political Economy 19(4): 356-360. Levitt, Steven D., and John A List. 2007. “What Do Laboratory Experiments Measuring Social Preferences Reveal the Real World?” Journal of Economic Perspectives 21(2) (Spring): 153-174. Levitt, Steven D., and John A List. 2008. “Homo economicus Evolves.” Science 319 (February): 909-910. Available at: <http://pricetheory.uchicago.edu/levitt/Papers/homo.pdf>
never had the social acceptance that alcohol had before its prohibition. Marijuana is beginning to see that social acceptance despite the fact it has been illegal since the 1930s. This has resulted in many states passing laws decriminalizing marijuana despite the fact that they will be contradicting federal laws. Why marijuana became so socially acceptable compared to other drugs, what the effects were as a result of US drug legislation, and the development of the drug markets underground are all suggestions for further research. Conclusion Prohibitions are not good economic policies for a nation to pursue they hamper economic activity, hurting both consumers and producers. It is not a nation’s place to regulate men into angels, instead a nation’s law enforcement should guard person and property against damages from others. Prohibitions also divert government revenues from other programs which have “better” public benefits. Who suffers when a nation decides to hamper economic activity? Orphanages, hospitals, national defenses, and national improvements. Prohibitions should not be pursued by any nation as they always end poorly. Bibliography Fisher, Irving. Prohibition at Its Worst,. New York: Macmillan Company, 1926. Gray, James P. Why Our Drug Laws Have Failed and What We Can Do about It: A Judicial Indictment of the War on Drugs. Philadelphia [Pa.: Temple University Press, 2001. Okrent, Daniel. Last Call: The Rise and Fall of Prohibition.
Week Date Autumn Term – Topic FACTORS Assembly focus 1 A 4th – 8thth September organisation INSET Mon and Tues None 2 B 11th – 15th September No linking assemblies – Whos who – Student support etc Welcome 3 A 18th – 22nd September Challenge 1 Launch Challenge 4 B 25th – 29th September Challenge 1 Behaviour expectations / Attendance 5 A 2nd – 6th October Challenge 1 Fri FLD 1 Young Carers update / Safeguarding 6 B 9th – 13th October Shoe Box appeal Shoe Box appeal 7 A 1th – 20th October Shoe Box Appeal Inset on Friday HOH business HALF TERM 9 B 30th – 3rd November Launch Pixl Edge Pixl Edge Launch 10 A 6th – 10th November Challenge 1 / Edge Tues FLD 2 Remembrance 11 B 13th – 17th November challenge 1 / Edge Bullying / Healthy relationships 12 A 20th – 24th November Challenge 1 / Edge E-Safety – Update / Current trends 13 B 27th – 1st December Write for Rights Write for Rights 14 A 4th – 8th December Challenge 1 / Edge Positivity and self determination 15 B 11th – 15th December Assessment / Review of Challenge Celebration Autumn Term
3 Resilience – Henry Cavill meeting Russell Crowe at school 4 Mindfulness – Quiet the Mind 5 Independence – Invictus games and motto 6 Courtesy – Maya Angelou – Tutor Group assemblies 7 YTL summary Autumn Tem 2 British Values 1 British values overview –Celebration assemblies 7,8,9,10. 2 Respect and Tolerance – Celebration assembly - 11 3 Equality and Liberty – group assemblies 4 Health and Wellbeing 5 Law 6 Democracy 7 YTL summary Spring Term 1 – Community and Volunteering 1 The value of community 2 Identity and Origins 3 Stages of involvement within the community – tutor group assemblies
4 Government Funding 5 Pensions 6 YTL summary Summer term 2 – Financial Independence 1 What is financial independence? – tutor group assemblies 2 How to manage your finances 3 Spending habits 4 Banking (Barclays life skills) 5 Insurance 6 Tutor group assemblies – New academic year / new beginnings 7 YTL summary
Installing the tubing and the pump must be done in laser lab, with every component in its final location. All other steps can be carried out in the senior design lab. Schedule For the scale assembly (20 outlets), the assembly will take approximately 8 hours for one person. The large scale assembly (80 outlets) will take approximately 12 hours for one person. Personnel Requirements This process can be completed by one person if schedule permits. It can be accomplished by any team member. Pressure System Parts needed: Part # Description Quantity Supplier Part # Supplier 54 Masterkleer PVC Tubing, 1/2" ID (ft) 50 5233k84 McMaster-Carr 66 Clear Polyurethane Tubing 1/4" OD (ft) 10 5195T64 McMaster-Carr 67 Tubing (1/8") (ft) 10 64 1/4 to 1/2 expansion coupling (10 per unit) 2 1VRW6 Grainger 34 Minature Voltage Sensor 17 PX40-100G5V OMEGA 35 Needle Valve 17 US Plastics 37 T-Splitter (10 per unit) 2 3YNE5 Grainger 39 1/4 to 1/8 reducing coupling (10 per unit) 2 1VRW3 Grainger 53 1/2" Threaded Adapter With 3/8 NPT Thread 17 A6-8BN US Plastics Connection Procedure With model secured in tank push ¼” OD tubing (66) into the push-to-connect adapter on the desired outlet of the lung model. Applying small amount of adhesive to the 1/4” barb X 1/2” barb expansion coupling (64), push 1/4” tubing (66) on one end and ½” ID tubing (54) on the other end. Running ½” tubing (54) to tank wall connect this to the 3/8” NPT X 1/2” barb adapter (53) that is screwed into the manifold. An identical 3/8” NPT X 1/2” barb (53) should be coming out of the wall on the other side of the wall, connect ½” tubing (54) to the barb and connect other end to ½” end of T splitter (37) after applying small amount of adhesive.
Benchmark (101) Level I II Level III Connection between knowledge and action Demonstrates awareness between knowledge and lifestyle choices (i.e. carbon footprint) Attempts to apply knowledge from course work to lifestyle choices. Applies knowledge from course work and larger concepts of sustainability to personal action. Applies interdisciplinary understanding and concepts of sustainability to personal action. Commitment level Maintains practice throughout semester practice at end of 101 Attempts to keep practice for 1 or more years Maintains practice throughout college career. Level of effort into lifestyle change Makes a relatively simple lifestyle change, such as reducing resource consumption Makes a relatively simple lifestyle change, such as reducing resource consumption Resource consumption reduction is ongoing and additive Lifestyle change requires significant adjustment and is connected to global sustainability. Civic identity Engages in civic activity as part of a course requirement Continues civic engagement as part of course requirements. Evidence of environmental volunteer work, extracurricular or activity. Links personal growth to civic engagement. Evidence that such activity will continue after graduation. Reflection Examines past experiences with some suggesting a broad engagement and connection between personal choices and environmental problems. Reflects upon connection between personal choices and environmental problems Evidence of personal growth as a result of reflection upon academic and life experience. Examination of past experiences reveals significant changes. Demonstrates potential for continued personal growth and reflection. Leadership/Initiative Participates in extracurricular or co-curricular activity. Participates in extracurricular or activity Demonstrates some degree of leadership and/or initiative in club or Demonstrates a high degree of leadership and initiative in extracurricular civic engagement.
be seen such as how a soda dispensing machine works. systems, and plant and animal cells. geologic feature. 3.D Connect level appropriate science concepts with the history of science, science careers and contributions of scientists. 3.D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.D Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists. 3.D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content. 3.D Relate the impact of research on scientific thought and society, including history of science and contributions of scientists as related to the content. 3.D Relate the impact of research on scientific thought and society including the history of science and contributions of scientists as related to the content. 3.D Evaluate the impact of research on scientific thought, society, and the environment. 3.D Explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society. 3.E Describe connections between physics and chemistry and future careers. 3.E Research and describe the connections between physics and future careers.
Date W/C Theme Tutor Time PSHE Horizontal Year Group Assembly or House Assembly Member of Staff 03/09/18 (Mon & Tues inset) No Assemblies Team Building/Get to know your House British Values Form Tutors 10/09/18 Head Of House Welcome/Standards Expectations British Values Principal, HOH, JMW & Pastoral Team 17/09/18 British Values British Values AB 24/09/18 Your Progress – understanding the reporting of my success British Values RV 01/10/18 Extremism & Radicalisation British Values CW 08/10/18 Emotional Wellbeing British Values SHARE (JUH) 15/10/15 Assembly British Values HoH 19/10/15 British Values – What’s important to a UK citizen British Values Mo 29/10/18 Half Term 05/11/18 Remembrance Sunday Self Esteem & Mental Health Awareness AB 12/11/18 Anti-Bullying Week Self Esteem & Mental Health Awareness HoH & Anbassadors 19/11/18 Well-being & Mindfulness Self Esteem & Mental Health Awareness AB 26/11/18 Lockdown/Fire Procedures Self Esteem & Mental Health Awareness JMW/AE 03/12/18 House Assembly Self Esteem & Mental Health Awareness HoH 10/12/18 Signposting Help Self Esteem & Mental Health Awareness MO
17/12/15 House Celebration Assemblies Self Esteem & Mental Health Awareness HoH 21/12/18 Christmas Break 07/01/19 Assembly Personal Safety & Risk taking HoH 14/01/19 CEOP Safeguarding Current Topic Personal Safety & Risk taking JMW 21/01/19 No Assemblies 28/01/19 Holocaust Memorial Day Personal Safety & Risk taking House NCY 11 students (ASDAN Project) 04/02/19 Drug Use Academy Personal Safety & Risk taking CW 11/02/19 Peer on Peer Abuse/Exploitation Personal Safety & Risk taking MO 18/02/19 Half Term 25/02/19 House Assembly – Setting out the competition Creativity House Captains 04/03/19 Gras Creativity MO 11/03/19 Tolerance/Discrimination Creativity House NCY 10 students (ASDAN Project) 18/03/19 Alumni/Next Steps Creativity RCM/AJW 25/03/19 House Assembly Creativity HoH 01/04/19 Great Authors/Poets Creativity MS 08/04/19 Easter Break 23/04/16 (Mon Bank Holiday) House Assembly Physical Health HoH 29/04/19 Hygiene and Attendance Physical Health MO/JMW 06/05/19 (Mon Bank Holiday) Body Image Physical Health SHARE (JUH) 13/05/19 FGM Physical Health MO 20/05/19 Physical Activity Physical Health JC 27/05/19 Half Term 03/06/19 House Assembly Relationships HoH 10/06/19 Sexting/Abuse Relationships JMW 17/06/19 International Day Against Homophobia & Transphobia Relationships Unique Group VC/LS 24/06/19 Domestic Violence Relationships MO
Employee Contractor Visitor Missing Person Worksheet (Modify and copy as needed) Missing Person Worksheet Date: Area / Unit Manager or Supervisor Missing Person Affiliation: Employee Contractor Visitor Last Known Location: Emergency Contact Tried: Yes or No Emergency Responders Notified: Yes or No
Missing Person Worksheet (Modify and copy as needed) Missing Person Worksheet Date: Group Leader or Sub Group Leader Missing Person Group Affiliation: Faculty/Staff Member Visitor Last Known Location: Emergency Contact Tried: Yes or No Emergency Responders Notified: Yes or No
People are seeking alternatives to higher education; e.g., uncollege (convinces young people to forgo college and seek their own education) Jane Shaw Two important points: financial situation (cost) and university losing public confidence Grade inflation and dumbing down affect public confidence Should Review enrollment policies University has grown faster than population; students poorly prepared Set admissions bar higher scholarships should include a merit component Work with community colleges Community colleges best place for remedial education Have lower costs Community colleges need to prepare students better Need more cutting – evaluate programs Cut duplication and irrelevant programs (cut programs with poor track record for job success) Improve humanities to restore public confidence Re-evaluate research Public more interested in classes taught than research done Increase faculty class loads Reconsider graduate degree programs Can advanced degree graduates find jobs? Consider differential tuition Flagship universities raise tuition and get less state funding Also UNC school of the arts Consider online education carefully Competing with low-cost distance programs Could partner with private online companies Revamp education schools Criticism of education schools is widespread Return to teaching good teaching techniques rather than education theories Question: how can you keep the system at its current size and receive funding, which is based on enrollment growth? Answer: increasing enrollment should not necessarily be the source of funding; Question: education curriculum determined by department of public instruction, so criticism is misplaced. Answer: Question: How can you use national stories of debt to talk about NC system? How can you suggest community colleges can be a substitute for a 4 yr education? How can you decide which programs are unnecessary (some of them are predicting the future)? How can you question research, which goes through a rigorous peer review progress? Assembly is always talking about differential tuition, program redundancy, etc. How can we not teach social justice to education majors? Answer: didn’t pluck stated ideas out of outer space; student loans may not be as great in NC, but NC students are taking out more loans. Social justice – teach content and how to teach Response – need to teach social justice because it is a part of who we are. Students need to learn how to teach all students.
ASSEMBLY ROTA ~ AUTUMN TERM 2014 Week 1 Duty Tutor Group : 8 Adam w/c 01.09.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL INSET DAY 1 YEAR 7 & 12 INDUCTION DAY SMT Assemblies ALL PUPILS IN SCHOOL 8.40 am 7 & 8 HSP YEAR YEAR 9 SSG Week 2 Duty Group : 8 Adam * House System w/c 08.09.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEARS 9 & 10* SAE YEAR 11* SAE 12 & 13* SAE YEAR 10 HOY YEARS 7 & 8* SAE YEAR YEAR 7 HOY YEAR 8 HOY REHEARSAL FOR SENIOR PRIZEGIVING 9.15am YEAR 9 HOY Week 3 Duty Tutor Group : 8 Banks S Input from School Council w/c 15.09.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL Year 9 & 10 JMR Year 11 HOY YEARS 12 & 13 JAF YEAR 10 EGT S YEAR 7 & 8 HSP YEAR YEAR 7 ECA S YEAR 8 SAE S YEAR 9 PGM S Week 4 Duty Tutor Group : 8 Dickens ¤ ASSEMBLY TAKEN BY MFL DEPARTMENT TO PROMOTE TRIPS w/c 22.09.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEARS 9 & 10 ¤ PGM YEAR 11 HSP S YEARS 12 & 13 JAF S YEAR 10 ECA YEARS 7 & 8 ¤ JMR YEAR YEAR 7 HSP YEAR 8 SSG YEAR 9 ANTI SMOKING PRESENTATION YEAR 9 EGT Week 5 Duty Tutor Group : 8 Gresham READING WEEK READATHON ∞ w/c 29.09.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEAR 13 HOY YEAR YEAR 7 ∞ YEAR 8 ∞ YEAR 12 ∞ YEAR 10 ∞ YEAR 9 ∞ Week 6 Duty Tutor Group : 8 Hogarth ◊ BLACK HISTORY MONTH ASSEMBLY w/c 06.10.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEARS 9 & 10 ◊ JMR M YEAR 11 SSG M YEARS 12 & 13 JAF M YEAR 10 HOY 7 & 8 ◊ EGT M YEAR YEAR 7 HOY YEAR 8 HOY YEAR 9 HSP
YEAR YEAR 8 EGT SCHOOL COUNCIL COMMITTEE MEETINGS YEAR 9 PGM Transition Week 14 Duty Group : 9 Banks ACADEMIC TUTORING YEAR 9 w/c 01.12.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEARS 9 & 10 ECA YEAR 11 DHOY YEARS 12 & 13 HOY 12 SCHOOL COUNCIL MEETING 09.05 YEAR 10 SSG YEARS 7 & 8 EGT YEAR YEAR 7 JMR YEAR 8 HSP Week 15 CHARITY WEEK BEGINS Duty Tutor Group : 9 Dickens ∆ GALA CONCERT ASSEMBLIES w/c 08.12.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL YEARS 9 & 10∆ EGT YEAR 11 ∆ SAE YEARS 12 & 13 ∆ HSP YEAR 10 DHOY YEARS 7 & 8∆ SSG YEAR YEAR 7 DHOY YEAR 8 DHOY YEAR 9 DHOY Week 16 Duty Tutor Group : 9 Gresham w/c 15.12.14 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY MAIN HALL GALA CONCERT PERFORMANCES: NO ASSEMBLIES IN THE MAIN HALL CELEBRATION ASSEMBLIES FOR: YEARS 7,8,9 on 19.12.14 YEAR 11 in the Sixth Form Base on 16.12.14 YEAR 10 on 18.12.14 in the Form Base YEAR 12 and 13 FINAL ASSEMBLY JMR / EGT FINAL ASSEMBLIES JMR / EGT
LEGISLATIVE ASSEMBLY OF ASSEMBLY statistics — No 47 Statistics for the sitting week 22–24 August 2017 Sitting days and hours 22–24 August 2017 to date 58th Parliament to date Sitting days 3 30 133 Hours (including meal breaks) 17:24 244:04 1114:03 Average hours per day 5:48 8:08 8:23 Sittings after 0 0 0 Longest sitting day 9:46 10:58 13:18 Questions asked In writing 5 268 11,133 Without notice 10 140 665 Constituency 20 280 1,250 Petitions Petitions presented 7 71 371 Signatures on petitions 3,490 61,220 260,668 Petitions listed for debate 4 58 293 Debates Grievance debates 1 4 16 Matters of public importance discussed 0 6 25 Statements by members 41 568 2,626 Statements on parliamentary committee reports 6 60 234 General business notices given 0 8 265 Divisions 2 57 167 Bills Initiated in the Assembly: Government bills 6 43 216 Private members’ bills 0 1 3 Received from the Council: Government bills 0 0 1 Private members’ bills 0 2 5 Amended in the Assembly 0 2 10 Defeated in the Assembly: Private members’ bills 0 3 8 Passed the Assembly 1 39 205 Passed both Houses 4 38 184
Assessable elements Indicators Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding DK: Assertive behaviour Comprehensive knowledge and understanding of concepts, and procedures Thorough knowledge & understanding of concepts, facts and procedures Satisfactory knowledge & understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, and procedures Overall knowledge and understanding Investigating Topics relate to audience Identify Stuarts behaviour/s Insightful identification of questions and issues to plan and conduct investigations Effective identification of questions and issues to plan and conduct investigations Competent identification of questions and issues to plan and conduct investigations Variable identification of questions and issues to plan and conduct investigations Minimal identification of questions and issues to plan and conduct investigations Insightful analysis and evaluation of information and evidence to communicate well-reasoned conclusions and decisions Logical analysis and evaluation of information and evidence to communicate reasoned conclusions and decisions Relevant analysis and evaluation of information and evidence to communicate credible conclusions and decisions Variable analysis and evaluation of information and evidence to communicate obvious conclusions and decisions Cursory analysis and evaluation of information and evidence to communicate conclusions and decisions Planning reasoning for why his responses aren’t helpful Significant and well-justified proposals that promote movement capacities, health and wellbeing and personal development Pertinent and justified proposals that promote movement capacities, health and wellbeing and personal development Relevant and justified proposals that promote movement capacities, health and wellbeing and personal development Relevant suggestions that promote movement capacities, health and wellbeing and personal development Cursory suggestions that promote movement capacities, health and wellbeing and personal development Implementing and applying Insightful implementation of proposals Effective implementation of proposals Appropriate implementation of proposals Variable implementation of proposals Minimal implementation of proposals Designs suitable ‘I’ statements Skilful application of concepts and skills Proficient application of concepts and skills Competent application of concepts and skills Variable application of concepts and skills Minimal application of concepts and skills Reflecting Well justified statements Perceptive reflection on influencing factors, actions and learning Informed reflection on influencing factors, actions and learning Relevant reflection on influencing factors, actions and learning Superficial reflection on influencing factors, actions and learning Cursory reflection on influencing factors, actions and learning
This unit has 4 learning outcomes LEARNING OUTCOMES ASSESSMENT CRITERIA The learner will: The learner can: Be able to speak up for them self in a structured situation to group discussions and/or role-play in structured and supported situations their own decisions and/or choices through discussion or role-plays Know about the rights and responsibilities of self and others in given situations own responsibilities and rights in a group situation others’ responsibilities/rights in a group situation Know how to negotiate to achieve a desired outcome the outcome to be achieved an example of how to negotiate with others to achieve a desired outcome Know about the implications and benefits of self-assertiveness and self-control examples of situations where self-control is required an example of a situation in which assertiveness can be used to achieve a desired outcome Assessment information Specific Requirements for Assessment and delivery of this unit. Assessment AND DELIVERY information Centre devised assessment tasks should be approved by the internal verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required.
Name: ____________________ Date:________________ Age:______ Gender:__________ 5- Components of Exercise Evaluation Form Breathing Strength Endurance 1 Does not understand the proper form. Does not understand proper breathing technique and cadence Does not understand proper speed and pacing of exercise Far below the 50th percentile of national ranking Far below the 50th percentile of national ranking 2 Understands form but struggles attempting exercise Understands the concept but cannot preform it Understands the different types of pacing of types of exercises Can preform lifts just below the 50th percentile of the national ranking Can preform lifts just below the 50th percentile of the national ranking 3 Understands form and can maintain for few reps Can maintain proper breathing cadence while exercising for a few reps Can preform an exercise with proper pacing for a few reps Can preform at the 50th percentile of the national ranking Can preform lifts at the 50th percentile of the national ranking 4 Can execute exercise with proper form through multiple sets Can maintain proper breathing cadence throughout multiple sets Can preform an exercise with proper pacing for multiple sets Can preform lifts within the 70th percentile of the national ranking Can preform lifts within the 70th percentile of the national ranking 5 Can maintain proper form throughout exercise with no effort at all. Preforms using proper breathing cadence without a second thought Preforms different exercises with proper pacing like naturally without hesitation Can preform exercise at the 90th percentile or of the national ranking Can preform exercise at the 90th percentile or above of the national ranking http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm?Wz1=0ysXKDnjR18Cdr5H
Application for Individual Assessment of Admission Eligibility Tokyo Institute of Technology Global Scientists and Engineers Program Commencing in April 2018 *This form is only for applicants who are requesting Individual Assessment of Admission Eligibility (a) as outlined in Section 4 (Individual Assessment Prior to Application) in this application guide. Required documents: -Graduation certificate and transcript of high school -Admission certificate of university -Certificate of university student status and transcript To the president of Tokyo Institute of Technology This is to certify that I wish to apply for the Tokyo Institute of Technology’s Global Scientists and Engineers Program, and, having attached the required documents, request Individual Assessment for eligibility to apply. 1.Name in full in Roman block capitals 2.Sex  Male  Female (Family name) (First name) (Middle name) 3.Date of birth ( Year Age(as of April 1, 2018)) Present Address Tel Fax Email ( ) ( ) Academic background Name and Address of School Year and Month of Entrance and Completion Duration of Attendances Diploma or Degree awarded, Major Subject, Skipped years/levels Elementary Education Elementary School Name Location From To years and months Secondary Education Lower Secondary School Name Location From To years and months Upper Secondary School Name Location From To years and months *1 Higher Education Undergraduate Level Name Location From To years and months Total of the years schooling mentioned above As of April 1, 2018 years and months Please send this form and required documents by to Admissions Division (Undergraduate), Student Service Department, of Tokyo institute of technology. Email address: nyu.gak@jim.titech.ac.jp Notes: 1. Exclude kindergarten education and nursery school education. 2. Preparatory education for university admission is included in secondary education. 3. If the applicant has passed the university entrance qualification examinations, indicate this in the
2.a Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers discussion Learner log or reflective journal This list is not exhaustive and other appropriate assessment methods may be used. 2.b Provide support to learners within agreed limitations 2.c Analyse evidence of learner achievement 2.d Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria 2.e Follow standardisation procedures 2.f Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression 3 The learner will be able to provide required information following the assessment of vocational skills, knowledge and understanding The learner must be able to: Assessment Requirements Evidence Location
19. Is the child seen as a cause of problems in the home, school or community? Describe any history of delinquent behavior. 20. Is the family’s income sufficient to meet the child’s basic needs? 21. Did the child have an opportunity to participate in treatment planning? 22. How has the child adjusted emotionally/behaviorally to the placement? 23. Did the child receive a developmental and educational assessment upon entering care? 24. Is the child enrolled in an early childhood program, if applicable? 25. Is the child eligible for an Individualized Education Program (IEP)? Is the child participating? Are the parents, foster parents, and case worker participating? 26. Is the child receiving special education services? 27. Are IEP being addressed? Is the IEP coordinated with the service plan? 28. Are other education supports (tutoring, after-school programs, speech therapy, occupational therapy, etc.) being provided to the child, if needed? 29. What kind of relationship does the child have with extended family members and have they had with the child? Are the family members aware that the child is in care? 30. Are professional assessments necessary to fully answer any of these questions? Assessment of Out of Home Placement 1. List all the losses that the child would suffer by being/having been removed from the home.
15. How does the placement support the child’s cultural identity? In what way does the placement support the child’s connection to the family and community? 16. What are the terms of meaningful family time with parents, siblings and extended family members? 17. Do the terms of family time match the safety concerns? Is it supervised? Specifically, why must it be supervised? Is the time and location of family time logistically possible for the family, and supportive of the child’s needs? 18. How does the placement support the family/child’s involvement in the initial plan? 19. What are the terms of meaningful family time with parents, siblings and extended family members? 20. Do the terms of family time match the safety concerns? Is it supervised? Specifically, why must it be supervised? 21. Is the time and location of family time logistically possible for the family, and supportive of the child’s needs? Assessment of Permanency Plan: Return Home 1. What are the child’s needs, wishes, and best interests? 2. To what extent have the parents and agency complied with the case plan and court orders? 3. Did the services alleviate the reasons for removal? 4. What is different now than when the child was removed? 5. How has visitation gone? Has there been a plan to transition home (extended/unsupervised visitation, overnights, weekends, home placement) while the court continues to monitor the child’s health and safety?
The order, below, is like this. Gain attention Frame instruction Model New Information. “My turn.” Lead students through the information. “Do it with me.” Give an immediate acquisition test/check. “Your turn.” Verify correct responses, or correct errors, or firm up a weak part, or reteach. Model-lead-test more examples (in a concept or rule) or steps (in a routine). Verify correct responses, or correct errors, or firm up a weak part, or reteach. Test all examples---delayed acquisition test. Verify correct responses, or correct errors, or firm up a weak part, or reteach. Review, firm up weak parts, reteach as needed. Strengths, Weaknesses, Improve How? 11. Plan ways to scaffold instruction; i.e., various kinds of assistance to help teachers communicate information, and to help students acquire, organize, retrieve, and apply information/knowledge. Examples are stated objectives, highlighting, reminders and hints, wait time, big ideas, advance organizers (lesson and unit outlines, guided notes, concept/proposition maps, lists of steps to follow in routines), summaries, diagrams, glossaries. Strengths, Weaknesses, Improve How? 12. Begin instruction on a new lesson with review, especially of knowledge elements and background knowledge relevant to the current instruction (pre-skills). The teacher… a. Corrects errors. “12 goes into 22 ONE time. How many does 12 go into 22? b. Firms weak part-knowledge. “Let’s practice drawing best-fit lines as part of finding the slope of a line.” c. Reteaches as needed. “Okay, let’s start over, with step 1.” …before introducing new material that requires this background knowledge. Strengths, Weaknesses, Improve How? 13. Next in a lesson, frame the main business of the lesson by stating the kind of new knowledge to be taught, the objectives (final performance and standards), and big ideas that will help students organize, remember or access, and comprehend the new knowledge, and connect new with prior knowledge.
If the person gives an incorrect password or cannot recall it, the security question can be used to verify the person’s identity. If they cannot recall their password or answer the security question, confirmation of at least three pieces of personal information mentioned previously is required. If, after following the above procedure, there are still doubts about the identity of the person the application is being discussed with, they must provide proof of their identity (for example a driver licence or passport). Questions and clarification If you have any questions about these guidelines, please email <VictorianHousingRegister@dhhs.vic.gov.au>. To receive this publication in an accessible format <VictorianHousingRegister@dhhs.vic.gov.au>. Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, March 2018. ISBN 978-1-76069-251-3 (online) Available on the website <https://fac.dhhs.vic.gov.au/victorian-housing-register>.
propagate in a nursery. My personal experience has taught me that the main practical issues many reforestation programs face are: propagating seeds in a nursery and transplanting the seedlings into exclusion areas is very resource intensive and requires an knowledge of plants fruiting cycles and propagation techniques. After transplanting occurs the plants still need to be regularly watered and cared for to ensure the highest survival rates. This is problematic as the areas selected are usually difficult to access and transporting the large quantities of water needed is logistically challenging. This study intended to address the above issues by investigating a novel reforestation technique, the Groasis Waterboxx, and quantitatively assessed its feasibility as a direct seeding technique. It aimed to determine what effect the Waterboxx had on both germination and survival compared to other, more regimented watering techniques and to assess the costs and benefits associated with each technique. The treatments were: the Groasis Waterboxx, initial deluge and regular watering with a control which received no supplementary water. Environmental variables, such as natural rainfall, along with seed weight were be recorded to determine if they have any effect on germination and survival. The study focused on two pioneer species, Prosopsis juliflores and Caesera tremula, as they were expected have higher germination rates than later successional species and are adapted to arid environments. 1.1 Research questions Do seeds from both study species show increased germination in the Groasis Waterboxx over other watering regimes? Do seedlings from both species have increased survival to 94 days in the Groasis Waterboxx over other watering regimes? Is the Groasis Waterboxx more cost-effective than other watering regimes? depth
Assessing reflective writing using Williams et al’s (2000) criteria There are numerous tools in the literature to facilitate the process of assessing reflection. The tool detailed below is believed to be of particular relevance to discussing the SLER with physiotherapy students at UWE. Tool characteristics Based on criteria developed by Boud et al (1985) Describes the process of reflection, rather than merely categorizing the types of reflection Developed on physiotherapy students writing their clinical placements Reliability assessed Level of Reflection Description Stage in the process 0. Non reflection Is descriptive in nature reporting on what is happening rather than analyzing the learning event, issue or situation No analysis has occurred of the learning event, issue, or situation. 1. Describes learning Describes the learning event, issue or situation. Describes prior knowledge, feelings or attitudes with new knowledge, feelings of attitudes What happened? 2. Analyses learning Analyses/re-evaluates the learning event, issue, or situation in relation to prior knowledge/feelings/attitudes What is your reaction to the learning event, issue, or situation? Why did it happen? 3. Verifies learning Verifies/confirms the learning event, issue, or situation in relation to prior knowledge, feelings, or attitudes. What is the value of the learning event/issue/situation that has occurred? Are the new knowledge, feelings/attitudes about the learning event/issue/situation correct? 4. Gains a new understanding Relates 1,2 & 3 to gain a new understanding of the learning event, issue, or situation. What is your new understanding of the learning event, issue, or situation?
Organisations should provide information to children, young people and families to support their understanding of the assessment process. This might include plain-English statements about: the role of workers who undertake assessment confidentiality, duty of care and the organisation’s obligations under the CYFA the aim of and steps in the assessment process the impact of family violence on unborn children, infants, children and young people. need to be skilled to explain these verbally. Consider how your organisation meets the information needs of family members who do not read English. Capacity to meet children's immediate Organisations that provide crisis responses should make provision for meeting the immediate of mothers and infants, children and young people in crisis situations. This might include: a store of basic supplies for children (such as baby food, nappies, infant formula, clothes, towels) a list of local playgrounds and parks a collection of good quality and engaging toys and It is also helpful to have props to facilitate talking with children (for example, play dough, drawing materials and puppets). Child-inclusive facilities and spaces Spaces that are inclusive of infants, children and young people make life easier for children, parents and professionals. They also signal a genuine welcoming of children and a commitment to making them feel at the centre (rather than the periphery) of service delivery. Features of spaces include: a collection of good quality, appropriate toys and books, including for children of all abilities and different cultural and language backgrounds clean and good quality child-sized furniture and play equipment refreshments for children posters and other resources that reflect the diversity of the Victorian community private spaces for children and young people to retreat to a warm and private space for breastfeeding (and posters that support public breastfeeding) provision of a child toilet seat and/or potty an outdoor play area room for a pram or wheelchair a conscious attempt to create a space where children can be safe and play freely, for example by keeping items such pamphlets and water coolers out of children’s reach and providing safe options for climbing.
Example: Assessing the impact of proposed changes A local authority is considering withdrawing funding from a project which supports the needs of older people in ethnic minority communities, many of whom do not speak English. As part of its impact assessment of the proposed policy, it considers the provisions it would need to put in place within its mainstream social work services in order to ensure that the same clients would be able to access these services or other voluntary sector service provision in the future, and how it would be able to monitor this access. Option 3: Continue the policy – this means that you adopt or continue with the policy, despite the potential for adverse impact. As part of the impact assessment, you should clearly set out the justifications for doing this, and how you believe that decision is compatible with your obligations under the duty. In cases where you believe discrimination is not unlawful because it is objectively justified, it is particularly important that you record what the objective justification is for continuing the policy, and how you reached this decision. Option 4: Stop and remove the policy – if there are adverse effects that are not justified and cannot be mitigated, you should consider stopping the policy altogether. If a policy leads to unlawful discrimination it should be removed or changed. For guidance on what is unlawful discrimination, refer to the Commission’s guidance and Codes of Practice on the Equality Act concerning employment, goods and services and equal pay, which are available on our website. Having determined potential impact and identified the action required to address any issues which have arisen, authorities must then take action to implement any necessary changes. You may find it helpful to develop an action plan setting out the actions which have been identified, the individuals responsible for implementing the actions, and the timescales for completion. The result of the assessment and the reasons for it will then need to be brought to the attention of the if that is not the person assessing the policy.
Present robust and well evidenced recommendations to Panel. This training is equally applicable when using any assessment template, such as the Form F or the Skills to Foster assessment materials. Family Action, 55 Stevens Avenue, Bartley Green, Birmingham, B32 3SD T: 07469 660 479 E: /training Registration Form Two-Day Workshop Assessing Prospective Foster Carers Tuesday & Wednesday, 2 - 3 February 2016 Fee £170.00 (+VAT £34.00) = £204.00 Remittance enclosed – cheque (including VAT) payable to ‘Family Action Enterprises Ltd.’ Please invoice To pay by credit/debit card please follow this link to our Eventbrite page: https://www.eventbrite.com/e/assessing-prospective-foster-carers-2-day-workshop-tickets-19474356324 In the event of cancellation, a cancellation fee is chargeable, as detailed below. We will store your details and may want to contact you in the future with more information about our services and activities. Please tick here if you do NOT want us to do this. We will not pass your information on to a third party without your permission. Data Protection Act 1998. Name: Agency name & address: Position/Role: Requirements (eg: dietary, disability access): Telephone: Post code: E-mail: Billing e-mail (if different): We will confirm your place and send joining instructions via e-mail, so please write clearly Your purchase order number: Substitutions and cancellations Completion of this booking form is a binding agreement. Substitutions are welcome at any time. Family Action reserves the right to levy a fee in the event of your cancellation. More than 6 weeks prior to the event 25% of the fee; between 2 and 6 weeks 50%; less than 2 weeks 100%. In the event that you wish to transfer your booking to another workshop date, we reserve the right to levy a 25% administration fee, if you then cancel your place, the previous cancellation fee would also apply. Please e-mail/post completed form (indicating your method of payment) to:- Joy Broadhurst Family Action
might be reduced. In addition, the potential for research efforts in bioengineering would be reduced overall if faculty numbers were lower. Part Five: Assessing External Support and Collaboration ● List of active grants/contracts specifically related to the proposed program. Award No. Title Faculty Member Sponsor Award Core Biomedical Engineering Faculty IIP-1256374 High speed low cost spectral domain optical coherence tomography system for intravascular imaging applications Muller-Borer (Co-PI) NSF-SBIR $80,000 EphrinA1-Fc Attenuates Myocardial Infarct Injury (Consultant) North Carolina Biotechnology Center $75,000 Surgical Assessment of Bone Wax Material in a Porcine Model Muller-Borer (Co-PI) Pioneer Surgical Orthobiologics, Inc. $8,332 NO-independent cGMP regulation of vascular remodeling (Co investigator) National Heart, Lung, and Blood Institute $252,325 Assessment of myocardial cellular transplantation via multiple delivery modes East Carolina Institute $125,000 Heal the Hearing: from Combat to Reentry: as part of the ECU Project. Yao (PI) Department of Defense $89,989 Development of a of Project Modules Related to Real World in an Instrumentation and Controls Course. Yao (PI) East Carolina University Faculty Senator Teaching Grant $10,000 Portable Cyber laboratories: Virtual Instruments and Affordable Prototyping Kits to Enhance Learning and Improve Access to Electrical Engineering Education Yao (PI) National Science Foundation $88,100 Fleet Management Criteria: Depreciated Life, Disposal Point & Utilization Yao (Co-PI) North Carolina Department of Transportation $95,334 Development of a Location Identification Device for Orthopedic Infection II) Yao (PI) ECU Office of Technology Transfer $1,500 Development of a Location Identification Device for Orthopedic Infection (Phase I) Yao (PI) ECU Office of Technology Transfer $6,000 Development of a Web Services Distributed System for Diagnosis Yao (PI) ECU College of Allied Health $25,000 Limberis (PI)
M1:Compare and contrast the influences of legislation, legal factors and regulatory bodies on health and safety in sport M3:Explain three procedures used to promote and maintain a healthy and safe sporting environment D2: Analyse three procedures used to promote and maintain a healthy and Safe sporting environment.