zilongwang/ReadingBank huggingface dataset:
KBTC Public Television is an active member of the community – spreading awareness, celebrating diversity and illuminating the paths of social discourse. We seek to engage viewers as citizens and encourage them to explore their world. KBTC is committed to serving western Washington by providing high quality content that we acquire and produce about our community that engages, inspires and educates. By convening gatherings to explore and discuss issues of importance to the community we serve we invite them in and we go where they are. Through Ready to Learn partnerships with organizations whose purpose is to ensure young learners get a good start in life and are prepared for school. In 2017, KBTC convened Community events and screenings with panel discussions on topics of importance and interest. We collaborated with community groups to provide activities for children and families including monthly PBS Play dates, Spring & Summer Day Camps, Family Nights as well as Paint nights incorporating STEAM concepts. Recognized Champions for Children and other individuals making an impact in our community Northwest Now continues examining issues and concerns of vital interest to our community! KBTC reaches 1.8 million TV Households and over 4 million viewers. We are the only broadcaster located in Tacoma, WA. Our Community engagement activities reach over 5 thousand families. Our partnership activities provide opportunities to explore learn and play in settings some children may not otherwise have a chance to visit. Northwest Now, our weekly public affairs program produces more than 30 on-air and online programs yearly. They take place in the studio and the community!
Part Three: Additional Evidence If you have any additional evidence that could bring your application to life and further support your submission we would love to see it. Examples of additional evidence could be as simple as a video from a camera phone, a picture of people in action, or a press clipping. We may use these on our website, in promotional material and during the actual Awards evening. As we are an environmental charity, we ask that you do not send hard copies of any materials; these include posters, pictures or documents. A disc or memory stick is preferred, and of course sending materials electronically is fine! Part Four: Submitting your application Part Five: Submitting your application After completing this application you can either; return to upload to your organisations YouTube page and send us the link Send via We transfer or drop box. Deadline Friday 10 November 2017 If applying for multiple awards, please send separate emails. Should you need to discuss anything regarding the application process, please do not hesitate to contact the Network Team – Thank you for submitting your application. We will be contacting the shortlisted finalists after the judging process to inform you of the outcome – good luck!
Relationship (continued) Household Member Household Member *Relationship (Choose From Options Above) is is is is is is is is is is is is is is is Changes in Household or Income in the last 3 months Has anyone moved in or out of your home in the last 3 months? No Yes If yes, tell us about the household changes: Have there been any changes in the household income in the last 3 months? No Yes If yes, tell us about the income changes:
Further Information King’s Cross Academy Reception Hours Monday – Friday 9.00am – 3.30pm Entrance arrangements Children starting Reception have start dates that are staggered in order to support each child most effectively in settling in to the school – you will be informed of your child’s start date in the summer term.
KCATA had defined the “significant” service change threshold. KCATA also documented that it had considered Title VI issues and mitigated where needed for its 2009 service reductions. KCATA produced maps of the service changes overlaid on a demographic map and quantified the level of reductions to confirm that minorities and low-income persons were not disproportionately adversely impacted by the service reductions. KCATA had also conducted an equity evaluation of service improvements, including the implementation of Troost and State Avenue Bus Rapid Transit (BRT) service. These enhanced services, operating in largely minority and low-income corridors were expected to benefit the communities through improved travel times at no increase in costs to the rider. Monitoring Transit Service Requirement: FTA recipients shall monitor the transit service provided throughout its service area. Periodic service monitoring activities shall be undertaken to compare the level and quality of service provided to predominantly minority areas with service provided in other areas to ensure that the end result of policies and decision-making is equitable service. Monitoring shall be conducted at minimum once every three years. If recipient monitoring determines that prior decisions have resulted in disparate impacts, it shall take corrective action to remedy the disparities. Findings: During this Title VI Compliance Review of the KCATA, no deficiencies were found regarding KCATA’s compliance with FTA requirements for Monitoring Transit Service. FTA requirements for service monitoring are presented below:
LEP Language Assistance Plan D No four-factor assessment. No Language Assistance Plan. KCATA must submit to the FTA Equal Opportunity Specialist in FTA’s Headquarters Office of Civil Rights, documentation that it has conducted a LEP four factor assessment and developed a Language Assistance Plan, as required by FTA Circular 4702.1A. 90 Days Title VI Complaint Procedures ND List of Title VI Investigations, Complaints, and Lawsuits ND Notice to Beneficiaries of Protection Under Title VI ND Annual Title VI Certification and Assurance ND Environmental Justice Analyses of Construction Projects ND
Kansas Cycling Association Equipment Check-Out Form Revised: 9/7/2017 Name of Promoter: Organization/Team: Date of Event: Name of Event: Contact Ian Pepin at 785-727-8559 or at least one week prior to your event to schedule a date and time to reserve the equipment you will need. Ian will document all equipment checked out and document it on this page. You will also want to schedule with Ian a time and date to return the equipment so he can confirm it is all returned and is still in working condition. Any shortages will be noted during check in and you will be assessed the cost to repair/replace those items. I acknowledge receipt of the following equipment and agree to return it to Ian Pepin at Anderson Rental, 1312 W. 6th Street Lawrence, KS 66044 within thirty six hours of my event. Receiving Promoter Signature and Phone Number Date of Receipt Date: Date: Equipment Value/Ea Original Count # Checked Out # Returned Equipment Discrepancy 36” Cone – Orange $27 9 28” Cone – Orange $17 59 28” Cone – Blue $17 2 18” Cone – Orange $13 2 18” Cone – Blue $13 42 Barricone Barricade System $21 30 Disc Cone (Large) $2 523 Disc Cone (Small) $2 88 Flutter Flags 10’. One Staging and One Red 1K. With One pole/ground stake assembly. $279 1 Weighted Flutter Flag Base stand (in baseball bag) $60 1 Lap Counter $500 1 Wheel Pit Signs $20 2 Generator Honda EU2000i $1100 1 Hand Truck (cart) 1 Awards Podium 1 Megaphone (Recharge! or 6-D batteries) Pyle Model PMP45R $35 1 PA System (2 speakers, carrying case for mic, cables etc) 1 Wooden stakes 7 tubs Plastic stakes 7 tubs Snow fence 15 rolls Prior to returning the equipment, please contact Ian Pepin to report any discrepancies. Returning Promoter Signature Date of Return
those contained in the forward-looking statements, see BGC’s Securities and Exchange Commission filings, including, but not limited to, the risk factors set forth in our public filings, including our most recent Form 10-K and any updates to such risk factors contained in subsequent Form 10-Q or Form 8-K filings. CONTACTS Media: Hannah Sloane 212-294-7938 Sarah Laufer 212-915-1008 Investors: Jason Chryssicas 212-915-1987 Jason McGruder 212-829-4988 ##
To protect and enhance the biodiversity and ecological values of the area by reducing the potential for catastrophic fires; To produce a management plan compatible with the needs or requirements of other land management authorities; To manage vegetation to reduce the potential for bushfire attack; To ensure adequate water supplies are available to the KCC and emergency services for the defense of assets on the property and the surrounding area from bushfire attack; To provide safe and unimpeded access to the property for emergency and other vehicles at all times; To establish a maintenance regime for fire protection that is cost effective, timely and cognizant of labour requirements. The protection and enhancement of the property’s biodiversity and acknowledgement of the views of the various stakeholders who use the property for their particular disciplines must be considered. To be able to provide an independent service to the community as an emergency centre, as it has done in the past and to serve as an evacuation centre if the need arises. [NB: The KCC has suitable infrastructure for this purpose.] For the purposes of the FMP the three major biogeographic zones identified for the Ecology and Biodiversity section above are also used. The three zones are as follows: Zone 1. Coastal Heath Land, Dunes, Lagoon and Beachfront Zone 2. Cleared Flats and Wooded Slopes Zone 3. Forest and Slopes These zones are easily identified and the landforms, land use, vegetation and assets [infrastructure] within each are distinct. They can be easily referenced using the maps provided. A comprehensive Fire Management Plan is included as Appendix ? with this document and provides specific fire management details for the entire property. An overview of the current fire management within each of the Zones is included and recommendations and constraints for each zone are also listed. The FMP will attempt to address the concerns listed above, whilst remaining dynamic enough to take into account the needs of the various stakeholders who have an interest in maintaining and enhancing the KCC’s biodiversity and sustainability.
. Kiltarlity War Memorial Norman Grant is awaiting contact from a member of the War Memorial Trust to discuss their concerns. Sandra Johansen said that there were problems with the base of the memorial and a tree has come down on to the railing. Also the wooden fence along the roadside has spars missing. It was suggested that the Community Payback Scheme could become involved in rectifying the problems. ACTION: Norman Grant . Buses from Beauly to Kiltarlity Margaret Davidson will follow this up with Neil Young and report back. ACTION: Margaret Davidson . Pilot Garden Waste Service 2014 Regarding the provision of a service in 2014, Alan Mckinnie will confirm once a decision has been taken. ACTION: Carol Hooper . OAP’s Christmas Party Dorothy Ward reported that the OAP’s Party had been a success with everyone enjoying the food and entertainment. . Tarring of road to Black Bridge The Chairman will follow this up again with Highland Council. ACTION: Norman Grant . Boblainy Forest – Dumped material The Secretary will write to Alastair Smyth about the problem of dumped goods in Boblainy Forest. ACTION: Carol Hooper . Proposed book on the place names of Beauly, the Aird and Strathglass This is progressing along nicely. ACTION: Ron MacLean . Future felling and re-stocking areas: Contract Name Boblainy 2 The Secretary will write to the Forestry Commission Scotland advising the policy of extraction is via Ardendrain and not through Kiltarlity village. ACTION: Carol Hooper
Additional effort and instruction at a sustained level over and above that which is usually provided through the setting/school’s SEN support Evidence that the school has taken relevant and purposeful action to meet the special educational needs of the child or young person. External agencies or professionals have provided advice and recommendations on curriculum access. This has been used to implement an individualised programme over an appropriate period of time The impact has been assessed. Specialist teacher reports; 10/10/13, 01/02/14, 29/04/14, 02/07/14, 25/09/14 Outreach from special school reports 01/11/14, 15/02/15, 25/04/15, 01/06/15 Reviewed individual provision plans; termly 01/09/13 to present Speech & language therapist reviews of programme 17/07/13, 01/10/13, 07/01/14, 04/05/14, 03/09/14, 09/01/15, 15/03/15 and 01/07/15 Physical, Emotional and Social Development and Health Needs The CYP may have additional difficulties in the areas of social and/or emotional development. Evidence of this may be shown with the use of the Boxall Profile or Leuven Scales. The CYP may have physical or health needs that impact on their ability to access the curriculum. There will be a Care Plan in place. Boxall profile 02/09/13, 03/09/14 and 01/07/15 Care plans 01/09/13, 03/01/14, 05/04/14, 02/09/14, 04/01/15 and 14/05/15
Thank you for entering the Keep Britain Tidy Network awards. We understand completing these awards can be quite time consuming and we’ve tried to condense the application for this year to make it as easy as possible for you. We are also happy to accept a video of your application and this can be as simple as shooting it on your mobile and uploading to YouTube. Good luck with your entry and as always if you need anything please contact the Network Team – Closing date for entries: Wednesday 31st October 2018 This category is only open to Network members Outstanding Service Delivery Award 2019 Application Form The Outstanding Service Delivery recognises a project or initiative that has shown a significant improvement to service delivery that could be due to a new innovation or partnership. The winning project will be able to evidence a more efficient and/or more effective service while making a measurable improvement in local environmental quality. A project with a robust system for monitoring will score more favourably. Part One: Keep Britain Tidy Network Member Information Organisation applying Project name Contact name Job title Address Postcode Telephone Email Part Two: Application Details How did this project or initiative come about? Tell us about how you tackled the problem(s). Who and what was involved? (Maximum 800 words, please identify any supporting evidence you are submitting)
Head of the Gypsy and Traveller Service met with the District and Borough Council managers to explain the proposals. The District and Borough Councils were visited on an individual basis to discuss the proposals and housing benefit eligibility. Feedback has been incorporated in the result analysis. Further information was provided as requested by the councils, regarding the breakdown of service charge costs. All site residents were contacted individually, visited on site and were offered support with completing the questionnaire. Some site residents chose to give verbal feedback which has been recorded and analysed within the consultation results. Opportunities to discuss queries such as charges / costs were given on site during the consultation period. KCC’s Community Warden team and Community Liaison Officers were made aware of the consultation to field any questions raised at local pubic or partner meetings. The Equalities and Human Rights Commission sent a written response requesting further detail on the proposals to which the GTS sent additional information. Respondents Responses from the questionnaire, verbal comments and written correspondence were recorded. There were 23 questionnaire responses in total, 17 of which were completed online. Six District and Borough Councils responded by email or verbally. 4 responses were from the VCS: Gypsy and Traveller welfare organisations, Friends, Families and Travellers, No fixed Abode Residents and Liberty. A written response was received from the Human Rights Commission and 19 verbal comments were recorded from site residents. The majority of responses were from the Gypsy and Traveller community, making up a combined total of 58% of all responses received. The remaining responses were representatives of various councils, residents’ associations, general public and charities. Figure 1 shows all responses including questionnaire, verbal and written. Figure 1: The capacity in which consultees would be responding to the consultation. Responses were received from most areas within the county, in addition there were responses from London and Brighton. Several responses were received from each of the KCC managed sites and are included in Figure 2 – postcode data. Figure 2 shows all respondents including questionnaire, verbal and written responses. It excludes 3 VCS respondents from outside Kent – 1 London, 2 Brighton. Figure 2: Postcode data for Kent Equalities data was collected voluntarily from respondents, using KCC’s standard Equality Monitoring ‘About You’ questions in the consultation questionnaire. The
Description of the literature search performed to find completed as well as ongoing trials + list of all references Yes/No CIname_07_SEARCH.PDF A breakdown and justification of the requested budget (in the excel template provided) Yes/No CIname_08_BUDGET.XLS In case the team does not agree with the template research agreement, and in case this was discussed with KCE Trials before submitting, provide a list of major comments plus the template research agreement with comments in tracked changes Yes/No CIname_09_AGREEMENT.PDF Only for submissions of Full Research Proposals The protocol (preferably using the word protocol template provided and if not, accompanied by a table of correspondence between the protocol template and protocol of where the elements can be found) Yes/no CIname_10_PROTOCOL.PDF Only in case of resubmission (first stage or second stage) Please attach the responses to the Trials Board comments Yes/No CIname_11_TBCOMMENTS.PDF Other Other please specify Yes/No CIname_12_xxx.PDF Other please specify Yes/No CIname_13_xxx.PDF
Critical reflection and Students will accept mistakes as part of the learning process. Students will be able to attack problems and entertain alternative solutions. Students will develop increasing facility with using self- and peer-evaluation and with gracefully offering and accepting constructive criticism. Students will demonstrate an ability to be independent thinkers and show confidence in their own sometimes controversial ideas. Students will accept mistakes as part of the learning process. Students will be able to attack problems and entertain alternative solutions. Students will develop increasing facility with using self- and peer-evaluation and with gracefully offering and accepting constructive criticism. Students will demonstrate an ability to be independent thinkers and show confidence in their own, sometimes controversial ideas. Students will accept mistakes as part of the learning process. Students will be able to attack problems and entertain alternative solutions. Students will develop increasing facility with using self- and peer-evaluation and with gracefully offering and accepting constructive criticism. Students will demonstrate an ability to be independent thinkers and show confidence in their own sometimes controversial ideas. Fulfilling High Expectations in work ethic and quality of work. Students demonstrate mastery of 5th grade Standards of Learning. Students demonstrate their investment in academic success. Able to work independently both in and outside of class. Students demonstrate mastery of 6th grade Standards of Learning. Students demonstrate their investment in academic success. Able to work independently both in and outside of class. Students demonstrate mastery of 7th grade Standards of Learning. Students demonstrate their investment in academic success. Able to work independently both in and outside of class.
Injuries - slipping over or tripping - participants colliding with each other or with objects/equipment - tripping on uneven ground moderate - participants are instructed to take care when walking around the camp site - remove any equipment that’s in the way or not being used - first aid - in emergency call 000 - if serious call - fill out an or incident report form - report property issues to KCO Organisers - revise activity Equipment - faulty or misuse of equipment low - ensure equipment is in good working order - explain and demonstrate how to use equipment properly - remove faulty equipment Property damage - broken equipment, other property low - instruct correct and appropriate use of equipment - make participants aware of potential accidents - isolate area where breakage occurred and clean up immediately - revise activity - fill out incident report form - report damage to KCO Organisers Sun - sunburn - dehydration low - give participants a list of things to bring and include sun cream, water, hat, protective clothing - first aid - re-hydrate with fluids - seek help from lifeguards if serious
Monitor leader:camper ratios and ensure leaders and campers are never alone Provide copy of Leader code of conduct and commitment to protecting children from harm Provide procedures for making complaint, via Presbytery Child complains to parent that during camp they were physically or sexually abused Rare Major High Refer parent to code of conduct but also their right to report these claims after having clarified issue with child Parent to inform leader of any issue that the child has to clarify issue Child presents with depression, sadness and some talk of self harm Possible Major Extreme Report behaviour to parent immediately. If no action taken then report behaviour to KCO Safe Ministry with Children Coordinator, who will phone Synod Safe Ministry with Children Administrator & Qld Ambulance Child’s behaviour makes activities untenable and could cause harm to child or leader or others Possible Moderate High Refer child to code of conduct/Camp Rules Develop appropriate consequences such as time out if behaviour continues Speak with parent about child’s behaviour If behaviour continues, require that parent immediately picks up child from Camp If return to camp is negotiated, require parent/carer to remain on site to ensure child has settled. Severe Allergies Possible Major Extreme Monitor camp forms as submitted and note any allergies If necessary, ensure exposure to allergens is minimised (eg Notify all attending that camp will be a zone if high nut allergy) If epipen provided, ensure first aid qualified leaders know how to use, where to find (ensure it is accessible to the child AT ALL TIMES)
Review how to recognize (decode) baseline vocabulary Review main idea Review supporting details Review how to recognize (decode) baseline vocabulary Review main idea Review supporting details Week 8 10/20-10/25 Mid-Term Exam Week Peer Review – Journal#3/ Unit Test #3 Demonstrate comprehension of cross disciplinary reading materials Student will be able to employ academic vocabulary to identify and discuss comprehension of main idea Student will be able to employ academic vocabulary to identify and discuss comprehension of supporting details Student will be able to employ academic vocabulary to identify and discuss inferences and conclusions Demonstrate receptive and productive knowledge of academic vocabulary across disciplines Student will be able to use context clues to clarify meaning and improve comprehension Students will be able to use word structure to clarify meaning and improve comprehension Student will be able to use collocation, connotation, and other vocabulary concepts to clarify meaning and improve comprehension Apply thinking and problem solving/critical thinking strategies to cross disciplinary reading materials Student will be able to use active reading/thinking strategies Midterm Exam – Given in class (paper and pencil) Covers all concepts presented to date in course and through lab practice. Do not be late, actually be a bit early to settle in. Week 9 10/27-11/1 Chapter 5 Chapter 5
UNITED NATIONS CHILDREN’S FUND (UNICEF) KENYA COUNTRY OFFICE VACANCY ANNOUNCEMENT “KCO/NUTR/2014-045” Duty Station – Lodwar Posts: NUTRITION SPECIALIST, NO-C Type of Contract: Fixed Term Reference # Duty Station KCO/14056 Nutrition, Lodwar Date of Issue: 06 August 2014 Closing Date: 22 August 2014 Applications are hereby invited from suitably qualified candidates to fill the above Fixed Term position in UNICEF Kenya Country Office (KCO), Lodwar Field Office. Purpose of the Post: Under the supervision of the Chief, Nutrition, and general supervision of the Chief Field Office this post is Accountable for formulation, design, planning, implementing, monitoring and evaluation of Nutrition project(s) in selected counties to ensure overall efficiency and effectiveness of the project management, delivery and accomplishment of project goals and objectives. Accountable for ensuring that all aspects of the Nutrition project/programme promote gender equality, and for collaborating to mainstream key features across all related sectors of the country programme. Major Duties and Responsibilities: Project Planning, Development and Management Enhance effective project, sectoral or inter-sectoral planning, development and management by leading, guiding, coordinating and supporting the timely completion of the Situational Analysis and its periodic update through accurate and complete monitoring and analysis, addressing gender inequality and determinants of gender equality; ensure the timely preparation or finalization of sectoral input. Knowledge Management Further promote knowledge management by drafting or finalizing sectoral documents and reports such as the Country Programme Recommendation and Plans of Action as well as through orientation and training programmes targeted to Government authorities. Ensure exchange of knowledge, information, experience or lessons learned; provides solid technical recommendations on major programme directions and on introduction of new initiatives in the country.
Members and guest are expected to leave the facility in a neat condition, including removing towels, clothing and putting all toys, kickboards, balls, etc. away before leaving. Parents shall supervise and be responsible for the behavior of their children. All trash must be placed in refuse bins. If you are hosting a gathering at the pool, please remove your trash from the kitchen and place it in the larger refuse cans. Pets are NOT allowed on the premises. If your pet follows you in, please remove the pet from the premises immediately. Lifeguard The lifeguard will be on duty Monday through Friday, 9:30 a.m. to 5:00 p.m. during the summer weeks when elementary schools are not in session. Scheduled swim instruction times will vary from year to year but will generally be weekday mornings at 9:30, 10:15, and 11:00am Monday thru Thursday. No one (other than those receiving or giving lessons) allowed in the water during lessons. The lifeguard is in complete charge of the pool and tennis facility and has the authority to ask anyone to leave for the day for any infringement of the rules. Continued infractions of the rules by any member (or guest) will be referred to the Board of Directors by the lifeguard. The lifeguard is responsible for the safety of all people at the pool. Therefore, the lifeguard cannot take any special responsibility to supervise or "baby sit" any one child, or those unable to swim on their own. Suggestions regarding changes or improvements in the rules governing pool use should be directed to a member of the Board of Directors, rather than the lifeguard. Safety Rules No running. Swimming alone is forbidden.
Average incidents closed per month per Analyst (capacity) Cost per incident The Performance Assessment Model created during the KCS Design Session defines the specific measures that will be used by the organization. This is easy to do for the metrics that are known. For the unknown measures, a baseline must be estimated. How the baseline is estimated is not important as long as the way it is measured is consistent throughout the adoption. For more information about recommended measures, see the “Measurement Matters” paper at . Exit Criteria for Phase 1 Once the Pilot Team is committed and has met the following exit criteria for Phase 1, the team will move into Phase 2, the Adoption Phase of the KCS program. Phase 1 Exit Criteria Benefits Readiness Evidence Organization commitment Clear vision of goals Budget approval Executive sponsor buy-in Staff Management team buy-in Budget approval KCS Adoption Team resources made available Communication sent from executive about plan and goals Strategic Framework complete Defined expectations for customer, employee, and organization Separate customer, employee, and business views with related benefits and anticipated results Content standard assessable Consistent Article content Content standard is understandable and easily accessible Process in place to update content standard Article Quality Index available High quality Articles AQI can be captured in an easy to use tool and assessable to all coaches Workflow Process tested Problems solved faster Workflow has been simulated and documented Performance Assessment Model defined Learning and development Draft metrics developed and defined
4. Roles and responsibilities regarding attendance 4.1 Children 4.1.1 Children should arrive at Kingston Community School ready to learn on time. 4.2 Parents 4.2.1 It is a legal responsibility of parents/carers to ensure that their children attend Kingston Community School. The school expects parents/carers to ensure their child attends every day, on time and ready to learn. 4.2.2 Parents/carers are expected to know what absences are acceptable, (see Appendix 1). Any absence will only be authorised at the discretion of the Executive Principal. Parents should be aware of the legal consequences of non-attendance, (see Appendix 2). 4.2.3 Parents/carers should be aware that poor punctuality may result in an unauthorised absence being recorded which could lead to intervention by the Attendance and Engagement Service. 4.2.4 Parents/carers are asked to inform Kingston Community School of any barriers to their child attending school. 4.2.5 Kingston Community School asks that all parents/carers inform the Executive Principal (i.e., the school office) on their child’s first day of absence. If contact is not before the child returns to school, a note should be provided. Medical evidence may be requested by the school if non-attendance is due to illness. 4.3 Staff Roles and Responsibilities 4.3.1 Kingston Community School expects all staff to support the regular attendance of their children by addressing any barriers that may prevent their good attendance. 4.4 Role of the Class teacher 4.4.1 It is the responsibility of all class teachers at Kingston Community School to formally take their class register accurately and within five minutes of the start of the morning and afternoon sessions. Children’s absence letters must be passed, promptly, to the school office. 4.4.2 Teachers are expected to act on attendance data provided by the Attendance Officer to monitor the attendance of their children and report any concerns to the Assistant Principal and parents. 4.4.3 Kingston Community Schools expects all class teachers to encourage punctuality through the appropriate positive meeting and greeting of children. All lateness to sessions must be recorded in the register and challenged appropriately. Class teachers should support children who are returning to Kingston following an absence by ensuring that adequate resources are provided for their positive re-integration. 4.4.4 Class teachers are expected to monitor their class attendance and identify patterns and report any concerns to the Assistant Principal.
truancy, exclusion, disengagement with school, opting out of education altogether unexplained changes in behaviour or personality (chaotic, aggressive, sexual) mood swings, volatile behaviour, emotional distress self-harming, suicidal thoughts, suicide attempts, overdosing, eating disorders drug or alcohol misuse getting involved in crime police involvement, police records involved in gangs, gang fights, gang membership injuries from physical assault, physical restraint, sexual assault. Appendix two Forced Marriage (FM) This is an entirely separate issue from arranged marriage. It is a human rights abuse and falls within the Crown Prosecution Service definition of domestic violence. Young men and women can be at risk in affected ethnic groups. Whistle-blowing may come from younger siblings. Other indicators may be detected by changes in adolescent behaviours. Never attempt to intervene directly as a school or through a third party. Female Genital Mutilation (FGM) It is essential that staff are aware of FGM practices and the need to look for signs, symptoms and other indicators of FGM. What is FGM? It involves procedures that intentionally alter/injure the female genital organs for non-medical reasons. 4 types of procedure: Type 1 Clitoridectomy – partial/total removal of clitoris Type 2 Excision – partial/total removal of clitoris and labia minora Type 3 Infibulation entrance to vagina is narrowed by repositioning the inner/outer labia Type 4 all other procedures that may include: pricking, piercing, incising, cauterising and scraping the genital area. Why is it carried out? Belief that: FGM brings status/respect to the girl – social acceptance for marriage Preserves a girl’s virginity Part of being a woman / rite of passage Upholds family honour Cleanses and purifies the girl
Schools HR Policy & Procedure Handbook School Name Keeping Children Safe in Education: Whistleblowing Policy ‘Speaking up about Wrongdoing’ This Policy/Procedure has been agreed by the following professional associations and Trade Unions representing Teachers, Headteachers and Support Staff: National Union of Teachers National Association of Schoolmasters Union of Women Teachers Association of Teachers and Lecturers National Association of Headteachers Association of School and College Leaders Unison GMB This policy was adopted on (date) And will be reviewed every 2 years September 2016
Equality Impact Assessment Action Plan Protected Characteristic Issues identified Action to be taken Expected outcomes Owner Timescale Cost implications ALL Programs of organisations might have a negative effect Contact with organisations to raise awareness Greater awareness of characteristics and coherent plans for addressing equalities within these KCC Culture & Creative Economy Service September 2016 to December 2016 Business as usual (BAU) ALL Equality Impact assess programs and projects delivered to implement the strategy Ensure that all KCC commissioned projects and programs have an EqIA to ensure that positive equality opportunities can be exploited and adverse impacts mitigated Inclusive arts and culture scene in Kent KCC Culture & Creative Economy Service February 2017 onwards BAU ALL Equality & Arts narrative in Kent Share KCC Equality Policy and Objectives with partners and programs of work so that all are aware of KCC Position Statement on Equality and Diversity Access to arts and cultural activity does not adversely affect individual Protected Characteristics in relation to economic impact or quality of life KCC Culture & Creative Economy Service February 2017 onwards BAU
ALL Limited understanding of the profile of Arts and Cultural engagement by protected characteristics in Kent Seek the views of protected groups in relation to the strategy through consultation Get a better understanding of the existing and potential opportunity for wider engagement in the Arts and Culture economy of the people Kent based on PC Strategy is able to articulate and highlight opportunities for engagement with arts by protected groups KCC Culture & Creative Economy Service Autumn 2017 BAU ALL Understanding of partners and projects response to equality ad inclusion in arts and culture Share EqIA with partners for input/ discussion EqIA is further informed by partners- Strategy is better able to response to the equality and inclusion opportunities related to arts and culture February 2017 onwards BAU ALL We could learn more from Arts Council policy to explore the benefits of applying this to our own thinking to bring it in line with national policy in the sector. Review Arts Council England Creative Case for Diversity Develop our learning of equality and diversity issues facing the creative industries and how they relate to Kent demographics. KCC Culture and Creative Economy Service Spring 2017 BAU ALL Limited information on PC from partner organisations. Review and analyse data collected through Arts Investment Fund. Gain a better picture of the impact of our funding on PCs KCC Culture and Creative Economy Service Autumn 2017 onwards BAU
Draft a list of the issues that should be considered when implementing a classroom activity in which the word processor is used as a resource by learners during the learning process. Save a copy of the list (either on the computer hard drive or on a removable storage device). Task 2: Search for Lesson Plans and/or Classroom Activities (1 hour) Search the WWW for innovative lesson plans and/or classroom activities in which the word processor can be used as a resource by learners during the learning process. Refer to the list of issues that should be considered when implementing a classroom activity in which the word processor is used as a resource by learners during the learning process. Summarise the details of the resources that can be found on the websites visited. Tip: Save the resources found (either on the computer hard drive or on a removable storage device). C] Self Study (Total 90 minutes) Notes to Participants During the Technology Literacy course you were requested to download a curriculum guide from the Guyana Ministry of Education website and develop a lesson plan that illustrated the way in which an ICT tool or resource could add value to a curriculum activity. The following self-study activity will give you an opportunity to use and demonstrate your knowledge of lesson plan development. You will be required to develop an appropriate lesson plan by modifying resources found in the previous activity to address the learning outcomes of the ‘Intermediate Word Processing’ section of the Information Technology Curriculum Guide (Grade 8). Once you have created the lesson plan you will need access to a printer with paper in order to print a copy. Task 1: Lesson Plan Select one of the innovative lesson plans and/or classroom activities found on the www to create a learning activity in which the word processor is used as a resource by learners during the learning process. Modify/adapt the activity, as required, to ensure that it aligns with the learning outcomes of the ‘Intermediate Word Processing’ section of the Information Technology Curriculum Guide (Grade 8) [CC: BY-ND]. [See Learning Objectives below or ‘Information Technology Curriculum Guide’ – Page 14.] Learning Objectives Skills: Use advanced formatting features: Lists Fonts Tables Borders Shading Knowledge: Text to be formatted within a given document must first be selected (highlighted). Bullets are used to stress important points.
70 TOTAL PERCENTAGE INCREASE Explanation The total percentage increase to their base salary that an employee record will receive. 71 TOTAL COMPRATE ADJUSTMENT (ADJ. FOR FTE) Explanation The value of the increase in the employee record's comprate, as compared to his or her original comprate, due to the allocated adjustments. Reflects actual FTE. 72 PROPOSED COMPRATE (ADJ. FOR FTE) Explanation New employee record total comprate after adjustments. Reflects actual FTE. 73 PROPOSED ANNUALIZED BASE SALARY Explanation This value reflects an employee record's total annual compensation after each adjustment (running total). Reflects actual FTE. Note The Updated Base Salary value reflects the adjustments allocated in that set of increases and every adjustment before it 74 TOTAL COMPRATE ADJUSTMENT (1 FTE) Explanation Increase in comprate based on increases from adjustments IF employee record were 1 FTE. Assumes 1 FTE. Note Pay Rate Adjustment Amounts ($) were recalculated assuming 1 FTE. Adjustment will not change among employee records with 1 FTE, but will be greater than Total Comprate Adjustment w/FTE for employee records with <1 FTE. 75 PROPOSED ADJUSTED COMPRATE (1 FTE) Explanation The new comprate of a 1 FTE employee record which includes all base adjustments. Assumes 1 FTE 76 PROPOSED ANNUALIZED BASE SALARY (1 FTE) Explanation Updated base salary for a 1 FTE employee record. Assumes 1 FTE Note If the cell becomes highlighted in red, the Proposed Annual Rate is outside the min/max set for the salary grade and plan. See the Minimum Annual (1 FTE) or Maximum Annual (1 FTE) as well as Over Max or Under Min for more details. Funding Information Columns Field Name Entry Method Description 77-116 FUNDING STRING INFORMATION* Loaded from HRS (editable) Explanation The funding string information that exists for each employee record in HRS (also known as account code). Can be manually changed. Maintain the following formatting for each
Initial boiling point and boiling range 188.61 °F (87.01 °C) estimated Flash point -156.0 °F (-104.4 °C) propellant estimated Evaporation rate Not available. Flammability (solid, gas) Not available. Upper/lower flammability or explosive limits Flammability limit - lower (%) Flammability limit - upper (%) 1.8 % estimated 9.5 % estimated Explosive limit - lower (%) Not available. Explosive limit - upper (%) Not available. Vapor pressure 1277.76 psig @70F estimated Vapor density Not available. Relative density Not available. Solubility(ies) Solubility (water) Not available. Partition coefficient (n-octanol/water) Not available. Auto-ignition temperature 860 °F (460 °C) estimated Decomposition temperature Not available. Viscosity Not available. Other information Explosive properties Oxidizing properties explosive. Not oxidizing. Specific gravity 0.934 estimated Stability and reactivity Reactivity Chemical stability Possibility of hazardous reactions Conditions to avoid Incompatible materials Hazardous decomposition products The product is stable and non-reactive under normal conditions of use, storage and transport. Material is stable under normal conditions. Hazardous polymerization does not occur. Avoid temperatures exceeding the flash point. Contact with incompatible materials. Strong oxidizing agents. Nitrates. Fluorine. Chlorine. No hazardous decomposition products are known. Toxicological information Information on likely routes of exposure Inhalation No adverse effects due to inhalation are expected. Skin contact No adverse effects due to skin contact are expected. Eye contact Direct contact with eyes may cause temporary irritation. Ingestion Expected to be a low ingestion hazard. Symptoms related to the physical, chemical and toxicological characteristics Direct contact with eyes may cause temporary irritation. Information on toxicological effects Acute toxicity Components
Canada - British Columbia OELs: Skin designation Distillates (petroleum), Hydrotreated Light (CAS 64742-47-8) Can be absorbed through the skin. Appropriate engineering controls Good general ventilation (typically 10 air changes per hour) should be used. Ventilation rates should be matched to conditions. If applicable, use process enclosures, local exhaust ventilation, or other engineering controls to maintain airborne levels below recommended exposure limits. If exposure limits have not been established, maintain airborne levels to an acceptable level.
Aquatic Fish Pyrethrins (CAS 8003-34-7) Aquatic Crustacea Fish LC50 EC50 LC50 trout,donaldson trout (Oncorhynchus mykiss) Water flea (Daphnia) Brown trout (Salmo trutta) 0.0027 - 0.0043 mg/l, 96 hours 0.018 - 0.032 mg/l, 48 hours 0.0165 - 0.0229 mg/l, 96 hours * Estimates for product may be based on additional component data not shown. Persistence and degradability Bioaccumulative potential No data is available on the degradability of this product. Partition coefficient n-octanol / water (log Kow) Isobutane 2.76 Piperonyl Butoxide 4.75
growth of the seed (cf. Isa. 44:3), but must also generate and create it in man by His Spirit (Psa. 51:12). The reason for this summons is given in v. 13, in another allusion to the moral conduct of Israel until now. Hitherto they have ploughed as well as reaped unrighteousness and sin, and eaten lies as the fruit thereof, — lies, inasmuch as they did not promote the prosperity of the kingdom as they imagined, but only led to its decay and ruin. For they did not trust in Jehovah the Creator and rock of salvation, but in their way, i.e., their deeds and their might, in the strength of their army (Amo. 6:13), the worthlessness of which they will now discover. [[@Bible:Hosea 10:14]] Hos. 10:14. “And tumult will arise against thy peoples, and all thy fortifications are laid waste, as Shalman laid Beth-Arbeel waste in the day of the war: mother and children are dashed to pieces. V. 15. Thus hath Bethel done to you because of the wickedness of your wickedness: in the morning dawn the king of Israel is cut off, cut off.” with א as mater lect. (Ewald, § 15, e), construed withב : to rise up against a person, as in Psa. 27:12, Job. , war, tumult, as in Am. : against thy people of war. The expression is chosen with a reference to roÝbh gibboÝriÝm (the multitude of mighty men), in which Israel put its trust. The meaning, countrymen, or tribes, is restricted to the older language of the Pentateuch. The singular refers , as in Isa. 64:10, contrary to the ordinary language (cf. Ewald, § 317, c). Nothing is known concerning the devastation of Beth-Arbeel by Shalman; and hence there has always been great uncertainty as to the meaning of the words. Shalman is no doubt a contracted form of Shalmanezer, the king of Assyria, who destroyed the kingdom of the ten tribes (2Ki. 17:6). BeÝth-
Essential Requirements Dependability: Recognizes their responsibilities to KDADS and applies effective work habits and attitudes to meet work requirements. Accomplishes tasks by showing concern for all aspects of the job and manages workload or completes tasks in a timely manner. Attends and reports work regularly and on time Plans appropriately for absences Assumes personal accountability for work Provides notification of tardiness FMLA hours will not be counted against absences Follows Agency policy for requesting leave Meets Expectations: Unsatisfactory: Agency Values: Individuals adhering to agency values align their actions with high standards of conduct, accept responsibility for behavior and exhibit personal integrity at all times. Acts as a role model for other employees and does the right thing, even when no one is watching. Individual does not waste agency resources (i.e., time, material). Demonstrates personal integrity and ethical behavior to customers and coworkers Acts to overcomes challenges Displays good stewardship of public resources Strives for continuous improvement Adapts to changes in processes, procedures or responsibilities Exhibits positive behavior and embraces change Meets Expectations: Unsatisfactory: *Essential Requirements: An Unsatisfactory rating in Dependability or Agency Values will result in an Overall Performance Rating of Unsatisfactory Areas of Strength(s): Areas for Development: Other Evaluation Comments: Employee Agrees to Comply with and Acknowledges: I understand and comply with the following “Conditions of Employment” policies (found in the KDADS Employee Manual) Initial Employee Oath Substance Abuse Policy Workplace Behavior Employee Manual Acknowledgement Compensatory Time Agreement Standards of Conduct Use of Computer Equipment Information Management I understand and comply with the agency’s policies and procedures Initial *Please, attach any additional coaching or feedback forms as necessary.
Christopher Columbus Amerindians “three sisters:” maize, squash, beans “semi-sedentary” societies matrilineal matrilocal Pueblo Creek Choctaw Iroquois Confederacy longhouse Hernan Cortés, Aztecs Francisco Pizarro, Inca “Black Legend” St. Augustine New France Samuel de Champlain Quebec coureurs de bois voyageurs Jesuits Algonquins Hurons Spain New Mexico Pueblo Indians Santa Fe encomienda mission system mestizos Pope’s Rebellion (Pueblo Revolt), 1680 English colonies Plymouth Pilgrims Wampanoags Squanto Thanksgiving Pequot War New England Confederation King Philip’s War Quakers, pacifism Chesapeake John Smith Powhatans Anglo-Powhatan Wars Bacon’s Rebellion Carolinas Tuscarora Yamasee Dutch New Netherlands Dutch East India Company Peter Minuit Manhattan Columbian Exchange