zilongwang/ReadingBank huggingface dataset:
Two of the major benefits of the local workspaces are that the disconnected, offline work scenario is greatly improved, and it is much easier to use external tools to work with files in source control. To demonstrate both of these benefits in action, let’s proceed by stopping the Team Foundation Server site in IIS. This will simulate a scenario where you are working offline, such as writing code from the beach. In a real-world scenario, you would never write code from the beach - you would be enjoying your vacation. Launch Internet Information Services (IIS) Manager from the taskbar. In IIS Manager, expand the VSALM server node and the Sites node to find and select the Team Foundation Server site. In the Actions pane, click Stop. Figure Stopping Team Foundation Server Return to Visual Studio, load the Source Control Explorer window, and click the refresh button. Note that the window is now in a disconnected state. Figure Source Control Explorer in disconnected state Even though we are now in a disconnected state with Team Foundation Server, we can continue to do work. Right-click the Content folder in Solution Explorer and select the Open Folder in File Explorer option. Figure Location of option to open folder in Explorer Add a new file into the Content folder by right-clicking in a blank area of the view and selecting New | Text Document from the context menu. Accept the default name. Note: We will use this file in a demonstration a little later – the contents are not important and can be left blank. Figure
Figure Inline diff tool showing difference between old and new version of code In the Compare Files toolbar, select the compare mode drop down button to view the various display modes that the diff viewer can use. Try out a few of the different modes. Note: If the Compare Files toolbar is not open, open it from View | Toolbars | Compare Files from the main menu in Visual Studio. Figure Location of button to choose compare mode Let’s assume that we agree that the changes are correct, so let’s ahead and add a review-level comment to that effect. Click the Reply link underneath Julia’s message. Figure Location of Reply link to reply to comment For the comment, enter “that looks good” and then click Save. Figure Entering a response to a comment Note that the new comment has the text “Unsent” next to it. The comment will not be sent until Brian is done with the review. Figure Comment is not sent automatically You can also annotate individual files and blocks of code with comments. In the diff viewer, use the mouse to highlight the Zip property name, right-click, and select Add Comment from the context menu. Figure
Questions Chapter 3 Choices for local government Please look at pages 11 to 19 of the main document. 1a. What can we do to make services like social services and education work better in a region? 1b. What do you think about us joining some of the councils together? 1c. What do you think about the choices we have for changing to larger councils?
SING. DANCE. PLAY. PRAY. Making Music Praying Twice 2017-2018 Classes WHERE: Holy Martyrs Church, Rm. 5, Falmouth WHEN: Wednesday, Thursday and/or Friday mornings (TBD, dependent on enrollment) TIME: 10 AM SESSION 1: Ordinary Time & Advent (12 Classes) September 21/21/22 – December 13/14/15, 2017 Special One Time Event Christmas Music Day (the Nativity story thru song, dance, prayer) Saturday, December 16, 2017, 10:30 – 11:30 am SESSION 2: Ordinary Time & Lent (12 Classes) January 10/11/12 – April 5/6, 2018 SESSION 3: Easter thru Pentecost (7 classes) April 11/12/13 – May 30/31/ (no class on June 1) June 8, 2018 SUMMER CAMP WEEK (Daily classes for one week!) June 2018 Sign up for one session, or sign up for them all! Class curriculum follows the seasons of the church’s liturgical year, so the music on the CDs you take home are in sync with your faith, both visually and aurally. Yes, the CD jacket colors even match the priest and altar vestments of the season!! TO REGISTER: Jen Runge, 847-3287 butterflyjuniper@hotmail.com or
Read the Problem Julie has 252 flowers which she will put into vases that can each hold exactly 20 flowers. How many vases can be completely filled? Show your Work! Do the division. Interpret the Remainder How did you interpret the remainder? a. Used remainder as a fraction. b. Only used the whole number quotient. c. Added one to the quotient. d. Only used the remainder. Write It Out. What is your final answer. ________ Explain your thinking._________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
Who We Are page 3 Student Expectations page 4 Class Descriptions pages 4 - 7 Information on Walton Classes pages 7 Black and Teal Days page 7 Grading Scale page 8 Homeroom & Second Step page 8 Sample Student Schedule page 8 Starting the Year off Right page 8 Recording and Organizing Assignments page 9 Study Time Tips page 10 Success in Middle School page 10 School Supplies page 10 Bus page 11 Lunch page 11 Activity Day page 11 WMS Clubs and Activities page 12 What Kids Worry About page 13 We Are Here to Help page 14 Acronym Help List page 15 Introduction: We look forward to meeting and working with the new sixth grade class at Walton Middle School! During the next three years we will work together to help you stretch your thinking, develop your study skills, and grow into outstanding students…ready to meet the challenges of high school. We want this to be a shared journey toward academic, social and physical excellence that prepares you to be life-long learners IN THE YEAR 2015 AND BEYOND! Who We Are: The transition from elementary school to middle school is an important one. While students and parents are sometimes worried about this transition, we find that with the right support, encouragement and attention, students (and parents/caregivers) thrive at Walton. As some of you may already know, the middle school years are some of the most exciting, challenging and (above
School Operations, Governance and Management 2015 Curriculum Key School documents that inform Makauri School’s Charter relating to Curriculum include: Makauri School Curriculum - The Canopy Teachers’ Handbook Curriculum Implementation Plans Assessment Map and Timeframe Whole School Development Programme for PLD Self Review Programme Special Needs Programme: including Support Programmes and GATE Programmes Behaviour Management Plan Reporting Student Achievement Programme / Analysis of Variance / Annual Report Student Portfolios / Pupil Files Teaching and Learning Planning - Branching Out Associated Policies and Procedures Strategic and Operational Plans Human Resources Key School documents that inform Makauri School’s Charter relating to Personnel include: Job Descriptions / Performance Agreements ‘My Portfolio’ online - for documenting Appraisal & Attestation processes Professional Learning and Development Programme Roles and Responsibilities School Parent Booklet EEO Plan Insurance Associated Policies and Procedures Strategic and Operational Plans Finances Key School documents that inform Makauri School’s Charter relating to Finance include: Annual Budget 10 Year Property Plan / 5YA SUE Reports / Banking Staffing Asset Register Auditor’s Reports Associated Policies and Procedures Strategic and Operational Plans Property Key School documents that inform Makauri School’s Charter relating to Property include: 10 Year Property Plan 5 Year Agreement for Capital Property Projects Maintenance Schedule Hazard Register Evacuation Procedures Associated Policies and Procedures Strategic and Operational Plans Health and Safety Key School documents that inform Makauri School’s Charter relating to H & S include: Hazard Identification Evacuation Procedures Associated Policies and Procedures Strategic and Operational Plan
aspects of environmental and economic sustainability, For example…” In addition to the completed report, the student has submitted a log containing evidence of their individual contributions and of their action and findings. The examples above are indicative samples only. Our methods of data collection were adequate because… For projects such as this, meaningful effects will only be seen in the medium to long term….Riparian plantings are hugely beneficial as there are already existing programmes that have shown that this is an effective way of improving water quality. I believe our action was effective because…. (examples of other projects cited) even though it will take time for the plants to grow and have the impact we want on the future of the river. By improving the quality of water in the stream we improve the river quality as well. I will continue to monitor the biodiversity in the stream and see if it improves. The Waikato River is vast and is one of the main bodies of water giving life to so much of our community. If we don’t do something about it we may run the risk of not having usable drinking water in the future. I believe that if all the contributing streams were planted, the future of the Waikato River would be… and this action would contribute to a sustainable future from an environmental aspect in particular. For example, … This activity has shown me that undertaking a personal action can make a meaningful difference in terms of sustainability. I will be much more prepared to take actions in future that can contribute to a more sustainable planet, as I know now my actions can help to change things.” the strengths, weaknesses, opportunities and threats associated with the action in relation to the aspect(s) of sustainability addressed in the plan.
What is a PowerShell Forum? 5 The One Rule 5 Guidelines 5 6 Finances and Legal Liability 7 Income Taxes 7 Legal Separation 7 7 Insurance 7 Too Much to Deal With? 8 Attendee 9 The Venue 10 Location Considerations 10 Paying for the Space 10 Room Layout 11 Food & Beverage Costs 11 Audiovisual 11 Don’t Forget the Presenters 12 Evening Events 12 Getting a Quote 12 Extra 12 Is Your Head Spinning? 13 Sample Budget 14 Planning the Content 15 Finding Speakers 15 Call for Topics 15 Selecting Sessions 15
Answer this following quiz The Survivor Personality, created by Al Siebert, (1996). (Sourced from DECS, A Resource Board paper – Resilience, 2006) Rate yourself from 1 to 5 on the following: (1 = very little, 5 = very strong) Qualities Score 1-5 Adapt quickly. Good at bouncing back from difficulties. 1_____2_____3_____4_____5 Optimistic, see difficulties as temporary, expect to overcome them and have things to turn out well. 1_____2_____3_____4_____5 In a crisis I calm myself and focus on taking useful actions. 1_____2_____3_____4_____5 Good at solving problems logically. 1_____2_____3_____4_____5 Can think up creative solutions to challenges. 1_____2_____3_____4_____5 Trust intuition. 1_____2_____3_____4_____5 Playful, find the humour, laugh at self, chuckle. 1_____2_____3_____4_____5 Curious, ask questions, want to know how things work, experiment. 1_____2_____3_____4_____5 Constantly learn from experience and from the experiences of others. 1_____2_____3_____4_____5 Very flexible. Feel comfortable with inner complexity (trusting and cautious, unselfish and selfish, optimistic and pessimistic, etc.). 1_____2_____3_____4_____5 Anticipate problems to avoid them and expect the 1_____2_____3_____4_____5
B: Table 15: Strategies for supporting disability-inclusive electoral processes Strategy Stage in electoral cycle Pre-election Election Post-election Empowering people with disabilities Recruit people with disabilities as electoral leaders and managers Accredit people with disabilities as observers Train people with disabilities as election managers and officials Ensure voter registration and polling locations are accessible or that alternative methods and assistive devices are available. Include people with disabilities in roles such as observers, officials, polling staff, counters Ensure polling stations are accessible. Draw on insights from people with disabilities to make future elections more inclusive. Making government institutions more inclusive Ensure EMB policies, structures and materials are accessible and inclusive Check the policies, structures and materials of other organisations involved in delivering the election (for example provincial governments). Ensure election information, codes of conduct (including police and security), observation checklists, results, and complaints process are accessible and inclusive. Include people with disabilities in identifying and addressing barriers to their influence in EMBs and other organisations that plan and deliver elections. Involving DPOs as partners Involve DPOs in election planning and budgeting Encourage other CSOs to strengthen DPOs’ capacity to influence electoral processes. Involve DPOs in election education, outreach and observation. Encourage CSOs to work with DPOs on election law reform and acting on lessons from the election. Ensuring political leadership and campaign assistance is inclusive Ensure leadership and campaign assistance includes people with disabilities (directly and indirectly) Train media, CSOs and government in inclusive, accessible training and communication. Recruit candidates with disabilities Conduct political debates in inclusive formats Monitor the inclusiveness of campaigning and voter information during the election. Involve leaders with disabilities in identifying and addressing lessons for including people with disabilities as political candidates and voters. Source: International Foundation for Electoral Systems (IFES) and National Democratic Institute (NDI), 2014, Equal access: how to include persons with disabilities in elections and political processes, pp. 35–37.
This workbook is part of a series of resources for the disability services sector designed by futures Upfront for NDS with funding provided by the NSW Department of Family and Community Services; Ageing, Disability and Home Care. The workbooks in this series are: 1. Individual Practices – working with people from CALD backgrounds with disability 1.1 Empathy – a practice to connect across cultures 1.2 Active listening – unconditional positive regard across cultures 1.3 Choice making – cross-cultural differences and what can we learn from them 1.4 Reflective Practice – why different points of view matter 1.5 Working effectively with interpreters 2. Organisational Practices – building a culturally responsive organisation 2.1 Terminology and data – a guide to understanding cultural diversity and disability 2.2 Making the business case – why diversity is good for business 2.3 A culturally responsive person centred organisation – key elements 2.4 Leading towards cultural responsiveness – a practical guide for managers, team leaders and coaches 2.5 Building a diverse workforce – practical strategies 2.6 Valuing bilingual workers – strategies to recruit, train and retain 3. Community Engagement – working alongside diverse communities 3.1 1 Community @ a time – culturally responsive community engagement principles and elements 3.2 Making Links – networking with CALD Communities 3.3 Cross-cultural story-based marketing – 1 story @a time This workbook is part of ‘Community Engagement – working alongside diverse communities’. How to use this workbook? This workbook can be used in many different ways, including: As a self-paced learning program by an individual As a self-paced learning program for a group As part of formal training organised by an organisation As part of coaching and mentoring.
Worry & Fear “Worry” – Powlison, booklet “Fear Factor” – Mack, workbook “When People are Big & God is Small” – Welch, book “People Pleasing” – Lou Priolo, book Addictions “Addictions - A Banquet in the Grave” – Ed Welch, book “Just One More” – Welch, booklet “New Wine” – Setting Captives Free, workbook (60 day interactive course) Trials / Suffering / Self-Pity “Suffering – Eternity Makes the Difference” – Tripp, booklet “Thankfulness Even When It Hurts” – Susan Lutz, booklet “You Can Trust God” – Bridges, booklet “Trusting God – Even When Life Hurts” – Bridges, study guide “The Attitude of Gratitude” – Nancy Leigh DeMoss, booklet “Down But Not Out” – Wayne Mack, book (unpacking 2 Cor. 4) Sex “Intended for Pleasure” – Ed Wheat, book “Biblical Principles of Sex” – Dr. Bob Smith, small book “Sex, Romance, & the Glory of God” – C.J. Mahaney, small book (for men) “Intimate Issues” – Linda Dillow, book (for women) Sexual Sin Pure Life Ministries – counseling (Overcomers at Home) Way of Purity – workbook (60 day course) www.settingcaptivesfree.com courses/way-of-purity Death / Grief “When a Christian Spouse Dies” – Jay Adams, booklet “Grief” – Paul Tripp, booklet “Through Tears to Triumph” – Stephenson, book “Safe in the Arms of God” – MacArthur, book (death of baby) Parenting
“Heart of Anger” – Lou Priolo, book “Faithful Parents” – Stuart Scott, book “Never Stop Being a Parent” – Newheiser/Fitzpatrick, book “When Good Kids Make Bad Choices” – Newheiser, book “Come Back Barbara” – Miller
Making Number Talks Matter * Grades 4-10 Cathy Humphreys and Ruth Parker SUBTRACTION Chapter 4 pages 37-57 minuend - subtrahend = difference Round the subtrahend to a multiple of 10 and adjust. pages 38, 41 Decompose the subtrahend. pages 38, 44 Add instead. pages 39, 45 Same Difference pages 40, 47 Break apart by place. pages 41, 50 13 – 9 24 - 8 61 – 8 43 – 9 32 – 6 21 – 8 13 – 7 43 – 7 44 – 8 61 - 7 23 – 19 51 – 48 34 – 27 93 – 28 76 – 39 57 – 18 236 – 188 3456 - 687 72 – 56 81 – 27 63 – 28 337 - 159 223 – 219 351 – 348 435 - 427 63 - 28 71 – 39 84 – 59 42 – 19 50 – 28 5.7 – 2.9 8.42 – 0.17 13.23 – 8.54 4.1 – 2.03 9.3 – 2.8 7.6 – 3.9 5.75 – 1.85 0.236 – 0.188 43 – 17 62 – 16 47 – 28 83 – 37 91 – 26 84 - 36 5.14 – 4.6 2 - 0.7 3.4 – 1.25 9.15 – 7.5 QUESTIONS: Did you think about it as 6 minus 3 or 600-300? How do you know that 30 minus 70 is negative 40? 134 – 99 247 -98 315 – 97 468 – 99 QUESTIONS: How did you decide what to take away? Why did you want to break the numbers apart? Did anyone break the subtrahend apart in a different way? 3.63 – 1.95 3.6 – 1.95 3.63 – 1.9 QUESTIONS: How did you decide your first move? Did anybody use this strategy but make different jumps? How do you know what the answer is? QUESTIONS: How do you know the distance is the same between the numbers? Why did you shift to ____? Did anyone use this same strategy in a different way? QUESTIONS: Why did you take [200] away instead of [198]? Did you take away too many or too few? Why did you add [2] twice?
Where services or facilities for disabled customers at our stations are altered or removed we’ll provide reasonable replacement services or facilities that are accessible. We have written procedures for our station and onboard staff to follow in the event of an emergency which deal specifically with the arrangements for dealing with disabled customers. 10 Station accessibility information The present position regarding access at our own stations can be found in the Appendix of this document. All stations we manage have Secure Stations Accreditation, awarded by the Department for Transport. STATION FACILITIES AT STATIONS MANAGED BY NETWORK RAIL All the stations we operate are staffed during the times when trains are calling, have Customer Information Screens and Public-Address systems, seating, hearing loops within booking offices, and meeting points. They all have a taxi rank, and an accessible set down area. Station Step free access Step free access note Low level ticket counter Number of waiting rooms Refreshment facility Wheelchair accessible toilet Car park spaces Blue Badge car park spaces London King’s Cross Full Lifts to all platforms Yes Seating in main concourse mezzanine floor – has lift access (covered) Yes Four in main concourse 322 Car park shared with London St Pancras 12 Leeds Full Lifts to all platforms Yes 2 Yes Platform 1 796 14 Edinburgh Waverley Full Lifts to all platforms Yes 5 Yes All platforms 276 16 Glasgow Central Part Lifts to all platforms Yes 2 Yes Platform 1 101 6 STATION FACILITIES AT STATIONS MANAGED BY LONDON NORTH EASTERN RAILWAY (LNER) All the stations we operate are staffed during the times when trains are calling, have Customer Information Screens and Public-Address systems, seating, hearing loops within booking offices, and meeting points. They all have a taxi rank, and an accessible set down area. Station Step free access Step free access note Low level ticket counter Number of waiting rooms Refreshment facility Wheelchair accessible toilet Car park spaces Blue Badge car park spaces Designated meeting points at LNER stations Peterborough Full Lifts to all platforms Yes 6 Yes All platforms 1186 28 Customer Information Point, main concourse
Make-A-Mole Mole Pattern Cut on the solid lines; include the notches. I Sew fabric on the dotted (Y4" seam) lines. I 1 Nose 1 I I / I / 1 Foot Foo"t' / / Nose I I I / I I I Bottom Belly \ \ Piece \ (Cut 1) I \ I \ I \ I I \ I I I I I I I 1-.. ,a. a. 'Cf) I Side Body Piece (Cut 2) I 1 Foot I \ Tail I \ I \ I \ \ / \ \ / \ \ \ \ \ \ \ \ Tail I I / Claws for feet (Cut 4)
Festival of Colour – powder and a run. One big collective effort that brings together people who are trying to ‘make things happen’ e.g. Riverside Gallery Story telling. Thematically based to align to water or bridges. Do people make the place? Local democracy Local traders – individuals Sport – Ironman/diving skateboard competitions Festival – celebration by the people for the people Artistic community Individuals can’t do this alone – a critical mass is needed. We need to make the conversation bigger. Photograph 4: Taking a break Maximising engagement and participation Some comments noted that ‘everyone goes to Carmarthen’. As an example of excellent practice, ‘River of Lights’ lantern walk … Haverfordwest became a different, human-scale, ‘safe place’. Confluence should: Avoid targeting specifics Maximise links with existing resources e.g. skatepark Make outputs attractive to get everybody to be involved Make the process accessible to all Hold events when workers and school children can come along, at a range of times – daytime, evening, and weekend Link with community groups and engagement events The LAB isn’t an inclusive venue currently – we need to go out.Outreach events should be held where people are e.g. Tesco foyer, Castle Square.
How do we change perceptions? Of Confluence – few people know about it. Of Haverfordwest – ‘it’s dead’ The local press is reasonably well read. It is important to get a positive story in e.g. Western Telegraph every week e.g. ‘inspirational story of the week’. Engage local press in this Build ongoing relationship with the press which is hard to do, especially to keep fresh Existing page on ‘Haverfordwest’ is dull and reactive. Other ideas included: a nostalgia trip ‘then and now’, link to the Honey Harfat facebook group Stall at farmers market until they begin charging £20 per week Outreach activities (see public engagement sheet) Educate and raise awareness … what is art? Resourcing The following opportunities were identified: People of Haverfordwest Local Authority Trusts and funds ACW EU monies and Welsh Government Mixed economy - National Trust, National Parks, CADW, National museum, Nation Library. Social housing partnerships e.g. Arts and Minds Consortium Corporate Sponsorship e.g. Valero. Bear in mind any ethical dilemmas. Crowd funding and sourcing. Gift Aiding Ideas for Pembrokeshire currency Volunteering – resource in kind. Research Council e.g. in partnership with College or University Income generation and match funding. What kind of art?
Peace Action Peace Action West Physicians for International Prevention of Nuclear War People for Peace and Justice of Utah Planetary Security Ploughshares Fund Prague Project Project for Nuclear Awareness Physicians for Social Responsibilitt RVLDP Southwestern Research and Information Center ThinkProgress (Center for American Progress) Tri-Valley CAREs United Nations Association of New York Women's Action for New Developments (WAND) 8
ACSF mapping Question ACSF skill level indicator Domains of Communication Part A 1 2 Pre Level 1 Learning Reading Oral Communication (Listening) Pre Level 1 Writing Personal and community, Workplace and employment and/or Education and training Part B 1 2 1.02 1.03 1.04 1.08 1.0 1.02 1.04 1.05 1.08 Part C 1 2 3 4 5 6 7 2.01 2.02 2.08 2.02 2.08 2.02 2.08 2.01 2.02 2.04 2.05 2.08 2.01 2.02 2.07 2.03 2.05 2.06
Telemedicine in our Schools Or HR’s role in the Board’s Strategy Plan 11:00-11:15 a.m. Snack Break 11:15-12:15 p.m. Staffing Teacher Proficiencies Or Past Practice…What does that exactly Mean? OR Teacher Instructional Hours and Assigned Time; Tracking and Managing to ensure compliance and Efficient use of Human Resources 12:15-1:15 p.m. Lunch 1:15-2:15 Managing your Board during Negotiations Contract Language 4:00-6:00 p.m. Dinner Reception Wednesday, March 14 7:30-8:30 a.m. Breakfast 8:30-8:45 a.m. Keynote Speaker Negotiations – Communications and the Media 10:00-11:30 a.m. Canadian Affairs US Affairs 12:00-2:00 p.m. Board of Directors Meeting MAKING A SPLASH MARCH 11-14, 2018 │CLEARWATER BEACH, FLORIDA
Your wife is a daughter of William the Lion, King of Scotland. You are friendly with William de Mowbray and Roger de Montbegon Relationship with King John You helped King John with negotiations with the Scots. You believe King John had made advances to your wife. In 1212 you plotted with Robert Fitzwalter to kill King John – and failed. You fled abroad and your castles were destroyed by the king. You have been pardoned but the King does not trust you – and you do not trust him. William de Mowbray Lands You have land in the north and midlands - Yorkshire, Lincolnshire and Leicestershire Family and friends You are friendly with Eustace de Vesci and Roger de Montbegon Relationship with King John You are a brave soldier and supported John for a long time but you now owe John a huge sum of money. In 1200 you offered 2000 marks to John to win his support in your dispute with William de Stuteville over who owned land. John accepted the offer but his court then declared in favour of Stuteville. King John did not at first ask you for the 2000marks but in 1208, he demanded you pay off the debt at a rate of £100 per year. It’s a huge amount and you have had to borrow money from moneylenders. Roger de Montbegon Lands You hold land in the north and midlands - Lancashire, Yorkshire, Nottinghamshire and Lincolnshire Family and friends
- Monitor and review -Consider adult’s wishes -Complex allegations need further enquiries with Terms of Reference -High impact risks needing multi agency meetings Section 42 Enquiry Duty -Confirm case holder (HCC or other commissioner/agency) -Arrange advocate if needed, consider venue to suit adult, -Start chronology -Invite adult/rep/advocate -(By week 1) hold safeguarding discussion or meeting -Person centred protection plan agreed with adult -If risks reduced, consider closure to S42 & give prompt feedback to adult. If risk remains, meeting to set ToR enquiry -Safeguarding enquiry proceeds - Ensure adult is kept informed -Revisit desired outcomes with adult -Mental capacity assessment if needed - Decision Maker to analyse enquiry reports (by week 5) - risks resolved and adult’s outcomes met? -If yes close to S42 enquiry, provide prompt feedback to adult and referrer. - Safeguarding plan to support adult’s recovery & future safety -If risk remains safeguarding review meeting invite adult/rep/ advocate to review protection plan and consider further actions required. -Final review and user feedback -Send meeting request form -Record discussions and meeting in SA module and case notes titled Adult Safeguarding. - Continue to record in Safeguarding Event until duties fulfilled - Complete extra questions & outcomes feedback - Following AIS guidance on case closure In all cases meetings can happen at any point if this would bring ‘added value’ to the enquiries.
Applications to the National Portfolio Investment Programme 2018/19–2021/22 Making a complaint Introduction Arts Council England is committed to delivering a high quality service to applicants for funding. We take all complaints about our service seriously so if we find that we have made a mistake, we will apologise, put it right and find ways to improve our service. This document sets out how to make a complaint about how we dealt with your application to the National Portfolio Investment Programme for 2018/19-2021/22. Making a complaint won’t affect the level of service you receive from us and will not affect your chances of getting a grant from us in the future. This complaint process is unique to applications made to the National Portfolio Investment Programme 2018/19-2021/22 and can’t be used for complaints about anything else. What you can complain about You can complain if you think that: maladministration has taken place (for example, if we have delayed, made mistakes in or failed to follow the procedures in our application process) we have failed to give you access to information or have given you incorrect advice or information we have not treated you politely we have unlawfully discriminated against you or not treated you fairly.
Kirkpatrick Level 1, reaction, satisfaction Participation and reaction of course rate lowest in the Kirkpatrick “hierarchy”, but as educators, we have seldom been involved with an activity rated so highly for enjoyment as these quotes demonstrate: So yeah I just thought it was very, oh I just thought it was brilliant, absolutely brilliant.(SB,SI, NS) I really enjoyed the whole kind of process of it, I think it was really, really fun, just being able to chat to people (SB, FG, MS) The only thing that could have improved the experience would be more time there! (SB,SD, OT) This was a voluntary experience for students and it was over-subscribed. There was a strong feeling that such experiences would benefit other students and should be more widely available: Found this to be a thoroughly worth-wile experience. would be very happy to participate in another social engagement activity of this kind. I believe there is a great deal more for me to learn and give through experiences of this kind and I strongly feel that others would benefit significantly from the same/similar opportunity. (SB, SD, MS) And that it provided experiences different to those of clinical placements: it allows unique learning opportunities quite unlike placement and I would definitely get involved in similar projects in the future (SB, SD, MS) I thought the placement with Plymouth Homes people was particularly valuable just in terms of it’s not something you generally get to see as a medical student on placement, (SB, SD, MS) But still allowed students to express their particular disciplines: I felt I had progressed as a student nurse as I was able to put my learning into practice. I would definitely get involved in any of the projects in the future. (SB, SD, NS) I felt really proud to be a nursing student throughout the day as I was given great respect by everyone I met, (SB, SD, NS)
Children's Therapy Services (SLT, OT, Physio)/ CDU Team (including Portage) To refer email : cypdisp@nhs.net Child’s Name: Address Contact tel: Child’s DOB: School/ Nursery Class/ Setting Teacher’s /keyworkers Name: Date: Has an EHA been created / is one needed for support for the family ? If yes EHA ID number: GP Ethnicity Is English another Language? Is an interpreter required/ Medical History / diagnosis Name of person the form: Role: Contact: Has the family agreed to this information being shared in order to refer to appropriate services? Please note if the child has needs for family support you must complete an EHA and inform us of the ID number- either include the below info in the EHA or complete this form and refer to it in the EHA. In order to refer to the children’s Therapy services (SLT, OT, Phyiso) including those based at CDU which includes Portage –email this form to and state in the email which services you are expecting a response from i.e. Children’s Speech and Language Therapy Occupational Therapy Physiotherapy Equipment and Adaptations (Please complete back pages ONLY) Portage (pre school education support service) Current Services / Agencies Involved: Please supply any relevant / recent reports Please Tick Contact name if known: Aiming High ASD Partnership Project Children’s Social Care Clinical Psychology Community Learning Disability Team Dental Dietitian Educational Psychology
types of choices things that can stop you making good choices ideas to help you make good choices At the end of this workbook you will find links to more information that could be useful. Part 1 Making choices Making good choices is a skill so it is something we can all get better at. In this workbook we focus on some steps you can work through so that you can feel good about your choices. Making choices is something we do all the time. Most of us make some choices without thinking about them much. We also make some other choices after a lot of thinking. Most people make some bad choices and some good choices. Small or big choices Some of your choices are small things like: whether you will eat cereal or toast for breakfast whether you will drink from a big glass or a small glass
District Systems Review (DSR) and Your District’s Improvement Plan Making Connections Worksheet After completing the District Systems Review and identifying priorities, the next step is to connect your Indicator data to your District Improvement Plan (DIP). To do this, you’ll need to review your existing DIP goals and measurable objectives. Materials you will need: District Improvement Plan goals, objectives, strategies and activities List of prioritized Indicators from District Systems Review PDF report generated by ASSIST (ratings selected on your District Systems Review) Discussion Recording Forms from District Systems Review process for your prioritized Indicators 1. First, record 3-5 prioritized Indicators from your District Systems Review in the first two columns of the table below. Next, review your existing District Improvement Plan goals and measurable objectives. Do your identified Indicators relate to an existing goal or goals? Record the information in the table below. Priority # Strand Indicator What goal(s) from your DIP is this Indicator related to? What type of goal is it? (Content or Organizational? What objectives is the Indicator related to? What strategies is the Indicator related to? What activities is the Indicator related to? 1 Content Goal Organizational Goal 2 Content Goal Organizational Goal 3 Content Goal Organizational Goal 4 Content Goal Organizational Goal 5 Content Goal Organizational Goal
Laborarket data (CTE programs) Institution-level data Other and a budget request review. Elements of the evaluation include: Provide feedback on the Program Plan Determine a status for each program per AP 4021: No action needed Strengthen the program Reduce the program Review for discontinuance Discuss fiscal impacts of the program plan. Should a program receive an evaluation status of “Strengthen the Program,” “Reduce the Program” or “Review for Discontinuance,” the College President shall review the findings, the accompanying Program Plan, and the recommendations emerging from the Program Plan Evaluation. If the College President recommends a program for discontinuance based on this review, the process for AP 4021 Program Discontinuance will be initiated. A summary report on the Program Evaluation process, including the status of the programs reviewed, is prepared by the Executive Vice President. The Executive Vice President presents the document to the EdCAP Co-chairs. The Co-chairs of EdCAP agendize the document for review and acceptance. February/ April Ongoing Program data analysis and documentation EdCAP completes the process by reporting the findings to the Academic Senate and Administrative Council. The President distributes the summary college-wide and then forwards the report to the Chancellor. EdCAP reviews and revises as necessary the template and process for the oming ear Program Plans. EdCAP
Now, find a line or two – something that CLARIFIES or CHANGES your thinking, etc. WRITE: 1 Minute Now, add to writing with: (for ex.) WRITE: 2 Minutes. STOP! Now, add again by writing: (for ex.) WRITE: 2 Minutes. STOP! Meandering through text sets is a way to get somewhere. Where are you right now on Reality TV? Take a minute to write your opinion/claim as of now. It may be the same, or it may be different now. WRITE: 1 Minute. STOP! If students are ready… Written Text: “Forget Sex Ed.-Reality TV May Hold the Key to Curbing Teen Pregnancy” We are going to CODE it! See the box below: BEFORE you begin CODING, jot down what you’re thinking from the title of this article, “Forget Sex Ed.-Reality TV May Hold the Key to Curbing Teen Pregnancy” itself. (30 seconds) CODE: 7-10 Minutes STOP!
Build the following atoms using the simulation. Complete the chart below. In some cases, you will need to work backwards to fill out missing information. Isotope Name Atomic Number # of Protons # of Neutrons Mass Number Stable? (Y/N) % Abundance in Nature Hydrogen-2 Helium-3 Helium- 2 5 Lithium-6 3 3 4 7 Oxygen-16 Oxygen-17 8 10 18 10 20 Neon-23
Connecting with the Text 9. Sometimes, when I was tired and the competition was really rough, things would change for me. There would be a flow of action around me and it would seem as if I were outside of myself, watching myself play ball, watching myself trying to establish a place for myself… Have there been moments in your life when you felt “outside of yourself” and not in control? Describe such an experience using the first-person point of view. Extending the Text 10. U.S. armed forces were sent to Vietnam to prevent an invasion of South Vietnam by North Vietnamese Communists. In what ways does the United States intervene in the political struggles of other nations today? Compare & Contrast We experience Vietnam through Perry’s eyes, and we learn about Perry’s life in Harlem before the war through his thoughts of his family and through flashbacks. Perry often mentions how his life in Vietnam is different from his life at home in Harlem. In doing so, he is comparing and contrasting his experiences of the two environments and inviting us to do the same. Show the similarities and differences between Perry’s life at home and his life in Vietnam. In the Big Apple, a nickname for the city of New York, list facts that Perry gives about his life in Harlem In the military I.D. tags, write down the items and events that characterize Perry’s life in Vietnam. In the space where the figures overlap, list the things that are similar in both places.
Calculating Overview There are some calculations you can do in your head. Counting items and working out simple quantities are calculations that people do all the time, almost without thinking about it. But as the numbers get bigger or more complex, most people need to use a calculator to be sure that they’ve got the right result. Fortunately, calculators are everywhere these days. You’ll find them in mobile phones, on rulers, in large diaries, and of course as self-contained pocket-sized devices. In this section, we’ll cover some basic calculations and mathematical procedures that you need to know in order to work with numbers. We’ll also look at the metric system and discuss the terms that apply to various units of measure. Completing this section There are five lessons in this section: Using a calculator Working with fractions Decimals and percentages The metric system Using tallies. These lessons will provide you with background information to help you with the calculations that we’ll be doing in Section 2.
Here’s another example: 10% = 10/100 = 1/10 To test it: 10% x 10 = 100% Decimals and percentages Notice that percentages and decimals are basically the same thing. The only difference is: a percentage is a proportion of 100 a decimal is a proportion of 1. Therefore: to change a decimal to a percentage, multiply by 100 to change a percentage to a decimal, divide by 100. Learning activity 3 1. Complete the table below. Then check your answers in the Answers section at the back. Fraction Decimal Percentage 1/100 1/20 1/10 1/8 1/5 1/4 1/2 1
2. Let’s say you have 15 litres of a coating product and you’re going to apply it with a spray gun. The manufacturer’s advice is to add 10% thinners to the coating to improve the flow. How many litres of thinners should you add? 3. If you earned $800 per week and paid 30% in tax, how much tax would you pay each week?
Section 2 Measuring Overview Now that we’ve covered the main terms used in the metric system and looked at the relationship between fractions, decimals and percentages, it’s time to apply these principles to some workplace calculations. In this section, we’ll start with measurements of length, and work up to volume calculations for three dimensional shapes. We’ll also talk about methods of checking angles.
If you don’t like the standard style, it is easy to change the format, colour, size etc in Word documents or Outlook email by selecting the text to change or editing the styles in the style menu (in the Home tab at the top of Word or format text tab at the top of Outlook). Two easy options: To create your own style: Steps Images Right click on the heading level (e.g. heading level 1) Select “modify” Enter in the paragraph, colour, spacing preferences To add a style: If you have already formatted a document the way you want without having added the headings, e.g. with the text style that you want to apply, using a specific UNICEF font color, text size, justification and spacing. Steps Images Highlight the text e.g. your standard paragraph text Right-click on the relevant format category e.g. “normal” Select “update normal to match selection” Advanced note: Style set Sometimes the style set is by default based on “normal” so if you modify the “normal” default, it may modify other default headings. It is possible to save a style-set and use it as your default style so that it already configured every time you open a new word document. Ask IT for help. Accessibility basics for Word documents Layout and spacing In addition to using heading levels, consider adding the spacing elements e.g. paragraph spacing or line spacing after in the style set. Use page breaks rather than pressing ‘enter’ several times which may indicate to a screen reader that the end of a document has been reached. Use standard and bulleted or numbered lists Manually typing numbers or dashes before items in a list will not immediately group them as a list and make it easy for a person using a screen reader to skip to the next list. Instead, use (and modify, as per the same process of heading styles) the standard format as a numbered or bulleted list, so that they are clearly grouped together for users of screen readers. Avoid text-boxes Text boxes should be avoided because screen readers may skip or have difficulty reading “aloud” the text boxes. Instead, either a single-cell table can be used or, text can be highlighted, “filled”
MAKO Undergraduate Mathematics Research Conference – 2016 Saturday, November 12 Schedule 9:00 am – 9:05 am Welcome: Bill Bray, Mathematics Department Head, MSU 9:05 am – 9:25 am “The Game of Seepage” Julie Anne Bowman, Southwest Baptist University 9:30 am – 9:55 am “Global Stability Analysis of Zika Virus Dynamics” Savannah Bates, Jacksonville University, and Hayley Hutson, Missouri State University 10:00 am – 10:25 am “Rainbow Arithmetic Triples” Rafael Ceja, California State University, Sacramento, Kathryn Cook, Evangel University, and Karissa Hayden-Gill, University of California, Davis 10:30 am – 10:55 am “Delay Differential Equations for Population Modeling” Nathaniel Covey, Lyon College 11:00 am – 11:25 am “Simplexes in an N-Dimensional Cube” John Carter, Missouri State University 11:30 am – 11:55 am “Predator-Prey Models with Harvesting” Jacob Perkins, Lyon College noon – 12:25 pm Lunch – Cheek Lobby 12:30 pm – 12:55 pm “Investigating Graphs Based on Relationships of Three 3 Vertices” Jon Mangum, Missouri State University 1:00 pm – 1:25 pm “Analyzing the Stability of Ebola Models Using Dynamical Systems” Tommy Stoller, Wichita State University 1:30 pm – 1:55 pm “Some Applications of Additive Combinatorics in Finite Fields” Mengqing Qin, Missouri State University 2:00 pm – 2:25 pm “Differential Equations as Physical Models” Morgan Webb, Lyon College and Jacob Perkins, Lyon College 2:30 pm – 2:55 pm “Integer Partition Theory” Jon Rehmert, College of the Ozarks 3:00 pm – 3:25 pm “Mathematical Modeling of Japanese Knotweed” Jessica Linton, Benedictine College 3:25 pm – 3:30 pm Closing and final remarks
MAKE-UP HOURS PAGE. Student Name…………………………………. Cohort………………….. This page is specifically for the documentation of 'make- up' hours. This is to enable the student to meet NMC requirement by compensating for hours that have been missed through sickness/absence. Date Hours Worked Name of hub/spoke/ Visit area where hours made up Signature of Registered Practitioner Date Hours Worked Name of hub/spoke/ Visit area where hours made up Signature of Registered Practitioner Total number of make-up hours [should not exceed 80] Sign off mentor’s signature Date
Due Date: December 1, 2017 (Late Projects will be deducted 20% per day late) -Mrs. Ross 7th Grade Science Directions: Make your own cell cycle model. You can use any material you want (paper, cardboard, clay, candy, etc) Items that have worked well for other students in the past include puffy paint, string, uncooked pasta, rubber bands, twisty ties, pipe cleaners, etc. Your model must include a Title, your name, and class period- all somewhere visible and on the front! Your title should describe the project and be large and eye-catching. You must correctly show, label, and describe all the phases and structures below: Phases (in order): Project is worth 35 Points. Interphase Prophase Metaphase Anaphase Telophase Cytokinesis You will be graded on: - Accuracy of diagrams and labels - Neatness of your work (it should not look like you threw it together at the last minute) - Color & creativity Bonus points may be awarded for outstanding projects :) Points may be deducted if project is late, inaccurate, missing content, has misspelled words or other similar errors, is messy, lacks color/creativity, or doesn’t follow directions. Other Tips: If you have sloppy handwriting, type your titles and labels. Don’t buy new supplies, use recycled items like a card board box, old wrapping paper, or things you have around the house. Use a ruler and a compass or circle template. If you use poster board, please don’t roll it; it makes it difficult to display and causes glued to fall off. Fold it in a U Shape to transport. Scoring rubric is on the back
Make Your Own Cell Cycle Model Project Name: _______________________________ Requirements: Shown on front: Possible Points Name 5 Class period 5 Title 5 On Time 5 Phases Accurately Depicted Accurately Labeled & Described Possible Points Interphase 10 Prophase 10 Metaphase 10 Anaphase 10 Telophase 10 Cytokinesis 10 Other: Comments: Possible Points Accuracy (see comments above) 5 Neatness 5 Color 5 Creativity 5 Total Points: _________ / 100
Average distances the food has travelled: Mean distance = Mode distance = Median distance = Egg shells Juice carton Fish bones Dog food Tea bags Cling film wrapping Fruit peel Hair Cheese Dust from the vacuum cleaner Bread Used nappy Cereal packet Vegetable peelings Egg box Used kitchen towel Empty can Meat bones Crisp packet Nuts Cooking oil Yoghurt Egg shells Juice carton Fish bones Dog food Tea bags Cling film wrapping Fruit peel Hair Cheese Dust from the vacuum cleaner Bread Used nappy
Cereal packet Vegetable peelings Egg box Used kitchen towel Empty can Meat bones Crisp packet Nuts Cooking oil Yoghurt Egg shells Juice carton Fish bones Dog food Tea bags Cling film wrapping Fruit peel Hair Cheese Dust from the vacuum cleaner Bread Used nappy Cereal packet Vegetable peelings Egg box Used kitchen towel Empty can Meat bones Crisp packet Nuts Cooking oil Yoghurt Activity 5: Why do we throw it away? Best before or still tasty after? Looking at the dates on food. Product Best Before date on product Today’s date Look Smell Taste Feel