zilongwang/ReadingBank huggingface dataset:
MARTYN PIG PLOT OVERVIEW 1 WEDNESDAY 2 THURSDAY 3 FRIDAY 4 SATURDAY [Martyn introduces himself & explains will tell story about what happened a year ago] A year ago… M’s dad gives him money for Christmas stuff & he goes into town Martyn meets Alex [recounts times with Alex] Martyn shouts at dad, avoids his punch, then pushes him: DAD DIES Alex comes round Alex tries to persuade Martyn to call the police; he refuses Martyn has a nightmare Finds letter for dad with £30,000 cheque Martyn tells Alex Alex & Dean try to blackmail Martyn for money Martyn picks up a cigarette end and strands of hair left by Dean Martyn & Alex move his dad’s body upstairs & make him look like he’s ill Aunty Jean visits; Alex hides Alex leaves & Martyn is left on his own, thinking (e.g. he imagines a new life with Alex) Alex calls & tells M she has to go shopping with mum Martyn goes to the beach; it starts to snow Martyn goes home & has bath Alex & Martyn load the body into the van Alex & Martyn dump the body in a gravel pit
5 SUNDAY 6 MONDAY 7 CHRISTMAS EVE (TUES) 8 CHRISTMAS DAY (WEDS) 9 EPILOGUE Martyn is at home on his own; listens to Desert Island Discs etc.. Martyn makes breakfast & remembers shooting a bird when younger Alex visits: offers to put cash card back in chest of drawers etc.. Dean visits (as he leaves, noise of his motorbike seems to disappear suddenly) Alex visits –with tapes – they play scrabble Alex doesn’t visit; Martyn sees her house is empty Martyn looks at dad’s bedroom & realises Alex took his stuff Police visit & tell M that Dean died yesterday Martyn is interviewed by police Martyn makes up a story about Dean Martyn is released [Present day / year later: Martyn explains is now living with Aunty Jean Martyn says got a letter from Alex the day before ]
7 CT Swaran Dass No.104/GSP R/o Village Chorian PS Taragarh Distt.Pathankot Gurdaspur 25.04.92 8. CT Ratanjit Singh No.5148/MJA Village Najowal PS Taragarh Distt.Pathankot Majitha 17.04.92 9. CT Gulshan Kumar No.1085/Gsp R/o Manwal PS Shahpur Kandi Distt.Pathankot Gurdaspur 21.08.90 10. PHG Desh Raj No.467/1st Bn. GSP R/o Vill Jangal PS Kanwan Distt.Pathankot Gurdaspur (Dinanagar) 27.07.15 11. PHG Sukhdev Singh No. 508/1st Bn. GSP R/o Vill Attepur PS Sujanpur Distt. Pathankot Gurdaspur (Dinanagar) 27.07.15 12. PHG Bodh Raj No. 251/1st Bn. GSP R/o Vill Sadhipur PS Taragarh Distt. Pathankot Gurdaspur (Dinanagar) 27.07.15
Debra Noles and Daisy Mart K-9 Team . Debra Noles is Program Administrator of K9 and Security Operations. She has been with this agency since February 2006 and her office is in Mart. She began her career in corrections in 1989 and worked various assignments ranging in minimum security to death row in the adult penal system. Debra obtained a Bachelor of Science degree, majoring in Criminal Justice from Sam Houston State University in 1997 and in 2008 she completed training in Basic Hostage Negotiations from Sul Ross State University. She is a member of Texas Gang Investigators Association and serves as State Secretary on the Advisory Board of the Texas Violent Gang Task Force. Her K9 partner Daisy, is a Labrador Retriever. Debra is a certified OC Instructor and oversees the Security Intelligence System, which is gang affiliation information. She is primarily responsible for canine coverage at Mart and Corsicana.
reviewing existing approvals, although Guidance #152 notes the importance of doing so. Specifically, Guidance #152 sets forth the responsibility of the FDA Center for Veterinary Medicine (CVM), which is charged with regulating antimicrobials approved for use in animals: “prior to approving an antimicrobial new animal drug application, FDA must determine that the drug is safe and effective for its intended use in the animal. The Agency must also determine that the antimicrobial new animal drug intended for use in food-producing animals is safe with regard to human health (FDA-CVM, 2003).” The Guidance also says that “the FDA believes that human exposure through the ingestion of antimicrobial-resistant bacteria from animal-derived foods represents the most significant pathway for human exposure to bacteria that have emerged or been selected as a consequence of antimicrobial drug use in animals.” However, it goes on to warn that the “FDA’s guidance documents, including this guidance, do not establish legally enforceable responsibilities. Instead, the guidance describes the Agency’s current thinking on the topic and should be viewed only as guidance, unless specific regulatory or statutory requirements are cited. The use of the word ‘should’ in Agency guidance means that something is suggested or recommended, but not required” (FDA-CVM, 2003). The Commission believes that the “recommendations” in Guidance #152 should be made legally enforceable and applied retroactively to previously approved antimicrobials. Additional funding for FDA is required to achieve this recommendation. If any reviews of antibiotic use under Guidance #152 have been conducted by the Center for Veterinary Medicine, the results of the review should be released immediately. Recommendation #2. Clarify antimicrobial definitions to provide clear estimates of use and facilitate clear policies on antimicrobial use.
Model integrity, ethical leadership and effective management. Plan education to personal goals. Use technology to enhance productivity. Work productively in teams while using cultural/global competence. Key Vocabulary: Design Engineering Design Process Ergonomics Goal Industrial Engineering Prototype Redesign Solution Subsystem Teamwork Test Trade-offs Lesson Supports For diverse learners including migrant, ELL and students with multimodal supports. Materials: Spring scale Desk or small table Load (1-2 pounds filled .5 liter water bottle) Plastic bag (optional) For the class 4-1, 4-2, 4-3, 4-8 Simple machines used in Lesson 3 For each student pages 4-1 through 4-8 stapled together to make a packet Other Vocabulary: Building Background Activities Student Interaction Groups work with other groups to communicate how to build subsystem through drawings. Groups respond back to original group to give feedback on how to improve original subsystem. Student Reflection Distribute the Potato Chip Factory Final Report 4-9 to each student. Pages 116-117 Extension Improve the Potato Chip Factory with different constraints and requirements Review and Assessment Post Test Home-School Connection Talk with your parents/family about their experiences using simple machines either at home or at work. Sketch or write what simple machines your family members have used.
Page 20 of 20 2013 U.S. Dist. LEXIS 6848, *64 These findings and recommendations are sub- mitted to the United States District Judge as- signed to the case, pursuant to the provisions of 28 U.S.C. § 636(b)(l). Within fourteen days after being served with these findings and rec- ommendations, any party may file written objec- tions with the court and serve a copy on all par- ties. Such a document should be captioned Objections to Magistrate Judge’s Findings and Recommendations. Failure to file objections within the specified time may waive the right to appeal the District Court’s order. Turner v. Duncan , 158 F.3d 449, 455 (9th Cir. 1998); Mar- tinez v. Ylst , 951 F.2d 1153 (9th Cir. 1991). DATED: January 16, 2013. /s/ Edmund F. Brennan EDMUND F. BRENNAN UNITED STATES MAGISTRATE JUDGE Charles Cox
ENTERPRISE CONTENT MANAGEMENT FOLDER COVER SHEET 01/17/2018 8406036 Control Number: Folder Owner: Action Organization: Date on Letter: 8406036 Folder Status: Active Processing Code: OSEC/DM/OES/None/None/Main Group OSEC/OGC/None/None/MG/Correspondence Control Officer 01/10/2018 Due Date: OES70 None Received Date: 01/17/2018 Interim Date: None VIP Type: Correspondent: Referrer: Addressee: Martin, Susan G. Perdue, Sonny Final Signer: Subject: Reference Number: Synopsis: Sign Date: * Legal and Regulations Special Attention: Special Instruction: None # Assignee Task Status Actual User Assigned Days Due Date Date Received Date Completed Days Over Due 1 Folder Setup Group Set Up Folder Completed LAUREN GERALD 1 01/18/2018 01/17/2018 02:07:58 PM CST 01/17/2018 -1 2 Priority Group 3 Preparation Completed LAUREN GERALD 1 01/18/2018 01/17/2018 02:42:28 PM CST 01/17/2018 -1 3 Agency Review Incoming Started Traci Tate 1 01/18/2018 01/17/2018 02:42:32 PM CST -1 4 MFCAgency Close Folder Not Started 1 01/19/2018 -2
thinking how the commercial "Permit" fee that the USDA imposes on recreational gold clubs is similar to a shakedown by a band of pistol-welding ruffians sneaking around in bushes with binoculars and test tubes and actually injuring more than just my behind with the test tubes. Affirmation and Witness of Notary I, 0 r-cn {r- I'\ [,'n e , having been duly appointed and commissioned a Notary Public in and for the State of eo r ¥:c. , do solemnly attest to, affirm and swear, that on this the .12._ day of l)l£i,,-7. 2018, before me personally appeared Susan G. Martin, of Columbia County, Georgia, with this "Personal Testimony of Events", and swore that what she relates in this document is to the best of her knowledge and belief, the truth, the whole truth, and nothing but the truth, as told in her own words.
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16. Malone v Metropolitan Police Commissioner 1979 17. United Kingdom Government. The Human Rights Act 1998. <http://www.legislation.gov.uk/ukpga/1998/42/contents> 24 May 2011. 29 October 2012. 18. Raz, Joseph. The Authority of Law. Oxford: Clarendon Press, 1979. 19. Donaldson MR, Lord. Merkur Island Shipping Corporation v Laughton, 1983. 20. Waddington v Miah 1974 [p.612], War Damage Act 1965. 21. Hayek, Von Freidrich. The Road to Serfdom, p 54. London: Routledge, 1944. 22. Nozick, Robert. Anarchy, State and Utopia, p 164. Brooklyn: Basic Books, 1974. 23. Ratzinger, J., (Pope Benedict XVI), Instruction on Certain Aspects of Theology of Liberation, Congregation for the Doctrine of the Faith, Rome, 6 August 1984; <www.newadvent.org/library/docs_df84lt.htm>. 24. Kelly, J.M., A Short History of Western Legal Theory, p. 309. Oxford: Oxford University Press, 2007. 25. McLellan, David. Karl Marx: His Life and Thought. London: Macmillan, 1973
Google Trend data for search term “Trump Tweet” Sep. 25-Oct. 1 2016 Tweet #3: May 5th, 2016 Occurring well before Trump officially became the nominee for the Republican Party, one of his most memorable tweets occurred on May 5th, 2016 at 1457 CST. In celebration of the Mexican holiday Cinco De Mayo, Trump posted a picture of him posing with a taco bowl with the caption “Happy #CincoDeMayo! The best taco bowls are made in Trump Tower Grill. I love Hispanics!” The post immediately received attention from the media due to how some viewed the post as culturally insensitive and cultural appropriation. According to The Hill, then campaign manager Paul Manafort attempted to prevent the tweet from being sent out, reportedly arguing that it was unnecessarily offensive and condescending. Trump responded with “The people who we offended were people we wanted to offend.” Trump also stated on the show “Fox and Friends” in regards to the Tweet that “People loved it, and you know what, I’m going to do great with Hispanics.” The tweet received a total of 84,879 retweets and 119,474 likes. However, many of the responses were hostile in regards to the tweet. Jordan Uhl responded with “honestly, at this point, I’m fully expecting him to tweet a picture of him eating KFC for Black History Month” and Danny Woodburn tweeting “what an idiot. You think promoting trump tower tacos is going the win the “#Hispanics” vote?” However, his supporters responded well on the page, with a page called “Immigrants4Trump” posting three times on the Tweet with the same video of people of Hispanic descent speaking in favor and support of Trump. Kenny Wallace also responded with “I do not think I’ve ever seen anything retweeted or favorited 87,000 times @realDonaldTrump
MARXISM LENINISM STALINISM 1. PROLETARIAT UNITE AND OVERTHROW THE BOURGEOISIE -Marx believes this is inevitable 2. DICTATORSHIP OF THE PROLETARIAT -Necessary to complete the victory over the bourgeoisie 3. REVOLUTION SPREADS AROUND THE WORLD -Again, Marx felt this was inevitable. Once the proletariat started a revolution, they would unite against the bourgeoisie in all countries 4. GOVERNMENT WITHERS AWAY -Once the bourgeoisie has disappeared, there will be no need for a government 1. PARTY LEADS THE PROLETARIAT& PEASANTS OVER THE BOURGEOISIE believes that a group of professional revolutionaries can lead both peasants and workers in the revolution against the bourgeoisie 2. DICTATORSHIP OF THE PARTY -State needs to be run by a single party with disciplined centrally direct administrators to ensure its goals 3. REVOLUTION SPREADS AROUND THE WORLD -Again, Marx felt this was inevitable. Once the proletariat started a revolution, they would unite against the bourgeoisie in all countries...Lenin agrees 4. GOVERNMENT WITHERS AWAY -Once the bourgeoisie has disappeared, there will be no need for a government. Lenin agrees 1. PARTY LEADS THE PROLETARIAT OVER THE BOURGEOISIE -Lenin believes that a group of professional revolutionaries can lead both peasants and workers in the revolution against the bourgeoisie...Stalin agrees with Lenin 2. DICTATORSHIP OF THE PARY -Necessary to complete the victory over the bourgeoisie...For Stalin, this was the most important stage. He felt it was necessary to battle the bourgeoisie and that violence would be necessary to get rid of all enemies. 3. REVOLUTION DOES NOT NEED TO SPREAD AROUND THE WORLD -Stalin believed that “Socialism in one country” was possible. 4. GOVERNMENT IS ALWAYS NEEDED would need to be guided even with the elimination of the bourgeoisie. Comparing Marx, Lenin, Stalin Directions: Read each of the passages and then fill out the chart by checking the boxes of those that support the idea. Then answer the questions in complete sentences. VOCABULARY COMMUNISM-a way of organizing a society in which the government owns the things that are used to make and transport products (such as land, oil, factories, ships, etc.) and there is no privately owned property PROLETARIAT- The labor class/industrial worker. BOURGEOISIE-(in Marxist theory) the property-owning capitalist class in conflict with the proletariat Proletariat
6. What is the effect of the parenthetical story about “Brother, Can You Spare a Dime (para.4)? 7. Why does Marx bring up Luther Burbank’s experiments with fruits and vegetables (para.7)? 8. Why does Marx qualify his statement that he loves Warners (para.9) with “Some of my best friends are Warner Brothers”? 9. Why does Marx suggest that the source of Warner Bros.’ concerns about his film come from an ambitious young lawyer, referring to him as a “pasty-faced legal adventurer” (para.10)?
humans believe that all humans hold certain rights, they should not consider that they are the only ones that are worthy of rights. Some people believe that humans were given these rights from God and that is why they are more entitled than animals. The bible references humans as having power over animals. Reagan denounces this view by explaining “we are called by God to be as loving and caring for what God has created as God was loving and caring in creating it.” 4 The fact that humans believe they were granted rights from God proves that humans have the obligation to take care of animals. This care should include looking out for the animal’s health and happiness, which would include not subjecting animals to a life in captivity. Animals, although different from humans, still deserve basic rights. An animal deserves the right to a natural living condition and good health. Zoos infringe on these rights and take advantage of animals. Zoos should not be able to exploit animals and therefore should not keep animals in captivity.
Mary Seacole Development Awards 2017/18 Application form Part 2 Note: This section should be completed in consultation with your immediate line manager or their equivalent and their signature is required. 2.1 Study Leave What actual study leave has been granted over the period of the project to carry out the work associated with completing your proposed project? 2.2 Manager’s Supporting Reference Please comment on: The applicant’s suitability to receive funding. How do you see the award contributing to the strategic needs of the organisation? How will you support the applicant to complete the project/activity? (Please include any agreed study leave to be granted over the period of the project/activity and whether or not the applicant will have access to the IT needed to deliver their work) In what ways can you help the sustainability of the project once completed in July 2017? Nomination of a workplace mentor for the duration of the project Manager’s Name and Job Title (please print): Manager’s Signature: Date:
Summer 1st 9- weeks 2nd 9-weeks 3rd 9-weeks 4th 9-weeks I. History & Approaches I. History & Approaches (1 week) V. States of Consciousness (1-week) IX. Developmental Psychology (cont.) XIII. Treatment of Abnormal Behavior (2-weeks) Quiz II. Research and Methods (3 - weeks) Quiz & Assignment due start of semester III. Biological Bases of Behavior Quiz VI. Learning (2-weeks) Quiz Paper X. Personality (2-weeks) Quiz XIV. Social Psychology (3-weeks) Exam 5 (Full AP Test) IV. Sensations & Perceptions (2 –weeks) VII. Cognition (3-weeks) XI. Testing Individual Differences (2-weeks) AP Test: May 9th, 2019 Exam 1 Exam 2 Exam 4 Final Project VIII. Motivation & Emotion (2.5-weeks) XII. Abnormal Psychology (3-weeks) Paper IX. Developmental Psychology (begin 2.5 weeks) Mid-Term/ Exam3 Week Topic Tentative Activities
8/27 (2-day) Introduction to course and review Turn-in Summer Assignments (Day 1) Quiz 1 (Day 2) 9/4 (4-day) Unit 1: Historical Perspectives Review of summer material 9/10 Unit 2: Research Methods 9/17 9/24 Pop Quiz? Research Methods 10/1 Unit 3: Biological Basis of Behavior 10/8 10/15 Quiz 2 10/22 10/29 Unit 4: Sensations and Perception End of 1st Grading Period (11/2) 11/5 Exam 1 (Ch. 1-3) 11/12 Unit 5: States of Consciousness 11/19 Ch. 1 & 2 of paper due 11/26 Unit 6: Learning 12/3 12/10 Unit 7: Cognition Exam 2 (Ch. 4-6) 12/17 12/24 Winter Break 1/2/18 (3-day) Unit 8: Motivation and Emotion 1/7 Exam 3 = MID-TERM (Ch. 1-8 - heavy 7 + 8) 1/14 End of 2nd Grading Period (1/18) 1/21 (4-day) Unit 9: Developmental Psychology 1/28 2/4 Unit 10: Personality 2/11 (3-day) Quiz 3 Ch. 9 2/18 (4-day) Unit 11: Testing Individual Differences 2/25 Exam 4: Ch. 9-11 3/4 Unit 12: Abnormal Psychology 3/11 3/18 Unit 13: Treatment of Abnormal Psychology (21st) Ch. 3, 4, 5 of paper due Data collection begins 3/25 Quiz 4: Ch. 12-13 End of 3 Grading Period (3/29) 4/8 Unit 14: Social Psychology 4/15 (4 day) Exam 5 = Full AP Test! 4/22 Spring Break 4/29 Review AP Exam 5/6 AP EXAM MAY, 9th!!! 5/13 5/20 Final Projects Due 5/27 (4-day) 6/3 (4-day)
Contribute to Educational Practice and Public Policy (1998-1999). Co-leader Policy Working Group in the National Council of Teachers of Mathematics Research Catalyst Conference: Studying the Impact of the Standards. Washington, DC, 2003. Grant Proposal Reviewer National Science Foundation Spencer Foundation Institute for Education Sciences Assistant Division Chair Division C (Learning and Instruction) of the American Educational Research Association. (1997). Manuscript Reviewer Journal of the Learning Sciences, American Educational Research Journal, Educational Evaluation and Policy Analysis, Teaching and Teacher Education, and the Journal for Research in Mathematics Education, Cognition and Instruction REGIONAL AND LOCAL SERVICE Regional School Board, Riverview School District, Oakmont, PA (1999-2011) Commencement Speaker, Leechburg Area High School, May 2002. Strategic Planning Committee, Riverview School District (1996-97). Presentations to civic and educational organizations on issues of school reform. UNIVERSITY SERVICE Founder & Chair Learning Sciences and Policy Program, Ph.D. Program (2006 – 2014) Associate Director, LRDC (2008-present) Co-Leader: LRDC Strategic Planning Committee, LRDC (2008-09) Leader: Strategic Planning Committee, LRDC Education (2014) Co-Chair: Director’s Advisory Committee on Institute for Learning Search Committees: Chair Assistant Professor, Mathematics Education. 2017 (Hire: Kari Kokka) Helen Faison Endowed Chair, 2011-2012 (Hire: Richard Milner) LRDC Research Scientist, 2011-2012 (co-chair, Chris Schunn). Hire: Mushin Menekse. Learning Sciences and Policy, 2005-2006 Hires: Jennifer Russell and Richard Correnti Learning Sciences and Policy, 2004-2005. Hire: Lindsey Clare Matsumura Administrative and Policy Studies, 2000. Hire: Cynthia Coburn. Search Committee: Member Helen Faison Endowed Chair, 2007-2008. Hire: Louis Gomez LRDC Director, 2007-2008. Hire: Charles Perfetti Falk School Principal, 2004-2005. Hire: Wendell McConnaha Additional Chair, Promotion & Tenure Committee, School of Education, 2016 to present
_______________________ _______________________ Witness’s Signature Witness’s Signature _______________________ _______________________ Witness’s Printed Name Witness’s Printed Name
FORM 1 (Required for all states not using the Synar Survey Estimation System [SSES] to analyze the Synar Survey data.) Summary of Synar Inspection Results by Stratum State: FFY: 2014 (1) (2) (3) (4) (5) STRATUM NUMBER OF OUTLETS IN SAMPLING FRAME ESTIMATED NUMBER OF ELIGIBLE OUTLETS IN POPULATION NUMBER OF OUTLETS INSPECTED NO. OF OUTLETS FOUND IN VIOLATION DURING INSPECTIONS (a) Row # (b) Stratum Name (a) (OTC) (b) Vending Machines (VM) (c) Total Outlets (2a+2b) (a) (OTC) (b) Vending Machines (VM) (c) Total Outlets (3a+3b) (a) Over-the- Counter (OTC) (b) Vending Machines (VM) (c) Total Outlets (4a+4b) (a) (OTC) (b) Vending Machines (VM) (c) Total Outlets (5a+5b) RECORD COLUMN TOTALS ON LAST LINE (LAST PAGE ONLY IF MULTIPLE PAGES ARE NEEDED).
FORM 2 (Optional) Appropriate for stratified simple or systematic random sampling designs. Calculation of Weighted Retailer Violation Rate State: FFY: 2014 (1) Stratum Name (2) N Number of Outlets in Sampling Frame (3) n Original Sample Size (4) n1 Number of Sample Outlets Found Eligible (5) n2 Number of Outlets Inspected (6) x Number of Outlets Found in Violation (7) p=x/n2 Stratum Retailer Violation Rate (8) N’=N(n1/n) Estimated Number of Eligible Outlets in Population (9) w=N’/Total Column 8 Relative Stratum Weight (10) pw Stratum Contribution to State Weighted RVR (11) s.e. Standard Error of Stratum RVR Total N - number of outlets in sampling frame n - original sample size (number of outlets in the original sample) n1 - number of sample outlets that were found to be eligible n2 - number of eligible outlets that were inspected x - number of inspected outlets that were found in violation p - stratum retailer violation rate (p=x/n2) N’ - estimated number of eligible outlets in population (N’=N*n1/n) w - relative stratum weight (w=N’/Total Column 8) pw - stratum contribution to the weighted RVR s.e. - standard error of the stratum RVR
Rough Wiring Outlets Amp Service Water Heater KW Temp Service Fixtures Range KW Air Conditioner Daycare Receptacles Dishwasher KW Vent Fans KW Solar Switches Garbage Disposal HP Pump Survey Amp Service Conductor Overhead/Lateral Dryer KW Heater Other Fixtures Range KW Air Conditioner Daycare Receptacles Dishwasher KW Vent Fans KW Solar Switches Garbage Disposal HP Pump Survey Amp Service Conductor Overhead/Lateral Dryer KW Heater Other Date Fee Paid / Charge Invoice # Cash Check # M/0 # Address Development Owner Phone # Occupied as Occupant Permit # Work Area (Floor# etc.) □ New □ Old Fee Remitted - $ [ ] Cash [ ] Check [ ] Applicant's Signature Company Address Phone # Exp. Date Name of Utility Electrician □ Lic. OK □ Permit OK [ ] Mail [ ] [ ] CFT [ ] L/A [ ] R/W [ ] Other [ ] Contractor [ ] Owner [ ] Utility [ ] Other [ ] Temp # [ ] Final # [ ] Red Notice Label [ ] Other Side DE (302) 292-2000, MD (410) 289-5500 - FAX (302) 292-0900 DATE STATUS COMMENTS INSPECTOR 1111 Polly Drummond Office Park, Newark, DE 19711 30305 Vines Creek Rd Suite 1, Dagsboro, DE 19939 CODES CFT – Certificate LA - Letter of Approval PGS – Progress SUR -
Educator: ________________ County:______________________ Subject:______________ School: __________________________________________ Title: ________________________ Unit Overview: Prerequisites: _______________________________________________________________________________ General Learning Objectives or Goals: Materials/ Aides/ Technology Needs:
difficulties evident on one or two occasions. Overall Quality of Project Clearly defines the core question and the learning activities. Supports the core question with an analysis of relevant and accurate evidence. Elaborates on significance of new knowledge acquired and makes insightful connections to hypothesis. Analyzes a condition or situation of significance as the basis for reflection. Makes connections between personal ideas & experiences and more abstract aspects of life, leading to new perspective or insights. Is focused on topic. Maintains focus. Provides audience with something provocative to think about. Defines the core question and the learning activities. Supports the core question with analysis. Presents new knowledge and addresses thesis/topic. Makes connections between ideas and experiences. Provides a conclusion. Minor flaws evident. Attempts to define a core question, analyze findings, and present a conclusion. Attempts to makes connections between ideas and experiences. Conclusion attempted but may be flawed. A number of improvements required in order to enhance the overall quality of the project. Project meets minimal requirements but falls short of expectations. Poor project quality.
Whole School Planning Identify and plan environmental projects in one or two key areas. Identify early indicators of success in targeted areas. Hold ongoing conversation about ecological conversion and ecological sustainability Integrate ecological sustainability as a core part of the strategic planning process Transform policies and practice so that they reflect ecological conversion and ecological sustainability Religious Dimension Identifying each person’s ecological vocation. Outreach to other organisations in the Diocese as part of the organisation’s ecological mission Involvement in diocese-wide environmental service projects Reaching out to the broader community where there is need. Teaching and Learning Integrating specific ecological concepts and content into programmes. Ethical Resource Use Observing, designing and constructing a systems approach to reduce, reuse and recycle and capturing this in an action plan. Set benchmarks and further develop strategies to reduce the ecological footprint Cultivating Grounds Conducting an audit of the school grounds Subcommittee develops an action plan based on achievable objectives. The organisation is fully engaged in caretaking and enjoying the grounds. The grounds are being used as an educational resource. Community Relationships Inviting guests to address the community about ecological conversion and ecological sustainability. Whole organisation and community participation in service projects for environmental refugees and targeted areas in the organisation.
MARYSVILLE MEDICAL PRACTICE PATIENT PARTICIPATION GROUP MINUTES MEETING HELD 16 JUNE 2016 AT MARYSVILLE PRACTICE Present: Chairman: Roy Hope PPG Members: Jay Mitchell; Colin Attenborough; Viv Botfield In Attendance: Apologies: Izzy Culliss; Graham Spencer; Neville Woods; Derick Goring Health Talks The Pain Management health talk has been confirmed for 21 July. Stacy Fraser from Pain Management Solutions will give advice on how to control and manage chronic pain. Due to the holiday season the talk on COPD will now be scheduled for September (subject to Dr. Wilson’s availability) Actions as per planner to be undertaken Health Awareness Health Information is a campaign throughout the West Midlands to improve access to health information and health resources. Some areas itemised being covered or to be covered are MND, Diabetes, Men’s Health, Rheumatoid Arthritis. More information can be found on website learning.nhslocal.nhs.uk/feature-list/health-information-week together with posters and leaflets located in local libraries’. It was agreed to notify the reference group of the website Marysville Website JM advised of the wealth of information available on the practice website. Comments re PPG details on the site are: Minutes - nothing after Nov 2015 logged Minutes - October 2014 - December 2014 missing Patient Survey only has 2013 results (there are reports from 2013, 2014,2015 available) Survey Report (button on RHS) only contains our 2014 report Friends and Family test results - undated with limited information Another query: what is the possibility of re-instating the facility of booking blood test appointments on -line? RH agreed to raise the comments with IC at next meeting PPG Requirements via Marysville Personnel As there have been several personnel changes at Marysville Practice, PPG members would like to have discussions re the expectations / requirements / ideas going forward where the practice can use the PPG as a resource to further practice goals
__________________________________________ ____________ Applicant’s Signature Date
interviewee’s individual statements, both courts were silent on whether there was a copyright in the interview as a whole; neither addressed how the entire interview can be copyrighted, or who holds that copyright. B. Theories of Copyright Ownership of Interviews While district courts are conflicted regarding the copyrightability of individual statements made during interviews, there are several rulings that deal with the overall ownership of the interview. 1. Split Copyright In Suid v. Newsweek Magazine, the court held that the ownership of an interview is split between the two parties. The plaintiff, Lawrence H. Suid, published a book in June 1978 entitled “Guts & Glory – Great American War Movies.” In July 1979, Newsweek Magazine published an article about John Wayne that used passages appearing in Suid’s book, including quotes taken from interviews that he had conducted with film director William Wellman. The court rejected the plaintiff’s claim of copyright infringement, stating that “[t]he author of a factual work may not, without an assignment of copyright, claim copyright in statements made by others and reported in the work because the author may not claim originality as to those statements.” Furthermore, while Suid had obtained a release from Wellman for his publication of the interview, the court determined that it did not serve as an assignment of copyright. Although the plaintiff had conducted the interview, he could not claim a copyright interest in it because the relevant quotation had been spoken by the interviewee. By refusing to give an interviewer a copyright ownership in the interviewee’s statements without receiving an explicit assignment of copyright from the interviewee, the court indirectly stated that the interviewee must possess that copyright ownership, in order to be able to assign it to the plaintiff.
sexuality to secondary school, youths and thus there is a need to review education curriculum in Tanzania. Table 4.4 Respondents’ Knowledge about Reproductive Health and Sexuality Responses No. of respondents Total % Very much they do 10 10 20% They do but irrelevant 3 3 6% Not very 2 2 4% Not at all 35 35 70% Total 50 50 100% Source: Respondents from Secondary school 2013 The responses in the above table were scaled according to the part “A” of the question. Thus, 10(20%) respondents said the school curriculum address the issues of sexuality very much, while 3(6%) respondents said they do but irrelevant, 2(4%) respondents said Not very, and the last 35(70%) respondents said not at all, therefore by percentage of the respondents which means 35(70%) out of 50(100%) said the education curriculum do not provide reproductive health education that address sexuality among youth in secondary schools. Table 4.5 Respondents’ Opinions Communication Tendency on Reproductive Health Issues Responses No. of respondents Total %
(ii) It increase knowledge and awareness (iii) Enhances better life skills to youth (iv) It helps youth protect themselves from disease infections (v) All answers above are correct PART IV: HINDARANCES OF REPRODUCTIVE HEALTH EDUCATION PROGRAMS IN TANZANIA AND WAY FORWARD. 1(a) what are the challenges hindering the provision of reproductive health education to secondary school youth in Tanzania? (b) If the answer is ‘yes’ please mention those hindrances (i)……………………………………………………………………………………… (ii)…………………………………………………………………………………… (iii)…………………………………………………………………………………… (iv)…………………………………………………………………………………… (v)……………………………………………………………………………………
effectively. (p.151) Standard #4: Inclusive Practice An educational leader integrates principles of cultural competency and equitable practice and promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources in order to demonstrate and promote ethical standards of democracy, equity, diversity, and excellence, and to promote communication among diverse groups. Indicators from Oregon’s Educational Leadership/Administrator Standards Rubric Text Aligned to Indicators Identifying the Gaps Addressing the Gaps Educational Leaders: a) Collect and analyze data pertinent to equitable outcomes; 3. Progress Monitoring for School Achievement Goals. The school administrator ensures that data are available for overall student achievement and that these data are regularly analyzed to determine student growth.(p. 127) 4.Progress Monitoring for Individual Achievement Goals. The school administrator ensures that achievement data are available for individual students and that these data are regularly analyzed to determine individual student growth. (p. 128) Trust of Faculty and Staff Develops and implements adequate plans for building and sustaining relationships with all members of the school community (staff, students, families, and community partners) in order to understand and integrate the community’s diverse cultural, social, and intellectual resources and to more regularly communicate and implement the school’s vision. Systems and procedures were put in place for monitoring, evaluating, and maintaining existing community relationships and for identifying and establishing new ones that support school and district goals. d) Initiates and responds to many opportunities for collaborations and partnerships. Systems and procedures put in place for monitoring, evaluating, and sustaining existing community relationships and for identifying and establishing new ones that
manner in which those data are used to make decisions is made transparent. (p. 142) Recognition as Leader Faculty and staff perceive the school administrator as the leader of the school and generally feel confident about his or her leadership abilities. (p. 147) c) Safeguard the values of democracy, equity and diversity; None Safeguard the values of democracy, equity and diversity; d) Evaluate the potential ethical and legal consequences of decision-making; and None Evaluate the potential ethical and legal consequences of decision-making; and e) Promote social justice and ensure that individual student needs inform all aspects of schooling. Interventions to Help Students Meet Individual Achievement Goals The school administrator ensures that programs and practices are in place for individual students who are not making adequate progress and that students are successfully completing those programs. (p. 129) Social aspects of schooling Inform Standard #6: Socio-Political Context
High Yield Instructional Strategies Research says Examples Setting objectives and providing feedback Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, etc. Generating and testing hypothesis Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making. Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author, etc. Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important and are more useful with information that is not well organized. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, A.C.E. anticipation guide, annotating the text, etc.
Cinema City Bemowo Tel: 22 560 40 40 E-mail: Cinema City Bydgoszcz Tel: 52 554 37 73 E-mail: Cinema City Bytom Tel: 32 396 27 28 E-mail: Cinema City Galeria Jurajska Tel: 34 390 17 71 E-mail: Cinema City Gliwice Tel: 32 335 77 35 E-mail: Cinema City IMAX Manufaktura Tel: 42 664 64 46/48 E-mail: Cinema City Kinepolis Tel: 61 871 56 25 E-mail: Cinema City Korona Tel: 71 323 60 70 E-mail: Cinema City Lublin Felicity Tel: 81 443 58 88 E-mail: Cinema City Poznań Plaza Tel: 61 662 62 26 E-mail: Cinema City Sosnowiec Tel: 32 775 75 57 E-mail: Cinema City Starogard Gdański Tel: 58 772 28 88 E-mail: Cinema City Toruń Czerwona Droga Tel: 56 664 64 46 E-mail: Cinema City Zakopianka Tel: 12 295 95 96 E-mail: Cinema City Zielona Góra Tel: 68 410 77 02 E-mail:
Appendix A. SEMs Further Exploring External Arts Tuition Effects Adaptive Motivation Maladaptive Motivation Positive Intent Academic Buoyancy Enjoy School Class Participate Homework Completion Self Esteem Meaning and Purpose Life Satisfaction Baseline: External tuition .04 -.03 .05 .04 .01 .06 .05 .03 .10 .01 Baseline + -.01 .01 -.01 -.01 -.05 .03 .01 -.05 .05 -.05 Baseline + Home resources -.02 .01 -.01 .03 -.02 .01 .01 -.01 .08 -.04 Baseline + Receptive participate .01 -.04 .01 .02 -.03 .01 .03 -.01 .06 -.05 Baseline + Parent-child arts interaction -.03 -.01 -.01 .03 -.04 .01 -.01 -.02 .09 -.06 Baseline + Active participate -.04 .04 -.06 .01 -.05 -.01 -.03 -.04 .11 -.09 Baseline + Engagement -.05 .03 -.02 -.02 -.06 -.01 .02 -.05 .05 -.07 Baseline + Active + Engagement -.07 .06 -.08 -.02 -.08 -.04 -.04 -.07 .08 -.11 Notes. N = 643 Auto-regression is estimated but not included in table Shaded area represents models yielding greatest change in external tuition effects
36/2018 Julie Lammin Clerk Approve accounts (Attachment no.5) A list of payments was circulated for comment. Proposal: approve list of payments as presented Proposer: Cllr Arnold Seconder: Cllr Jeffery Unanimously carried. 37/2018 Julie Lammin Clerk Correspondence With the exception of the letter from Graham Austin (Item 26/2018) all correspondence had been circulated by email. Noted. The Chairman closed the meeting at 20.22pm Public Session: No comments Signed: Cllr Jane Willis (Chairman) Next meeting: 10th April 2018
Operate remote controls of propulsion plant and engineering systems and services (ML) (Cont) Ships’auxiliary machinery (Cont) Describes the operation of an oily-water separator (producing effluent that contains less than 100 ppm of oil) Describes the operation of oil filtering equipment (producing effluent that contains not more than 15 ppm of oil) Explains why oily-water separators, even if well maintained and correctly operated, may not function properly Describes how an oil-content meter functions Describes an oil discharge monitoring and control system Incinerators Describes the functioning of a waste incinerator Deck Machinery States that the design and performance of anchor windlasses is subject to approval by a classification society Sketches and describes a windlass driving two de-clutchable cable lifters and warping drums Explains the gearing necessary between the prime mover and cable lifters States that both winches may be coupled mechanically to provide either a stand-by drive, in case one prime mover should fail, or the power of both prime movers on one windlass, if required Describes the arrangement of vertical anchor capstans with driving machinery below deck Describes a spooling device to distribute the wire evenly on the drum of a mooring winch Explains the working of self-tensioning winches Briefly explains the advantages and disadvantages of steam, electric and hydraulic drive
Explore the context and try to relate this to the WoW Note: be aware that it is not always possible to connect an existing task to a practice from the WoW in an authentic way. Think of a workplace practitioner and a workplace activity that fit the task (as a backbone for the (re)design) Use artefacts, tools and language from the workplace where possible and adapt and connect this to disciplinary use Make the professional role as concrete as possible Determine a product connecting to the WoW for an audience Stimulate collaboration and communication Ask for products that can be presented or discussed Make sure the task asks for collaborative work (e.g. sharing of responsibilities) Organize peer feedback Finally, be aware of the changing role of the task in the learning process of the students. In addition to content-related goals, the new task aims to develop process skills. In some cases this might be at the cost of attention for content knowledge. In other cases it might offer opportunities to deepen content knowledge, or to better assess students’ abilities. Examples Calculating Body Mass Index This example shows two versions of a task. The first one is a highly structured version of the task that guides the students along all the steps needed to discover the mathematics behind a Body Mass Index calculator. The sub-questions ‘do the thinking’ for you. In the second version of the task, structuring is the responsibility of the students. First version of Body Mask Index (highly structured) Second version of Body Mask Index (structure is responsibility for student) Drug Concentration These two versions of a similar task show how a task can be redesigned to support IBL and to connect to the World of Work. The second version of the task does not provide the sub-questions that guide the students along the solution process. In addition, it asks for a clear product that provides a purpose and connects to a workplace practice. The flyer can be used to have the students give each other feedback on the result of the activity. A structured version of the task A version for IBL and connecting the task to the WoW
Prevention Order immediate effect from returning to a residence and from having contact with the victim for up to 28 days, allowing the victim time to consider their options and get the support they need. DVP Notice in advance of police applying to Magistrates Court. Abduction Warning Notice They can be issued against individuals who are suspected of grooming children by stating that they have no permission to associate with the named child and that if they do so they could be arrested under the Child Abduction Act 1984 and Children Act 1989. This is a preventative measure outside of criminal legislation. Hotel information request Information about guests at hotels believed to be used for child sexual exploitation. Helps with developing intelligence Inspector. Offences of not complying Closure Notice The premises were/likely used for activities related to one or more specified child sex. Supt can authorise issue of notice. Needs to be satisfied necessary and local authority consulted. (Followed by court application?) Sexual Risk Order (check if enacted) Can impose restrictions on a perpetrator, such as limiting their internet use, preventing them from approaching or being alone with a named child, or restricting their travel abroad. - Issued by a court after police application if it is satisfied that the individual has done an act of a sexual nature. Restraining Order Restraining orders may be made on conviction or acquittal for any criminal offence. These orders are intended to be preventative and protective. The guiding principle is that there must be a need for the order to protect a person or persons. A restraining order is therefore preventative, not punitive. Proactive operation The police can utilise covert surveillance to either gather intelligence or evidence. Covert tactics are governed by legislation and require Supt authority. The deployment of resources would
Section 1 - About the Child First Name Last Name Address Post Code Date of Birth or Expected Delivery Date If Unknown, please Estimate the Child's Age Telephone Number Gender Ethnicity Status: Religion Ethnicity: If other, please state: If Other, Please State Here: Any Disabilities? If yes, please state Is an Interpreter Required? If yes, please state which language (including sign language) School Attended GP If you have selected other for School, please State Here: Unique Pupil Number (UPN): NHS Number: Section 2 - Details of the family - Father/Mother/other siblings or family members and/or significant others/adults (including perpetrator if applicable) First Name Last Name DoB/est. DoB/Age Ethnicity Gender Address and Telephone Number to Child School and/or GP Does the family need support with Financial Stability? Does the family needs funding support for an Early Learning Place or support relating to employment help If yes, please provide the parent/carer NI number if available:
Data Controller – a person, or a legal body such as a business, or public authority who jointly, or alone determines the purposes for which personal data is processed. Data Subject – an individual to whom data information relates Data Processing – obtaining, recording, or holding information, or carrying out any operation, or set of operations on that data. DBS – Disclosure and Barring Service Disclosure – the passing of information from the Data Controller to another organisation/individual DPA – Data Protection Act Fair Processing – inform the Data Subject how the data is to be processed before processing occurs. MASH – Multi-Agency Safeguarding Hub Medical Purposes – The purposes of preventative medicine, medical diagnosis, medical research, the provision of care and treatment and the management of healthcare services Need to Know – no person is entitled, solely by virtue of rank, or appointment to have knowledge of, access to, or possession of information unless they are explicitly authorised, security cleared and need to know it in order to carry out their duties lawfully and efficiently. Proportionality – the measure must be necessary to achieve the aim, that there is no less intrusive way of doing it. Partners – the signatories to this agreement Safe Haven – a secure physical location with administrative arrangements in place to ensure confidential personal information is communicated safely and securely. Subject Access – the individual’s right to obtain a copy of information held about them.
children Address Post Code GP DETAILS GP Practice GP Name GP Address Post Code Telephone Number Email EARLY YEARS PROVISION / SCHOOL / COLLEGE DETAILS School Name School Contact Name School Address Post Code Telephone Number Email Other Professionals Involved (Include any known community/voluntary / faith organisations) Name Role Detailed Contact