zilongwang/ReadingBank huggingface dataset:
LSA Long Term Plan 2017-8: Y7 AUTUMN SPRING SUMMER 1: 4/9/17 - 20.10.17 2: 6/11/17 - 22/12/17 3: 4/1/18 - 9/2/18 4: 19/2/18 - 23/3/18 5: 9/4/18 - 25/5/18 6: 4/6/18 - 20/7/18 7 WEEKS 7 WEEKS 6 WEEKS 5 WEEKS 7 WEEKS 7 WEEKS Asst 1: 5.12.17 Asst 2: 6.3.18 Sum asst: 3.7.18 BASELINE WRITING STAR READER SPELLING TEST MODERN & VICTORIAN NON-FICTION READING SKILLS GROUP WORK SKILLS EXAM PREPARATION SHAKESPEARE AMSND EDITING SKILLS & PROOFREADING SKILLS INTRODUCTION TO POETRY SKILLS: NPD POETRY COMPETITION READING SKILLS: TREASURE ISLAND POETRY ANALYSIS Set 1 &2: Daffodils Set 3/4: Nettles Set 5: Harry Pushed Her NON-FICTION WRITING SKILLS: MAGAZINE ARTICLE & HANDWRITING SKILLS BASELINE SKILLS PRACTICE ASSESSMENT SKILLS PRACTICE EXAM Formal letter to primary school teacher about first impressions of LSA NF Comp: Holly Budge Treasure Island fiction comprehension How is Long John Silver presented? Spelling Test Apostrophes test Capital letters test ASSESSMENT SKILLS PRACTICE EXAM Magazine article about surviving your first few weeks at LSA Informal letter from Jim Hawkins to his mum School magazine article (EDUQAS) Part A poetry response ACCELERATED READING & LIBRARY VISITS Half-termly SPaG focus: Paragraphs Apostrophes/its & it’s Commas & c/s Speechmarks Colons & semicolons Inverted commas Capital letters/full-stops Homophones IE/EI rules Plural endings alot/aswell/infact etc Roots/prefixes/suffixes
Book Title/Author Key Learnings Book Title/Author Key Learnings Key Business/Cultural Considerations What are the greeting rituals? How are meetings arranged? Source Who/what sources will you consult to find this out? Notes on Recommended Behavior Foreign Colleagues Who, on your team or within the company, will you contact in advance of your visit? Note whom you plan to contact. Questions What questions will you ask in advance of your visit? What are some of the things you’re thinking about? Notes 1. I have recently learned about differences across countries in the way people approach work and I am
LSA Long Term Plan 2017-8: Y9 AUTUMN SPRING SUMMER 1: 5/9/17 - 20.10.17 2: 6/11/17 - 22/12/17 3: 4/1/18 - 9/2/18 4: 19/2/18 – 23/3/18 5: 9/4/18 - 25/5/18 6: 4/6/18 – 20/7/18 7 WEEKS 7 WEEKS 6 WEEKS 5 WEEKS 7 WEEKS 7 WEEKS Asst 1: 5.12.17 Asst 2: 6.3.18 Sum asst: 3.7.18 BASELINE WRITING STORY: THE REMOVAL SPELLING TEST STAR READER POETRY ANTHOLOGY: ALL LOVE POEMS TO BE COVERED ‘MACBETH’ NON-FICTION WRITING SKILLS: REPORT WRITING (school dinners) FORMAL LETTER (closure of sixth form) REVISION FICTION COMPREHENSION SKILLS GCSE SPOKEN LANGUAGE ASSESSMENT STORYWRITING SKILLS FOR GCSE Assessment Skills Practice Assessment Skills Practice EXAM SHORT STORY (VARIETY OF TITLES) Part A response on ‘Valentine’ Full Macbeth GCSE paper M&A extract (unseen) Banquo & Macbeth talking before Duncan’s murder outside castle with Fleance Theme of supernatural Formal letter to local MP about closure of LSA sixth form *Part B poetry response (pups to choose poem) * Fiction comp (one question) *SPaG test SPaG focus: Paragraphs Apostrophes/its & it’s Speechmarks Alot/aswell/infact etc Varying vocabulary SPaG focus: Capital letters Inverted commas SPaG focus: Homophones IE/EI rules Plural endings Spelling list SPaG focus: Commas & comma splice Colons & semicolons SPaG focus: Revision of everything AR & library visits for lower ability sets only
Year Group Autumn Spring Summer Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 1/2 Fundamental Movement Skills (Balance, Agility & Co-ord.) Gymnastics Dance Fundamental Movement Skills (Throwing and Catching / Ball Skills) Striking and Fielding Non-Traditional: Tri-Golf Team Games Dance Gymnastics Team Games (Tag Rugby) Athletic Activity: Running & Jumping Athletic Activity: Running and Throwing 3/4 Swimming Swimming Swimming Swimming Swimming Athletics Multi-Skills Dance Gymnastics Team Games (Tag Rugby) Striking and Fielding Non-Traditional: Tri-Golf 5/6 Multi-Skills Gymnastics Non-Traditional: Cheerleading Team Games (Tag Rugby) OAA Rounders / Cricket Comp. Games Dance Comp. Games OAA Athletics Non-Traditional: Tri-Golf
Section 2 – Structure(s) Where Odor Are Controlled by the Innovative Practice Check the last column for the description that best fits the structure affected by the practice. Animal Housing Dairy Stanchion Daily to weekly cleaning Dairy Free Stall and Beef & Dairy Heifers (Forage Ration) Slatted floor (includes floor and pit below) Scrape Alley flush to storage Bedded pack Beef Finishing (High Energy Ration) Slatted floor (includes floor and pit below) Scrape Bedded pack Pork Gestation/ Farrow/ Nursery Slatted floor (includes floor and pit below) Pull plug to storage Pork Finishing Slatted floor (includes floor and pit below) Pull plug to storage Scrape systems to storage Deep bedded Poultry Broiler (litter) Ducks (liquid) Layers and Ducks (litter) Manure Storage Solid (stack) Long term (6 months or longer) Short term (less than 6 months) Animal Lots Paved Unpaved Dairy/Beef/Sheep/Goats Swine/Poultry Section 3 – Categorize and Describe the Practice 1. Select the description(s) that best categorize the proposed innovative practice.
Diet manipulation Dust suppression Exhaust air treatment Dilution or treatment of flush water Anaerobic digestion Chemical or biological additives Solid separation and reduction Water treatment Aerobic treatment Aeration Covers Manure transfer Moisture control Other: Attach description Describe the components of the proposed odor innovation and how these function to reduce odor. Detail each step in the process. Provide schematic drawings and specifications of the practice. What are the known limitations or risks related to the use of this practice? Describe the regular maintenance activities required to keep this practice functioning? Explain how the proposed innovation differs from similar odor control practices listed in Worksheet 2 in ATCP 51 Appendix A. Provide details to explain how the proposed practice represents an innovation in terms of odor reduction compared to recognized practices. Section 4 – Performance and Supporting Documentation Describe all measurable outcomes that result from the use of this practice. For example, if the practice involves removal of manure solids, provide the percentage of solids in the final treated product. Explain how these outcomes result in odor reduction using the best available science to support the claim. Answer the following questions regarding documented performance of the practice. Is there manufacturer’s published literature regarding odor control of the practice? Yes No If “yes,” please attach. Was the practice independently evaluated to substantiate its efficacy in controlling odor? Yes No If “yes,” please provide the contact information of each laboratory, facility or other entity conducting an evaluation, and attach the results of all evaluations. Have scientific peer reviewed papers been published concerning the odor control effectiveness of this practice? Yes No If “yes,” please attach.
2018/19 School Admission Arrangements Introduction - The Lighthouse Schools Partnership The Lighthouse Schools Partnership is an inclusive family of schools that works together in partnership to deliver exciting and effective learning for children and young people. It values excellence and collaborative working within an environment that promotes care, respect and responsibility. It sets high standards in all aspects of school life. Admission applications are welcomed on behalf of any child. The Lighthouse Schools Partnership has developed and published these Admission Arrangements to help explain the admission application process clearly and comprehensively, so that parents and children are suitably informed when choosing and applying for a preferred school. The arrangements comply with the requirements of the 2014 School Admissions Code and the 2012 School Admission Appeals Code issued, issued under Section 84 of the School Standards and Framework Act 1998. Any concern regarding statutory compliance, fairness or equality of local policy/practice, should be directed to the Lighthouse Schools Partnership via any of its schools. If the matter cannot be resolved locally, a complaint may be raised with the Office of the Schools Adjudicator (see Part 7 for contact details). Every admission application received will be administered in a fair and equitable way, in strict accordance with published policy and practice. The ‘day to day’ management of school admissions is delegated to an Admissions Committee established within each school setting. If you would like to discuss your specific requirements or need further help with any aspect of the admissions process, please contact the individual school. It is recommended that you also visit the school websites which provide a lot of useful information about the Lighthouse Schools Partnership, its community and education curriculum. These Admission Arrangements apply for the following schools which are affiliated to the Lighthouse Schools Partnership:
Form 3 -- Page 1 of 2 FORM 3 (cont.) b. Describe the nature and extent of the environmental conditions associate with the Project. List the contaminants encountered. c. Describe the extent to which you were a principal decision maker for this Project. Explain your overall role in the Project, including a description of your conclusions, how you arrived at your conclusions, what recommendations you made, and how you communicated them to your supervisor(s) and/or the client.
ORGANISATIONAL CHANGE POLICY Policy Approved by the Board of Trustees Signed : Name : Chair of Board of Trustees Date Authorised for Issue Signed : Name : CEO Date Document History Version Author/Owner Drafted Comments 1.0 Tara Phillis Published 31 August 2016 Based on North Somerset Model Policy 1.1 Amy Sutton 1st June 2018 Policy review
08/11/2018 19:00-22:00 Safeguarding 3 John Mitchels GAA, Tralee, Co.Kerry €17.00 18/10/2018 19:00-22:00 Safeguarding 1 Listowel Community Centre, Co.Kerry €17.00 Mayo 19/09/2018 19:00-22:00 Safeguarding 1 Mayo Education Centre, Castlebar, Co.Mayo €15.00 17/10/2018 19:00-22:00 Safeguarding 1 Ballina Sports & Leisure Complex, Co.Mayo €15.00 08/11/2018 19:00-22:00 Safeguarding 2 Mayo Education Centre, Castlebar, Co.Mayo €15.00 13/11/2018 19:00-22:00 Safeguarding 1 Civic Centre, Belmullet, Co.Mayo €15.00 21/11/2018 19:00-22:00 Safeguarding 3 Mayo Education Centre, Castlebar, Co.Mayo €15.00 12/11/2018 19:00-22:00 Safeguarding 1 Curam Centre, Claremorris, Co.Mayo €15.00
Outstanding debts Debt Nothing Paid at Present Weekly Fortnightly Monthly Balance Outstanding Credit Card £ £ £ £ Loans £ £ £ £ Hire Purchase £ £ £ £ Catalogue £ £ £ £ Social Fund Loan £ £ £ £ Benefit Overpayment £ £ £ £ Tax Credit Overpayment £ £ £ £ Court Fines £ £ £ £ Rent Arrears £ £ £ £ Council Tax Arrears £ £ £ £ £ £ £ £ Total £ £ £ £ Have you approached any of your creditors to ask them if they can reduce or suspend your repayments? Yes No If “Yes” please tell what was the result? Have you engaged with debt advice services in order to clear or to re-structure your debts? Yes No If “Yes” please tell us who with and the result? If you have not spoken to your creditors or sought independent debt advice you may be asked to do so as part of any DHP decision. Contracted Expenditure Please tell us if any of your stated expenditure is under contract and when it expires. Contracted Expenditure Type Company Contracted to Contract Expiry Date Home Telephone Mobile Telephone Internet TV Subscription State any other contracted expenditure below:
Table 2 Components of a Unit Representation Full meaning Status Release Date Comment /m*3 per cubic metre Current 24/01/2014 2016-03-14 – Reviewed – No change /hpf x400 per high power field at x400 magnification Current 24/01/2014 2016-03-14 Reviewed - No change /10*2 WBC per hundred White Blood Cells Current 24/01/2014 2016-03-14 Reviewed No change /L per litre Current 14/07/2000 2014-01-24 Full meaning changed to per litre /uL per microlitre Current 14/07/2000 Should standardise on /L /mL per millilitre Current 14/07/2000 Should standardise on /L /min per minute Current 14/07/2000 2014-01-24 Full meaning changed to per min from beats per min /24h per twenty four hours Current 2016-03-14 – Reviewed – No change /m*2 per square metre Current 2016-03-14 – Reviewed – No change 10*12/L 10*12/litre; trillions per litre Current 14/07/2000 2014-01-24 Full meaning changed to 10*12/litre; trillions per litre 10*-2 10*-2 ; one hundredth Current 14/07/2000 2014-01-24 Full meaning changed to 10*-2 ; one hundredth 10*-3 10*-3 ; one thousandth Current 14/07/2000 2014-01-24 Full meaning changed to 10*-3 ; one thousandth 10*3/L 10*3/litre; thousands per litre Current 14/07/2000 2014-01-24 Full meaning changed to 10*3/litre; thousands per litre
threat of impact because a collection of smaller asteroid rubble cannot be effectively destroyed or deflected by impact mechanisms such as a HAIV (hyperactivity asteroid intercept vehicle) or nuclear blast (Near). In addition, metallic comets require more force to change velocity than carbon based rocks. Nuclear Explosive Device The responses to asteroid collision are what fuel the scripts of blockbuster films, and captures the minds of daydreamers everywhere. There are dozens of theories on how to deflect or destroy an asteroid, however this paper will only focus on those considered and funded by the United State’s government. Using a nuclear detonation to vaporize or change the course of the objects orbit to avoid hitting Earth is the most funded approach. In 1967 students at the Massachusetts Institute of Technology calculated the nuclear megatonnage needed to divert a 1.4 km wide asteroid off of a collision course with Earth given 18 months notice in a project nicknamed Icarus. It was concluded that multiple rockets loaded with 100 megatons of nuclear energy would be needed to change the velocity of the rocket enough to miss colliding with the surface (Shoemaker). However Dr. Wie of Iowa State University examined the same simulation and concluded that using a HAIV was the only method to deliver a force strong enough to divert course. The HAIV would increase speed gradually as it moved towards the asteroid until it preformed a kinetic impaction in which a large crater would form exposing more vulnerable center of the asteroid composed of soft x-rays and neutrons. Then the rockets would be fired to strike this crater and disable the threat. Dr. Wie expressed his confidence in this method in 2014, “For example, according to their computer models, with a warning time of 30 days
Other Resources for Parents Aaron's Acres Lancaster, Berks, & Dauphin www.aaronsacres.org Recreational programs for children ages 5-21 with developmental disabilities (717) 917-6101 __________________________________ AHEDD 1-866-902-4333 Meeting employment needs of people with disabilities 1-866-902-4333 __________________________________ The Arc of Cumberland & Perry Counties (CPARC) www.cparc.org Support, & training for people with intellectual disabilities (including S. Wilson Pollock Center for Industrial Training, (717) 766-8512) (717) 249-2611 __________________________________ CarolinaLIFE program (803) 777-7664 http://www.sa.sc.edu/carolinalife/program-information/ Experience college life thru participating in social, community living, vocational, and academic goals (803) 777-7664 __________________________________ Central Penn Parent website with resources Bureau of Blindness and Visual Services
Labrador State School BYOx Program Charter “Utilising 21st Century technologies to enhance learning outcomes” Our Teaching and Learning Vision A teaching pedagogy based on individual pathways for each student. Teachers guide, support and facilitate students in their learning. Teachers also encourage students to demonstrate accountability for their learning through discussions of their learning goals and achievements; A focus on using Information and Communication Technology (ICT) to enhance the learning process where it is most appropriate; Rigorous, on-going student assessment based on demonstrated consistent learning achievements in a variety of settings and over time; High standards in literacy and numeracy across all 8 key learning areas; Flexible learning spaces, allowing students to negotiate where and how they learn depending on their needs, interests, learning styles and goals; Students who value lifelong learning and are engaged in a global community; Strong links between home, school and the wider community. The Labrador State School BYOx Program: Enables personalisation of student learning through access to rich learning resources; Best facilitates the development of knowledge and skills necessary for the 21st century workforce, including digital-age literacy, innovative and creative thinking, effective communication and high productivity; Allows continuous access to educational materials allowing learning efficiency to happen anywhere, anytime; Provides an engaging, interactive environment for learning; Strengthens links between home and school, giving parents the opportunity to see, every day, what
methodical, include others in meaningful dialogue, try to accommodate everyone.) Developer, Empathy, Harmony, Includer Energizer I (Energizing: spontaneous, outgoing, encouraging, strong need for variety, eager to connect, enthusiastic about new opportunities.) Achiever, Arranger, Belief, Communication, Focus, Futuristic, Positivity, Relator, Woo Forecaster C (Deliberative: systematic, cautious, analytical, desire to ensure accuracy, even tempered, conscientious and disciplined.) Analytical, Discipline, Futuristic, Input, Intellection, Learner, Strategic, Harmonizer S, SC, CS, iS, Si (Affirming and Inclusive: approachable, open and often enthusiastic, seek a stable environment, diplomatic, careful.) Consistency, Developer, Discipline, Deliberative, Positivity, Restorative, Relator Pilot D, iD (Pioneering: adventurous, dynamic, persuasive, strongly held views, action-oriented, good at making connections, drawn to new opportunities, particularly those they conceive. Adaptive, Competitive, Input, Maximizer, Relator, Strategic, Producer CD, DC (Resolute: challenging, determined and rational, set high standards, values expertise and systematic processes, little patience for people or practices that are roadblocks to success or progress. Achiever, Consistency, Competitive, Discipline, Focus, Relator, Significance Provider S (Inclusive: diplomatic and accepting, patient, most comfortable in a stable environment, methodical, include others in meaningful dialogue, try to accommodate everyone.) Belief, Command, Context, Intellection, Relator, Responsibility
Appointment letters and salary proof must be kept as records. It s mandatory for all the Trainers to attend TTT program and pass the Trainer’s certification Assessment conducted by LSSSDC Thus only certified Trainers can deliver the Training. The trainer student ratio must be 1:30 Any attrition or new hiring of Trainer must be brought to notice of LSSSDC within 7 working Days. SDMS – Skill Development Management System SDMS is a data management system controlled by NSDC. All the skilling operation runs through SDMS. As soon as VTP is Accredited, its Login ID is created on SDMS. Once VTP receives details of Login ID and Password, it has to register its centre on SDMS. LSSSDC then Approves the Centre. VTP must upload the batch detail (i.e. details of each candidate in the batch) against the approved centre on SDMS. This should be done at the beginning of the Training for each batch. LSSSDC then assigns the Batch to Assessment Agency. Date of Assessments mutually decided by VTP, LSSSDC and Assessment Agency. Assessments and Certification Assessments shall be carried out by the agencies authorised by LSSSDC. The assessments for a batch shall be conducted after the completion of the full course (theory and practical and internship or apprenticeship whatever prescribed in QP). Re-appearance of any candidate for examination due to absenteeism, sickness, failure in first attempt will be treated as fresh case, hence normal assessment charges will be applicable. Will charge assessment fee (per student basis) to VTP. Ensuring availability of necessary equipment / infrastructure for the Assessment shall be VTP’s responsibility. If assessment of a batch gets cancelled due to VTP’s negligence or fault the Assessment fee shall not be refunded.
S. No Performance Criteria Unit of Measurement I year II year III year Remarks 1 Utilization of Students seating capacity % 2 Retention Rate students admitted % 3 Students / Teaching Staff Ratio 4 Students on Completion got jobs % 5 Students on completion expressing satisfaction on quality of training % 6 Total yearly expenditure / initial budget sanctioned % 7 Teachers expressing satisfaction on all round conditions of VTP % B. Trade wise S. No. Course Name Duration No.of batch/ year Students in each batch No.of trainees appeared for Exam No.of trainees certified No.of trainees placed Remarks *************************************************************************** Undertaking
Grant funds may be used to assist in making technology and information resources available for persons with disabilities. Grant funds may not be used for: Indirect/overhead costs. This is an effort to ensure that grant funds are used to support services and not to pay for rental of space, utilities and other administrative costs. In this way, grant-funded projects achieve a greater direct benefit for the people served. Construction. Funds may not be used to build, remodel or expand library facilities. However, they may be used to retrofit a building to accommodate technologies (e.g., wiring). Audits. If the grant recipient’s governing entity has received less than $500,000 in federal funds, LSTA funds may not be used to cover audit costs. Food. Although food may be served at a program being provided with grant funds, the food may not be purchased with grant funds.
Field Safety Did you know UC can remove you from a dangerous area? But only if you register your trip! Take a Sierra Rescue Wilderness First Aid class— only offered twice per year! 1. Register Your Trip - Automatically registered if book travel through - Register trips over 100 miles via t . An email with UC travel insurance numbers and destination-specific information will be sent. If conditions change (e.g. approaching storm, disease outbreak, heightened security), you will receive updated alerts via email with specific guidance for your location. iJet’s travel reports are available in the or by downloading the mobile app Worldcue 2.0. 2. Develop a Communications Plan -Complete a Field Safety Plan -This document is as a hazard assessment tool and can include Go/No Go criteria, refer to other protocols or training, and be used to brief your field team on trip logistics and precautions. -Check out a satellite GPS spot from EHS. 3. Take First Aid Training Cal/OSHA requires at least one employee to have current first aid training at sites more than 30 minutes from emergency medical services and/or with unreliable phone service. Wilderness First Aid training is available; contact EHS. Classes are free for paid staff, $40 for undergraduates in field research projects and $80 for all others. Contact ksmith23@ucmerced to register. Heat Illness Prevention training is available at the UC Learning Center (use the keyword “heat”, course is 15-20 minutes). 4. Carry a First Aid Kit Customize the kit for your location and tasks, replenish expired materials and carry extra disposable gloves. 5. Discuss Security Risks and Personal Safety Consult with reliable local contacts, check State Department warnings, and review a “security brief” for your destination, available via the Worldcue Trip Planner. If you’re teaching a field course or leading a trip, review precautions and expectations before your trip.
Inventor #2 Name: Click here to enter text. Title: Choose an item. Citizenship: Click here to enter text. LSUHSC Address: Click here to enter text. Department: Choose an item. Contribution %: Click here to enter text. Work Phone: Click here to enter text. Work Email: Click here to enter text. Other Email: Click here to enter text. Home Address: Information necessary for royalty distribution. Signature: Date: Inventor #3 Name: Click here to enter text. Title: Choose an item. Citizenship: Click here to enter text. LSUHSC Address: Click here to enter text. Department: Choose an item. Contribution %: Click here to enter text. Work Phone: Click here to enter text. Work Email: Click here to enter text. Other Email: Click here to enter text. Home Address: Information necessary for royalty distribution. Signature: Date: Inventor #4 Name: Click here to enter text. Title: Choose an item. Citizenship: Click here to enter text. LSUHSC Address: Click here to enter text. Department: Choose an item. Contribution %: Click here to enter text. Work Phone: Click here to enter text. Work Email: Click here to enter text. Other Email: Click here to enter text. Home Address: Information necessary for royalty distribution. Signature: Date: Note: The foregoing list should include names of all persons who may qualify as legal inventors. Inventorship is a matter of law and is determined with assistance of the attorney of record. (IF MORE THAN FOUR INVENTORS, PLEASE ADD ADDITIONAL SHEETS)
RTI/AVID STRATEGY: Communicable disease essay and research. Teacher’s Name: Ellis, Payne, Leftwich, Telfort Department: Course Title: Life Science. Unit Title: Unit Time Frame: Start Date: End Date: Unit Standards: Essential Questions: How do the body systems interact and help support an organism? Elements/SMP: Terminology: Homeostasis, organ, tissue, joint. Monday Tuesday Wednesday Thursday Friday Lesson Objective: Describe how tissues, organs, and organ systems are related. List the 11 organ systems. Lesson Objective: List Five main parts of the system Opening/Warm-Up/Hook: Time: Topic: Body Systems Strategy: Vocabulary review. Homeostatsis Flocabulary Opening/Warm-Up/Hook: Time: 10 minutes Topic: Cardiovascular systems. Strategy: Warm up: Race: List as many song titles, phrases and slogans that contain the word “heart.” Ask why the heart is the focus of many songs… and
4. MONITORING SOIL CARBON Background: Use this table to monitor and track soil health over time. Date Sample Location (show on map if possible) Bulk Density Total Organic Carbon Active Carbon Notes gm/cm3 % Tons per acre % Tons per acre 5. CARBON FARM PLAN SUMMARY AND MAP Example: Carbon Farm Plan Summary Ranch/ Property ID XXXXX
NRCS CPS Practice Description Field Location Acres Current Practice Proposed Practice Date CO2e per acre per year CO2e Annual Total 329 Coventional Tillage to No Tillage Blocks A,B,C,D,E 4 Alternate row tillage. Alternate no till & alternate till Full no tillage. Very minimal tillage may be incorporated from time to time for breaking up tractor compaction and for soil ammendments 0.74 2.96 391 Riparian Forest Buffer Establishment 379 Multistory Cropping 422 Hedgerow Plant 590 Nutrient Management/Compost Application 340 Cover Crop establishment 380 Windbreak /Shelterbelt Establishment 657 Wetland Restoration Monitor and Evaluate fuel and electricity usage TOTAL = Carbon Farm Plan Map E.g.
August 20, 2015 Dr. Michael Meyer Mars Exploration Program Lead Scientist Planetary Science Division Science Mission Directorate NASA Headquarters 300 E Street SW Washington, DC 20546 Dear Michael: The purpose of this letter is to summarize the outcome of the joint Mars 2020 Project, Mars 2020 Project Science Group, Mars Exploration Program, and Mars 2020 Landing Site Steering Committee meeting held in Monrovia, CA, on the afternoon of August 6, 2015. This meeting was held immediately following the 2nd Mars 2020 Landing Site Workshop, also held in Monrovia, CA, on August 4-6, 2015. The purpose of the post-landing site workshop joint meeting was to discuss the Mars 2020 landing site inputs from the science community and select eight sites for further engineering and science evaluation ahead of the next planned landing site workshop, scheduled for January 2017. The eight sites selected are (in alphabetical order): Columbia Hills/Gusev Eberswalde Holden Jezero Mawrth NE Syrtis Nili Fossae SW Melas These sites are also shown on the map in Figure 1. Of the eight sites selected for further investigation, there is only one difference versus the landing site rankings based on scientific criteria produced at the landing site workshop: the Nili Carbonate site was not selected. Instead, the 9th ranked site from the landing site workshop was selected. Nili Carbonate was not selected for further work due to a high risk engineering assessment and scientific overlap with other selected sites. The engineering viability of the Nili Carbonate site depends on a significant reduction in landing
6.2 6.3 The yearly average of days empty homes were with the repairs team was 58.27 days. The target set for 2016/17 is 25 days The empty homes team has spent time working on the current practices and processes to understand where time can be saved and the procedures improved. The turnaround of empty homes has improved drastically over the past 12 months; in April 2015 the average number of days spent on an empty home was 129 (20 let), in March 2016 the average was 29 days (32 let). An example of practice change is that fixtures and fittings are no longer removed and replaced in empty properties just because they aren’t council standard installs. Providing they are safe and in good order they will no longer be replaced. The main area which must change to improve performance is management. The focus is on how we manage, organise and arrange for work to be completed. 7.0 7.1 7.2 7.2i 7.3 7.4 7.5 Any Other Business Finalising of the Terms of Reference will be done by the post-it note circle activity previously used in the Housing Management Working Group. This was voted for. (9 for, 0 against, 8 no preference) Jim Marks – Tenant Scrutiny Panel representative The TSP are asking for comments and feedback from involved tenants on NWLDC’s Anti Social Behaviour policy and whether it is fit for purpose. Pass any comments to Justin o’Brien in Resident Involvement. All responses must be in by Friday 27th May. Another area being investigated by the TSP is how complaints are dealt with and community triggers. Comments are again requested. Kirit Patel has now ended his contract as a temporary housing officer. Elizabeth Turner is returning from maternity leave; initially on a part time basis with a gradual return to her full time position as a housing officer. SC reported that appointments still aren’t being given when calling up for a repair. NB will look into this. GP requested for a dedicated meeting to discuss empty homes. This was opened up to a vote of which resulted in a majority decision not to do so as empty homes are discussed on a quarterly basis as part of the performance reports. Agenda Item Involved Tenants NB Date Of Next Meeting Tuesday 7th June 2016 10:15 Council Chamber
In the name of God the Merciful Autobiography of a model faculty member Fifth criterion of quality - Professional Development First, the profile: Name نعيمه فهد إبراهيم الوهيب Name in English Family Name Middle Name First Name AL-WAHEB FAHAD NAEEMA Sexual Saudi Arabia Type Male Female Date and place of birth AH 27/ 12/ 1408هـ AD 10/8/ 1988م Location Riyadh Marital Status Not married Number of children and dependents, if any Current Address Phone 012274033 Fax --- Mobile 0554358615 E-mail nalwhib@ksu.edu.sa Link Profile Postal Address ص. ب. --- City --- Zip code --- Languages speak English The perfection Good Date of start of university teaching 19 / 3 / 1433هـ Second, the scientific data: Subject Source The name of class Date obtained Class ------------------------ King Saud University Bachelor of Education in Psychology - specialization psychologist 24/7/1431 Bachelor Third, experience and scientific and administrative positions: Ongoing Time period The employer Position Second semester of the Year 1431 Fourth high school in Riyadh Intern From 19/03/1433 e Department of Psychology - University of King Saud Demonstrator Teaching experience in public education: you
Bakr Centre of University Studies in Alysia Faculty of Education - King Saud University 8/3/1431H Hall girl Aisha Abu Bakr Centre of University Studies in Alysia Department of Psychology - Faculty of Education - King Saud University Ethics of psychologist and characteristics (the Charter's moral psychology busy) 6-8/3/1431 e Building of the Faculty of Education Department of Psychology - Faculty of Education - King Saud University Tests and standards Cycle E to 1/11/1431 1/5/1432 H Saudi Academy General Organization for Technical and Vocational Training Data entry and word processing Club values King Saud 22\12\1433 Studies Center in Olaisha Workshop Write your plan Club values King Saud 30\11\1433 Studies Center in Olaisha Workshop 7.How Tatherin in the values others College of - King Saud 25\12\1433 Studies Center in Olaisha Workshop 8.Academic Advising of skills cycle 13-26\1\1434 Studies Center in Olaisha Cycle 9.SPSS Advanced Level course of and distance learning 2\2\1434 Studies Center in Olaisha Cycle 10.The basics of using the Test bank e-learning system The 11\6\1434 Studies Cycle 11.The contents of the research plan and submit a
Give partners a blank hundreds chart or 200 chart. Write numbers on sticky notes to distribute to pairs of students. Students take turns placing sticky note numbers in the correct position and must justify their answer. Technology support: Guiding Questions: How did you know that your number belonged in that position? How did seeing where your partner placed his/her number help you know where to place your number?
A. 6m – 2 = m + 13 B. 4y + 9 = 4y - 7 C. 3c + 2 = 3c + 2 D. 3(x – 4) = 2x + 6 E. -8j + 14 = -2(4j – 7) F. 18x – 5 = 3(6x – 2) G. -8a + 10 = 2(5 – 4a) H. 9x + 3x – 10 = 3(3x + x) I. 4x – 10 = x + 3x – 2x J. K. a – 6 = 8 – (9 + a) L. 3(n – 1) = 5n + 3 – 2n M. 8(h – 1) = 6h + 4 + 2h N. 3(2y + 3) = 6y + 9 O.
LOWER SCHOOL BASKETBALL JANUARY 12, 2018 to MARCH 24, 2018 This session we will offer a Basketball program for Pre K - 5th graders. The students will play at ASP. Sessions will be on Fridays (3rd – 5th grade only) and Saturdays. The Basketball coaches will be: Keith Holman, Ron Schildge, TBC TIME: Fridays 15:45-17:00 (3rd-5th Grade) A reminder that there are no late buses on Fridays, therefore pick up is required from the Fieldhouse at 17:00!!!! Saturdays (Pre-K – 2nd Grade) 09:30 – 10:30 or 13:30 – 14:30 (see a.m. or p.m. on calendar below) Saturdays (3rd-5th Grade) 10:30 – 11:45 or 14:30 - 15:45 (see a.m. or p.m. on calendar below) On Saturday, March 24 there will be a tournament followed by a pizza party and awards! January February Sun Mon Tues Wed Thur Fri Sat Sun Mon Tues Wed Thur Fri Sat 1 2 3 4 5 6 1 2 No LS 3 p.m. 7 8 9 10 11 12 13 a.m. 4 5 6 7 8 9 10 a.m. 14 15 16 17 18 19 No LS 20 p.m. 11 12 13 14 15 16 17 p.m. 21 22 23 24 25 26 27 a.m. 18 19 20 21 22 23 No LS 24 No LS 28 29 30 31 25 26 27 28 March Sun Mon Tues Wed Thur Fri Sat 1 2 3 4 5 6 7 8 9 10 a.m. 11 12 13 14 15 16 No LS 17 p.m. 18 19 20 21 22 23 24 a.m. LS Pizza Party A match will be added with a local Paris school
Manufacturer Experience Because we require extensive manufacturing experience, has your system controller manufacturer’s primary role been in the security industry for a minimum of thirty-five (35) years? Yes No System Messaging Compatibility We require the maximum capabilities in communication offered by the manufacturer. Does your system controller manufacturer also engineer, and manufacture a receiver that receives all messages in less than six seconds? If so, can this receiver receive each and every status message that the controller sends? Yes No Experience in Network Monitoring Has your manufacturer been providing TCP/IP network monitoring for a minimum of thirty (30) years? Yes No No Invasive systems on our network Because our network is so important to the operation of our business, We require that no additional PCs or terminals be allowed upon our network. Does your manufacturer require additional software or PC terminals in order to program or maintain operation of network monitoring functions? Yes No Network monitoring flexibility and compliance Because we require confirmation of the fitness of your monitoring capabilities, the system must be listed by approved compliance agencies. Can your manufacturer’s controller provide UL Standard Line Security network monitoring over a network that uses either DHCP, or static IP address? Yes No Easy operation Because we manage so many people, the system must be easy to operate. Does your system manufacturer offer keypads with integrated proximity identification capabilities? Yes No Seamless Integration with Access Control Because we are aware of false alarm activations that may occur when using a security system and access control system, we require that these two systems be designed into one control panel. Does your system offer intrusion detection and door access control functions that allow the user to disarm selected areas, and open an access door with a single presentation of a proximity identification device? Yes No Distribution of relay outputs Because we intend to integrate this system with many of our other electronic systems within the building, we require that the placement of triggering relays be as flexible as possible. Does your system have the ability to provide relay outputs in a central location, and distributed across a data bus which extends at least 15,000 feet? Yes No Relay triggering capabilities Because we intend to integrate this system with many of our other electronic systems within the building, we require that the triggering of relays be as flexible as possible. Can your system trigger relay outputs based upon zone status or system status, and can relays be triggered by way of keypad commands, software commands, Web browser commands, RF remote, and a pre-determined schedule? Yes No
Biological explanations: Atavistic form AO3 Contribution to criminology P: On strength of the atavistic form as a n explanation for offending is that it has been very influential. Lombroso has been hailed as the ‘father of criminology’ E: For example, Lombroso has been credited as shifting the emphasis in crime research away from a moralistic discourse (within which offenders were judged as being wicked weak minded)towards a more scientific and credible realm (that of evolutionary influences and genetics). E: This is a strength because Lombroso’s theory, in many ways, heralded the beginning of criminal profiling and made a major contribution to the science of criminology. L: As a result the credibility of the atavistic form as an explanation for offending is increased. Scientific racism P: The atavistic form had been criticised as Lombroso’s work has distinct racial undertones. E: For example, many of the features that Lombroso identified as criminal and atavistic, such as curly hair and dark skin, are most likely to be found among people of African descent. E: This is a weakness because it is an uncomfortable and controversial aspect and is up to debate whether Lombroso intended this to be the case or not. L: Consequently, the credibility of the atavistic form as an explanation for offending is decreased. Contradictory evidence P: One weakness of the atavistic form as an explanation to offending is that it has contradictory evidence. E: For example, Goring (1913) conducted a comparison between 3000 criminals and 3000 and concluded there was no evidence that offenders are a distinct group with unusual facial and cranial characteristics. E: This is a weakness as it questions the key element of the atavistic form that criminals are different in terms of their appearance. L: As a result the explanatory power of Lombroso’s research is questioned which reduces the credibility of the atavistic form as an explanation for offending is increased. MAID
Evaluation of the Biological Approach Scientific Methods P: One strength of the Biological approach is that it uses scientific methods of investigation. E: For example, it gathers information of an individual using fMRI scanning techniques, family and twin studies. E: This is a strength because the techniques are highly precise and highly scientific. This means that studies have increased validity and reliability as the techniques (such as fMRI) can be repeated successfully. L: As a result, the credibility of the biological approach is increased. Real-life Application P: One strength of the Biological approach is that it has real-life application. E: For example, the increased understanding of biochemical processes in the brain has led to the development of psychoactive drugs that treat serious mental illnesses, such as depression. E: This is a strength for the biological approach because it means that sufferers are able to manage their condition and live a relatively normal life, rather than remain in hospital. Although these drugs are not effective for all patients, they have revolutionised treatment for many. L: Consequently, the credibility of the Biological approach is increased. Deterministic P: However, one weakness of the biological approach is that it is deterministic. E: For example, it states that human behaviour is governed by internal, biological causes (such as genes) that we have no control over. E: While this is good in potential application such as in courts in helping to convict criminals (such as if there was a criminal gene), it fails to discuss the act of free will and choosing NOT to commit criminal behaviour for example, or being influenced by the environment i.e. poverty making people commit crimes such as theft. L: As a result, the credibility of the biological approach is reduced.
Holly Park School – Learning & Teaching Committee Meeting Minutes Date09/05/16 Present:- A.Pelham, M.Michael, F.Vettiankal, L.Pearson, C.Wischhusen, J.Owen, M. Crooks Apologies:- A.Balham-Davis, B.Vandyk, F.Quinton, G.Birtill AGENDA ITEMS KEY DISCUSSION POINTS ACTION (who? /timescale?) 1.Learning walks - feedback 2. Review of SIP - Teaching & Learning section Recent school learning walks – PE and Computing. Issue with current level of complexity in the learning journeys with regards to the new curriculum and computing –the key leader, RS, is aware that learning journals need to be simplified. A governor asked if RS has the skills and knowledge to lead staff in this subject given the many changes in the new curriculum? Teacher governor, J.Owens, shared her view that some HP teachers are struggling to deliver certain elements of the new computing curriculum due to the highly technical nature of it. AP suggested that we ask the PTA to focus on raising money to support the development of computing from Sep 2016. Positive feedback from the PE learning walk. The high calibre and expertise of the Non Stop Action coaches was noted. It was observed that teachers need additional training on using the apparatus in gymnastics so CPD for all teachers has been arranged with an external provider for 20th and 27th June. A governor asked why ‘Take Ten’ was not happening every day in all classes as is current school policy? This will be followed up by SLT. Good improvement across the school in all teachers setting learning objectives as lesson titles – evident in book looks. This is having a positive impact on learning outcomes and success criteria. A governor asked whether there is an in-house preferred style for the way teachers set success criteria? Both KS2 and KS1 Key Leaders recently attended CPD on Progressing Writing – shared feedback will have a direct result on how HP carry out book scrutinies in the future. AP explained that this involves fine-tuning the specific writing objectives for each year group which are currently too open and vague. AP informed governors about Ofsted’s new approach to finding evidence of
Fabulously Fit offers memberships for $35 per month plus a $50 enrollment fee. The Fitness Studio offers memberships for $40 per month plus a $35 enrollment fee. In how many months will the fitness clubs cost the same? What will the cost be? Kate bought 3 used CDs and 1 used DVD at the bookstore. Her friend Joel bought 2 used CDs and 2 used DVDs at the same store. If Kate spent $20 and Joel spent $22, determine the cost of a used CD and a used DVD.
LT4: Social Influence – Bickman’s (1974) Research into Situational Factors Bickman’s (1974) Original Study Aim: To investigate the degree of social power the uniform has on other people. Method: Field experiment which took places on the streets of Brooklyn, NYC. It was an independent groups design as participants only saw one of three levels of authority. 153 adult participants aged between 18-61 (estimated age) who happened to be on the street, it was an opportunity sample. 4 male researchers took turns to wear 3 different uniforms: (civilian – sports jacket and tie, milkman – white jacket and empty milk bottles, guard – similar to policeman but no badge or gun.) The experiments gave participants one of three instructions: picking up some litter, giving a dime for a parking meter, standing at the other side of the bus stop. Findings: In all three conditions the guard produced the highest levels of obedience, there was no significant difference in obedience between the milkman and the civilian. Conclusion: Wearing a uniform is a situational factor that gives people more power and influence over others’ behaviour than people not in uniform. Experiment 2 Experiment 3A Experiment 3B Field experiment in a different part of Brooklyn. 48 adult participants. Dime and parking meter scenario used. Guard and civilian uniform used. Surveillance (the experiment watched after the instruction was given) Non-Surveillance (the experiment left immediately after the instruction was given). Surveillance had no effect on levels of obedience. The guard was obeyed significantly more than the civilian. Data was gathered using a questionnaire. 141 college students took part They investigated whether 29 different scenarios were perceived as legitimate (acceptable) requests by a civilian, milkman or guard. The guard was not perceived to be more legitimate than the other uniforms when giving orders. This suggests that participants did not think the experimenter’s uniform made their request any more legitimate. 189 students. Participants were asked to predict what they and people in general would do in one of the scenarios in experiment 1 Results showed that participants did not think the guard would have more social power than the civilian and the milkman. This suggests that how people think they would behave is not a good predictor of how people actually behave.
School _____ Tell us about the school your character attends. Tell us: The name of the school _____ Location of the school ______ Classes _____ Tell us what classes your character takes, must have a minimum of 5 classes. Give the following information: Class name _____ Teacher’s name ____ At what time _____ Is the class easy or hard ____ Class Obligation ____ Using the phrase “tener que”: Say what they must do in class ____ How do they feel about doing it? (estar + emotions) ____ Hobbies _____ What do they do after school? ____ What do they do on the weekends? ____ Other Obligations _____ Using “tener que” say 3 other obligations that they MUST do either for school/ home. _____ Outings 1-3 ____ Pick 3 places that your character is GOING to (ir) and give the following information: Where? _____ What day are they going? (must be different days) _____ What time are they going? ____ How’s the weather? _____ What are they doing there? _____ How do they feel about it? _____
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