zilongwang/ReadingBank huggingface dataset:
Z1. Were you told by a healthcare professional you were infected with the Zika Virus? No Yes Z1a. When were you diagnosed with Zika Virus? Z1b. Provide any contact information for the healthcare professional (e.g., name, group, facility, phone number, etc.): Z2. Describe areas you traveled to, and the places you lived, during this pregnancy. (Document areas traveled to, and the places where she lived, during this pregnancy.) For the next question, sex refers to any method of sexual contact including vaginal, anal, and oral. Z3. During this pregnancy, have you had sex with a man, even once? No Yes Z3a. Was he diagnosed with a Zika Virus infection? No Yes If yes, Z3a(i). When was he diagnosed? Z3b. Did he travel to or reside in an area with active transmission of Zika Virus? No Yes If yes, Z3b(i). When was it? Z4. Did you recently have any symptoms such as: Z4a. joint pain? Z4b. conjunctivitis, which is also called “pink eye” or “red eye”? No Yes No Yes Z4a(i). When? Z4a(ii). Describe the joint pain and reasons. Z4b(i). When? Z4b(ii). Describe the conjunctivitis and reasons.
10.5 Inscribed Angles An __________________________ has a vertex on a circle and sides that contain chords of the circle. The endpoints on the ends of an inscribed angle is an intercepted arc. Inscribed Angle Theorem If an angle is inscribed in a circle, then the measure of the angles equals one half the measure of its intercepted arc. Example 1: a) mDH b) m∠P c) Find m∠P and mPO. d) Find mCF and m∠C. Inscribed Polygons Triangles Quadrilaterals An inscribed angle of a triangle intercepts a diameter or semicircle if and only if the angle is a right triangle. If a quadrilateral is inscribed in a circle, then its opposite angles are supplementary. Example 2: a) b) Find the measure of angle X and Y. 10.5 HW 1. 2. 3.
suspended, and/or excluded, SEACs may wish to review the summary report to see what recommendations may apply to their school board processes. Questions? Email Diane Wagner at or call (416) 929-4311 Ex. 22 (Mon.)
Form: Non-Department Audit Team Information Name Address Occupation Roles/Responsibilities on Audit Team Vendor Affiliations Assurance: Ongoing monitoring of potential conflicts of interest. Form: Non-Department Turnaround Team Information Name Address Occupation Roles/Responsibilities on Audit Team Vendor Affiliations
Then Peter came to him and asked, “Lord, how often should I forgive someone who sins against me? Seven times?” “No, not seven times,” Jesus replied, “but seventy times seven!” (Matthew 18:21-22, NLT) The context: Notice the context of Matthew 18. It begins with Jesus talking about having to become like children, in order to be great in the kingdom of God, proceeds into the Parable of the Lost Sheep – which speaks about the importance of people who are separated from God, then enters into a discussion about how to raise issues with believers who ‘sin again you’, then concludes with an expression of how much people are to forgive each other. Teaching thought: Considering the context of this passage, it seems apparent that people who do the wrong thing, or people who hurt others, can never be simply discarded because of what they have done wrong. Instead, God’s heart is to seek them out (parable of the Lost Sheep) and to restore them back into relationship with others. The number 7 in biblical times was considered a special, or divine number. According to some teachers of Jesus day, to forgive 7 times was deemed to be forgiven enough – at which point those people were to be cast out, or excommunicated from the community. Here, Jesus is implying that while a person is sincerely seeking forgiveness we are to forgive them. Discuss: Why is forgiveness important? Who is forgiveness for? (the forgiver, or the forgivee)? Our Life Long Learner comment suggests that forgiveness breaks the cycle of un-grace. What do you understand by that? Are there any stories that you can share which demonstrate that? Using a piece of timber and a hammer, hit nails into the timber – indicating how people hurt each other. Then pull out the nails as a sign of being forgiveness. What do you notice about the piece of timber? What might the left over holes imply about forgiveness? Discuss the comment, “You know that you have forgiven someone when to remember the moment no longer hurts”. Do you agree or disagree? Additional Resources: Video with inspirational phrases about the journey of forgiveness News story about a woman who forgives her sons murderer – indeed, who now lives next door to them A Video about forgiveness with Mary Karen Read's last words in her journal entry before her death at the Virginia tech shooting Symbols Use one of the following pictures or symbols to explore what that picture might suggest about the topic.
Program Name Student Count Per Pupil Amount School Allocation Participation Program Services Description (See Allowable Activities Guidance) Title I Part A # of Students Living in Title I Attendance Areas $ $ Receiving Services Declining Services No Eligible Students Title I Part A Parent and Family Engagement # of Students Living in Title I Attendance Areas $ $ Receiving Services Declining Services No Eligible Students District Allocation is Less Than $500,000 – No Reserve Required Title II Part A # of Students in Grades K-12, Regardless of LEA of Residence $ $ Receiving Services Declining Services Out of District Private School Title III Part A English Language Learner # of ELL Students in Grades K-12, Regardless of LEA of Residence $ $ Receiving Services Declining Services No Eligible Students Out of District Private School Title III Part A Immigrant # of Immigrant Students in Grades K-12, Regardless of LEA of Residence $ $ Receiving Services Declining Services No Eligible Students Out of District Private School Title IV Part A # of Students in Grades K-12, Regardless of LEA of Residence $ $ Receiving Services Declining Services Out of District Private School Private School Administrator’s Signature: Date signed: LEA Name: Private School Name: SECTION 5: DISAGREEMENT If a LEA disagrees with the views of private school officials with respect to the topics of consultation listed above, the LEA must provide
Conduct evaluation, assessments, determine Can choose NOT to act on referrals to Part C based on Part C Program Requirements Part C Reporting Requirements Recommended Collaborative Practices (via Catchment Area Transition Plan) eligibility, and develop initial IFSP with transition steps. If eligible and receiving service coordination, child is considered to be served by Part C. Provide parents with information on the Part B 619 preschool program. Provide LEA Notification: 1) for all children who will shortly reach age of eligibility; and 2) for children potentially eligible. Invite Part B and conduct transition conference with family approval. Obtain parental consent to share personally identifiable information, including evaluation and ISFP, with LEA. Report in C8 A, B, and C. Under 8B, report on the LEA Notification for children potentially eligible. If transition conference is late, note reason for delay and the number of children impacted in 8C. May jointly conduct evaluations for respective eligibility criteria to meet Part C and B timelines. CDSA and LEA leadership develops and agrees to Catchment Area Transition Plan, and revises when appropriate. Attend Part C transition conference as part of the initial IFSP meeting same Transition conference is NOT required. Report in C8 A and B DO NOT report in C8C May jointly conduct initial IFSP meeting and initial IEP meeting concurrently to meet Part C and B timelines. state policy and interagency agreement. Child is not considered served by Part C. LEA Notification and transition plan are NOT required unless eligibility is determined. DO NOT report in C8 A, B, or C Part C assists family in contacting LEA and facilitates initiating Part B eligibility determination process.
operational LEAs, while C118 requires that only operational LEAs that enroll students report data. A "." or blank cell indicates that no data were reported for a particular grade/subgroup combination. LEAs are required to report non-zero data (that is, counts of one student or more) but they are not required to submit a "zero students" value for each possible combination of the data. Some LEAs report zeroes and some do not. Since LEAs and schools are not required to report zeroes, there is no way to infer a meaningful difference between a reported zero or a blank/"." cell. There is no meaningful difference between a "." and a blank. When the files are created, some of the cells are read as numeric data and some are read as character data. This causes each cell to show as either a "." or blank. 8. Is there a unique identifier that can be used to combine/merge these data with other federal data sets? All rows of data include the NCES assigned district ID (variable name: LEAID). This 7-digit identifier is used within the Common Core of Data and other regular data releases from NCES. It can be used to merge these data with other ED data publications, or with state data publications. Anyone wishing to merge these data with data in files published by other agencies that do not utilize the NCES assigned district code may first need to match each NCES assigned district ID with a state assigned ID. The website includes both NCES and state assigned ID numbers. It could be used to associate each of these records with a state assigned ID number. 9. What if I notice something unusual in the data? If you notice something unusual in the data or something that you don’t understand, send an to . To assist us in responding to the concern, please format your e-mail as follows: The subject line of the e-mail should be: EDFacts Homeless Student Enrollment Files The following information needs to be included, preferably in this order and with the captions: School Year – indicate which school year(s) have the issue(s) Category – indicate whether the issue is with the data on homeless students enrolled by grade, enrolled by primary nighttime residence, or enrolled by subgroup States – indicate which state(s) have the issue Description – describe the issue (what did you see, what were you expecting to see)
Project Concert Relevant Work Experience Windfall Dancers Dance Instructor for toddler-adult ages in ballet and contemporary classes 2017 Bloomington United Gymnastics Dance Instructor for toddler-elementary ages in ballet, jazz, and hip-hop styles 2017 Extra-Curricular Activities Movement Cooperative General Member Student-led organization promoting movement opportunities and performances on campus 2014-2017 Indiana University Dance Marathon Alpha Gamma Delta Marketing Committee Member Student-lead philanthropic organization in support of Riley Hospital for Children Responsibilities include photographing events, creating graphics for events, fundraising, and leadership Internal Social Coordinator Organized social events for the chapter including formal dances, banquets, classes, and parents’ weekends 2014-2017 2015-2017
Elite Environmental Services, Inc. Expires 3/2018 Bret Kramer (812) 424-7441 Evansville, IN Vanderburgh County Kraus & Sons Remodeling Expires 3/2018 Joseph Kraus (708) 308-8070 Momence, IL Illinois Langley Construction, Inc Expires 1/2019 Samuel Langley (219) 406-7578 Westville, IN LaPorte County Havmack Construction Expires 2/2018 Timothy Link (219) 853-9668 Hammond, IN Lake County Safe Environmental Corporation Expires 2/2019 Tyson Lovelace (219) 922-0844 Highland, IN Lake County Specialty Systems of South Bend, Inc. Expires 6/2019 John Marshall (574) 233-3993 South Bend Saint Joseph County J M M Enterprises Expires 5/2019 Marcus McWhorter (317) 710-3762 Greenfield, IN Hancock County M & M Construction Expires 02/2019 Willie Miller (574) 339-1546 Niles, MI Michigan SSI Services, LLC Expires 09/2019 David Miller (317) 269-2120 Indianapolis, IN Marion County Mitchell & Sons HVAC, Inc. Expires 11/2020 Ila Mitchell (317) 283-0001 Indianapolis, IN Marion County Primary Construction Expires 7/2018 Adrienne Moss (786) 348-1237 Hammond, IN Lake County A F A B Home Services Expires 6/2018 James Peoples (574) 361-7897 Elkhart, IN Elkhart County Romero Remediation Company Expires 1/2020 William Romero (317) 281-0495 Indianapolis, IN Marion County
SES Skyline Construction, LLC Expires 08/2020 Jacob Sadlowski (219) 884-0983 Griffith, IN Lake County Kentuckiana General Construction Expires 4/2019 Chris Saiers (812) 913-0875 New Albany, IN Floyd County Culver Construction, Inc. Expires 5/2019 Thad Stern (219) 534-4896 Goshen, IN Elkhart County S H & S Construction Company Expires 4/2018 Arthur Stewart (260) 420-4559 Fort Wayne, IN Allen County American Design Renovations, LLC Expires 11/2018 Russell Sthrome (765) 808-2438 Muncie, IN Delaware County Environmental Demolition Group, LLC Expires 11/2018 Jeff Sunderhaus (895) 363-4863 Erlanger, KY Kentucky Eisaman Property Management Expires 9/2018 Kim Tisland (260) 456-7368 Fort Wayne, IN Allen County AMG Construction Expires 2/2018 Marko Trivunovic (219) 922-8669 Highland, IN Lake County Victory Construction, Inc. Expires 4/2019 Ed Vandermolen (574) 296-9905 Elkhart, IN Elkhart County Environment Technology Consulting Corp. Expires 8/2018 Lonnie Ward (260) 422-7784 Fort Wayne, IN Allen County Shoreline Environmental Expires 08/2020 Mark Williams (708) 674-5761 Crete, IL Illinois STAR Environmental, Inc. Expires 11/2019 Chris Zumbaugh (317) 295-7827 Indianapolis, IN Marion County
Criteria Essential Method of Assessment Desirable Method of Assessment Qualifications Qualified to at least Level 5. Qualified in Advice and Guidance or the willingness to work towards this Full and current UK driving licence. Application Knowledge and Experience Knowledge of HE provision within an FE context. Experience in a FE/HE student focussed environment An understanding of the HE Widening Participation Agenda. Experience of working on ESF projects. An understanding of the Further Education sector. An understanding of Petroc’s curriculum. Experience in event/project management. Experience in creating presentations in a variety of formats including Prezzi. Evidence of appropriate professional development. Interview Application Skills Excellent interpersonal and communication skills. Excellent customer service skills. Excellent organisational skills. The ability to present confidently to large audiences, work with small groups and engage with prospective students on a one-to-one basis. Interview Application
Lead Practitioner person specification Essential Desirable Qualifications E1. Qualified Teacher Status E2. Educated to degree level E3. Evidence of ongoing professional development E4. Willingness to learn and participate in identified CPD D1. Middle Management courses (e.g. Leading from the Middle or equivalent) Teaching Experience E5. At least 3 years teaching experience E6. Effective and excellent class teacher record E7. Effective behaviour management strategies D2.Experience of managing Support Staff within the classroom D3. Experience of teaching children who can be challenging D4. Knowledge and understanding of working successfully across all phases of primary education D5. Experience of teaching in at least two different educational settings Leadership Experience E8. Experience of subject leadership – monitoring teaching and learning, overview of subject E9. Experience of leading an initiative or presenting a new idea to staff D6. Involvement in School Improvement Planning D7. Experience of supporting staff outside of their organisation
E10. Experience of being a role model to other teachers and professionals within school E11. Experience of leading a team in school E12. Experience of managing staff performance effectively E13. Experience of implementing coaching and mentoring strategies D8. Experience in effectively leading IT/Computing in school Professional Qualities E14. Excellent written and oral communication skills E15. Ability to develop good professional relationships with colleagues, pupils and parents E16. Ability to work effectively under pressure E17. Good understanding of data and what it tells us E18. Supporting the policy and practice of inclusion E19. Establishing and maintaining a positive, challenging and effective learning environment E20. Strong, consistent approach to teaching all children D9. Experience of presenting information to a variety of audiences (e.g. Governors, LA representatives) Personal Qualities E21. Excellent organisational skills E22. A commitment to working as part of a team E23. Resilience, energy and a determination to succeed E24. A commitment to involving yourself fully in the life of our school E25. Positive, approachable and with a good sense of humour D10. Experience or interests outside school that enhance your role in school.
Lead Teacher Directory 2015 (17.12.14) Lead Teachers are outstanding practitioners. To arrange a school visit or organize a meeting please contact the Headteacher Website: email: Tel: 01388 451278 Contact: Mr J. Sonnenfeld, Durham Teaching Schools Manager Teacher School Current Year Group Specialist Area EDP School details Rachel Myers Prince Bishops Primary School Y3 Literacy (writing) MFL (French) Lynn George Chris Young 01388 Tracey Freeman Prince Bishops Primary School Y1 Art Display Lynn George Chris Young 01388 Anna Bowden Crook Primary School Y6 Assessment SEN Mathematics Antonella Lupton Irene 01388 Barbara Gentles Crook Primary School Y3-6 Shakespeare French Antonella Lupton Irene 01388 Emma Dickinson Crook Primary School EYFS Antonella Lupton Irene 01388 Gemma Willans South Stanley Infants and YR Mathematics Heather Kemp Carol Gater 01207
Nursery School Joanne Timmins Easington Colliery Primary School Y4 Mathematics David Loomes Kimberly Sokell Easington Colliery Primary School Y6 Marking/AfL SPAG Learning behaviour David Loomes Chelsea Galloway Easington Colliery Primary School Y6 Literacy Mathematics David Loomes Helen Webb Delves Lane Primary School Y2 Literacy (writing) Karen Holden Melissa Morton Peases West Primary School Y3&4 PE Dance Alison Johnson Chris Riley Gainford CE Primary School Y1&2 Literacy (writing) Mathematics Howard Blindt Rachael Muir Gainford CE Primary School YR&1 PE EYFS Phonics Howard Blindt Beth Glendinning St Michael’s CE Primary Y5/6 Mathematics AfL ICT Differentiation/Inclusion Marking/feedback Planning Lindsey Vollans Tracy Gibson Fishburn Primary School Y4 & Y6 Mathematics Danny Eason Bethany Stephenson Fishburn Primary School Y5 & Y6 Literacy Danny Eason Melanie Blackburn Fishburn Primary School EYFS Danny Eason
Ruth Williamson Woodhouse Community Primary School EYFS Tracy Page Kiri Stevenson St Joseph’s RCVA Primary School EYFS Madeleine Brown Sue Scaife Bowes Hutchinson’s Primary School EYFS/KS1 YR, Y1 &Y2 Chris Matthewman Kirsten Hezmalhalch Woodhouse Community Primary School Y2 Assessment Monitoring Recording Tracy Page Claire Blackett Wolsingham School and Community College Y7-13 ICT (KS3-5) Computing (KS3) Business Studies Travel and Tourism Mrs D. Merrett Hal Graham Dene Community School KS3 KS4 PE Kelvin Simpson Rob Swinbourne Dene Community School KS3 KS3 Art Design Kelvin Simpson Lucy Mulryan King James 1 Academy KS3-5 Art Photography Nick Grieveson Laurence Walton King James 1 Academy KS3-5 Computer science Nick Grieveson Joanne Howard King James 1 Academy KS3-5 Performing Arts Expressive Arts Drama Nick Grieveson
3. Employment History: (Most recent first, please use a separate sheet if necessary) Dates Name & Address of Employer Position and duties Reasons for leaving 4. Please indicate if you have personal experience of disability DAD’s definition of a disabled person is as follows: A person who has or who may experience disability as a barrier in society deriving from a physical, sensory, learning or mental impairment or condition that is more than minor or trivial, irrespective of cause or diagnosis.
If you or the Section 8 inspector find deteriorated paint surfaces, you may avoid stabilization, clearance, notice to occupants and ongoing maintenance by having a certified lead-based paint firm test all surfaces with non-intact paint. If paint testing indicates the absence of paint on a specific surface, paint stabilization is not required on that surface. What dangerous methods of paint removal are prohibited under the rule? Certain methods of removing paint are known to be dangerous and/or produce very high levels of lead dust, and are prohibited. They are: Open-flame burning or torching; Abrasive blasting without high efficient (“HEPA”) vacuum local exhaust; Machine sanding or grinding without HEPA vacuum local exhaust; Heat guns at temperatures above 750° F; Dry scraping (wet scraping should be done instead, except near electrical outlets, where use of water could result in electrocution hazards and except for very small areas of deteriorated paint, such as nail holes and hairline cracks); Paint stripping in a poorly ventilated space using a volatile stripper that is a hazardous substance (according to regulations of the Consumer Product Safety Commission or the Occupational Safety and Health Administration), such as methylene chloride. Is clearance required after all lead hazard control activities? Yes, except for small jobs which do not exceed the de minimis level established by HUD (see below for what constitutes a “small job”, that is, a job for which safe work practices are not required). How large does an area of deteriorated paint have to be before this rule requires action and what is the de minimis level? The rule requires that all deteriorated paint must be stabilized, except when the paint is found not to be lead-based paint or when the deterioration is limited to hairline cracks or small nicks, scratches or nail holes. In addition, “safe work practices” (that is, occupant protection, worksite preparation and specialized cleaning) must be used during stabilization only when the area of paint being disturbed exceeds the de minimis level, which is: 20 square feet on exterior surfaces; or 2 square feet in any one interior room or space; or 10% of the total surface area on an interior or exterior type of component with a small surface area (such as painted window sills, baseboards and trim) Page 2 of 4
Person Specification – Lead teacher Drama Essential Desirable Qualifications Education to degree standard with required subject specialism Qualified teacher status Willingness to continue professional development in the future Evidence of professional development Further degree/ professional qualification Experience The potential to be an outstanding classroom teacher within the secondary school age range. Ability to teach drama across all key stages Knowledge Understanding of current educational issues Knowledge and understanding of subject specific issues Understanding of how data supports the raising of standards A determination to make a difference and raise the profile of drama in the school Personal qualities Drive and commitment Be able to embrace change Excellent communication and interpersonal skills Reflective, self-critical, motivated, flexible and ambitious
Commitment E Flexibility E Honesty and trustworthiness E Motivation and enthusiasm E Patience and diplomacy E Persistence in the workplace E Determination to succeed and meet targets E Commitment to equality and diversity, safeguarding and health and safety E Flexible approach to working hours E Knowledge: Sound knowledge of events management E Sound knowledge of programming and planning in the leisure/sport industry E Development and management of external partnerships E Sound knowledge of up to date marketing techniques, trends and strategies E Public relations E Safeguarding E First Aid E Understanding: Delivery of exceptional customer service E Of the levels, abilities and ages of participants worked with E Of the need to work flexible hours to meet the needs of the charity E Commerciality D Workplace behaviours and conduct E Experience: Market research techniques and manipulation of data from software and databases D Planning and working to budgets D Meeting targets in the workplace E Monitoring and evaluation mechanisms D Qualifications (or recognised equivalent): First Aid E Driving Licence E ICT at Level 2 D GCSE Mathematics and English at grade C or above E
Volume 2017 Number 1 WISCONSIN LAW REVIEW 1 Published by the University of Wisconsin Law School Address Our Justice System at an Inflection Point William C. Hubbard 1 Articles “Captured Boards”: The Rise of “Super Directors” and the Case for a Board Suite Kobi Kastiel & Yaron Nili 19 The Case for Symmetry in Antidiscrimination Law Naomi Schoenbaum 69 Note Let This Jardines Grow: The Case for Curtilage Protection in Common Spaces Kathryn E. Fifield 147 Comment TIF-for-Tax: Upholding TIF’s Original Purpose and Maximizing Its Use as a Catalyst for Community Economic Development Bryon Eagon 179 Forthcoming in WISCONSIN LAW REVIEW Volume 2017, Number 2 Symposium Issue: Modern Federal Judicial Selection Filling the Seventh Circuit Vacancies Carl Tobias Majority Rule and the Future of Judicial Selection Michael J. Gerhardt & Richard W. Painter Cooperative Judicial Nomination During the Obama Administration
David Fontana Is There Really a Diversity Conundrum? Theresa M. Beiner How Political Ideology Undermines Racial and Gender Diversity I Federal Judicial Selection: The Prospects for Judicial Diversity in the Trump Years Kevin R. Johnson Diversity, Qualification, and Ideology: How Female and Minority Judges Have Changed, or Not Changed, Over Time Maya Sen A Tale of Two Justices: Brandeis, Marshall, and Federal Court Judicial Diversity Linda Sheryl Greene WISCONSIN LAW REVIEW 2 EDITORIAL BOARD Chelsea Fischer Senior Managing Editor Cristina M. Semi Senior Note & Comment Editor Lyndsey K. Bley Symposium Editor Bryon Eagon Editor-in-Chief Christopher Nienhaus Senior Managing Editor Cecilia C. Kress Senior Articles Editor Ashley A. Brown Business Editor Hayley Painter Senior Managing Editor Kristin L. Martin Senior Forward Editor Sean Znachko Symposium Editor Articles Editors Joseph S. Diedrich Kaitlin Farquharson Kathryn E. Fifield Jack Huerter Eric W. Klemm Vanessa M. Rodriguez Dan Schneider Sean Znachko Malt & Barley Editors Benjamin D. Brand Kathryn E. Fifield Jack Huerter Sewar Kawwa Managing Editors Emily Ames Monica Anderson Lyndsey K. Bley Benjamin D. Brand Zachary R. Carlson Samuel Case Nicholas Dalla Santa Timothy J. Filipa Sewar Kawwa Eric Martin Cody R. McConnell Bohyun Leah Park Samantha Richie Matthew Traynelis Lauren Weber Yujia Wei Courtney Wilson Melissa Zabkowicz Note & Comment Editors Ashley A. Brown Margaret Malloy Olivia Pietrantoni James Radcliffe Jessica K. Schultz Devlan Sheahan Diversity Committee Cecilia C. Kress Bohyun Leah Park Vanessa M. Rodriguez Yujia Wei
Method Advantages Disadvantages Wet scraping/ Wet sanding inexpensive useful for dealing with flaking paint takes a lot of time and effort can damage underlying wood if not done carefully need to clean up and dispose of waste materials properly Chemical stripping produces little dust relatively efficient cannot be done in a sealed room the paint stripper can be absorbed into some surfaces paint stripper is flammable and caustic need to neutralise wood with acetic acid before repainting paint residue can be sticky and difficult to clean up need to clean up and dispose of waste materials properly Dry power sanding with a HEPA vacuum attachment fast if done by a fully trained and experienced operator not safe for the home handy-person can produce large amounts of dust if not operated properly not suitable for removing paint from unevenly shaped surfaces, like cornices need to clean up and dispose of waste materials properly Low-temperature heat process useful to soften very thick paint on flat surfaces potentially very dangerous can burn the paint and produce lead fumes need to clean up and dispose of waste materials properly
Application For Employment Job applied for: Lead Science Technician Paradigm Trust Reference IA L S T Jun17 It is important that you read the guidance notes before completing this application form. Please fully complete this form using type or black ink. A curriculum vitae is not an acceptable form of application unless stated otherwise. Applications received after the closing date will not normally be considered. Please return your completed form to: The information you supply on this form will be treated in confidence. Personal details Last name: First name(s): Address: Post code: Email: Home telephone: Daytime telephone: Mobile telephone: National insurance no: Are you able to take up employment in the UK with no current immigration restrictions? Yes No Do you hold Qualified Teacher Status If yes please give date of award. Yes No Date: QTS certificate number:
White & Black Caribbean Mixed other White English Irish Scottish Welsh White other Other Any other ethnic background (please specify) Sexual Orientation How would you define your sexual orientation: Bisexual Gay Heterosexual Lesbian Decline to state A Date of birth: Religion / Belief What is your religious belief? Buddhist Jewish Christian Muslim Hindu Sikh Other (please state) Decline to state
Walk in Beauty Pilgrimage of El Camino de Santiago, Spain, the North Coast Route A Kinder Camino October 8-20, 2018 Valerie Brown Pilgrimage Leader and Courage & Renewal Facilitator 95 Old York Road, New Hope, PA 18938 215-933-9978 Duration Distance Difficulty Start/End 13 Days 12 Nights 164 km 102 miles Medium Low San Sebastian - Santiago CONFIDENTIAL PRE-PILGRIMAGE MEDICAL INFORMATION FORM *Please complete this REQUIRED, confidential medical information form upon registration and email it to: Name: Address: Phone: Email:
Disposition and Attitude A passion for education and a deep felt desire to make a difference for young people. To like young people and be liked by them To possess educational vision underpinned by values Humility: a recognition that the more you know, the less you know! Not being afraid to say ‘I don’t know’. Be emotionally intelligent: know when to direct, when to challenge and when not to; be able to inspire, present a positive perspective at all times; be able to listen and show awareness of others sensitivities; to have personal pride and lead by example. Be happy to get your hands dirty. Don’t ask people to do things you wouldn’t do yourself. Understand the importance of work/ life balance. Enthusiastic, flexible, team player. Enjoy hard work and take constructive criticism. Desire for significant professional development. Letter References Interview Practical and Intellectual Skills Ability to lead a diverse team Ability to develop and drive intervention strategies which can deliver rapid improvement Ability to accurately use data to analyse progress, and identify strategies for improvement Ability to develop and deliver CPD in SEN / DSP Able to build and maintain outstanding relationships with students and staff which promote excellent behaviour and attainment across the school Able to work flexibility and meet tight deadlines Be Imaginative, visionary and a risk taker. Have good oral and written communicator. Look smart and professional Skills and enthusiasms beyond work that can be used to fire the imagination of young people and colleagues. Letter References Interview Physical Excellent attendance and punctuality. Resilient References/ Interview Equality A commitment to, and evidence of, promoting diversity and equal opportunities within the Trust, the curriculum and employment practice. Letter Interview
Signature Date Please return the form by Midnight on Wednesday 23 February 2018 to or post to: Events Team, The Scout Association, Gilwell Park, Chingford, London, E4 7QW. Shortlisted candidates will be invited for an informal evening telephone interview - these will take place between the 5 - 9 March.
• Interim controls. • Notice to occupants. • Response to child with EIBLL.5 G Multifamily Mortgage Insurance: 1. For properties that are currently residential Pre-1960 • Provision of pamphlet. • Risk assessment. • Interim controls. • Notice to occupants. • Ongoing LBP maintenance. 1960-1977 • Provision of pamphlet. • Ongoing LBP maintenance. 2. For conversions and major renovations. Pre-1978 • Provision of pamphlet. • LBP inspection. • Abatement of LBP. • Notice to occupants. H Project-Based Assistance by HUD For all properties Pre-1978 • Provision of pamphlet. • Notice to occupants. • Ongoing LBP maintenance and reevaluation. • Response to child with EIBLL.5 1. Multifamily property receiving more than $5,000 per unit per year Pre-1978 • Risk assessment. • Interim controls. 2. Multifamily property receiving less than or equal to $5,000 per unit per year, and single family properties Pre-1978 • Visual assessment. • Paint stabilization. J Rehabilitation Assistance: For all Properties Pre-1978 • . • Paint testing of surfaces to be disturbed, or presume LBP. • . • Ongoing LBP maintenance if HOME rental. 1. Property receiving less than or equal to $5,000 per unit Pre-1978 • Safe work practices in rehab. • Repair disturbed paint. • Clearance of the worksite. 2. Property receiving more than $5,000 and up to $25,000 Pre-1978 • Risk assessment. • Interim controls. 3. Property receiving more than $25,000 per unit Pre-1978 • Risk assessment. • Abatement of LBP hazards. • Interim controls allowed for exterior. K Acquisition, Leasing, Support Services, or Operation Pre-1978 • Provision of pamphlet. • Visual assessment. • Paint stabilization. • Notice to occupants. • Ongoing LBP maintenance for ongoing assistance. L Public Housing Pre-1978 • Provision of pamphlet. • LBP inspection. • Risk assessment if LBP not yet abated. • Interim controls if LBP not yet abated. • Abatement of LBP during
33. A counseling session consists of what 4 basic components? 1. 2. 3. 4. 34. How many human needs are there? 4 (Physical, Social, Security and Higher (Religious)) 35. What is tact? A keen sense of what to do or say in order to maintain good relations with others and to avoid offense True _________ False __________ 36. Leaders should seek to develop and improve what three leader counseling skills? 1. Active Listening 2. Responding 3. Questioning 37. To insure that they understand the message sent to them, the receiver should send what back to the transmitter? ____________ 38. What are the 5 qualities of an effective counselor? 1. 2. 3. 4. 5. 39. In communications, your exchange of information has three important parts. What are they? 1. 2. 3. 40. What are the 5 stresses that influence behavior? 1. 2. 3. 4. 5. 41. What form is used for counseling, ________________
LAG Evaluation Committee The LAG must establish at least one Evaluation Committee to assess and evaluate all applications for LEADER funding. The Evaluation Committee will be solely responsible for making recommendations for funding, or otherwise, to the LAG. The structure, membership and specific arrangements for the Evaluation Committee are a matter for the LAG, however, the LAG must ensure the integrity of the evaluation process and put in place arrangements that are – fair and non-discriminatory – all applicants must be treated equally; and, open and transparent – applicants must be informed of the methodology and approach to evaluating each application, and the results of the evaluation should be made available to the applicant together with the LAGs final decision. The Evaluation Committee membership may vary according to theme, call for applications, etc. Evaluation Committee members cannot be LAG members. Similarly, where the LAG has assigned implementing responsibility to an Implementing Partner, no person associated with the Implementing Partner can be a member of an Evaluation Committee considering a LAG / Implementing Partner in-house project. i.e. no staff member, no Board member, etc. can be a member of the Evaluation Committee. Members can be rotated, however, between the Evaluation Committee and the LAG, as required. This will help retain expertise within the LAG and the Evaluation Committee in the medium term. Evaluation of Projects The Evaluation Committee must complete a formal evaluation scoring record, based on objective criteria (see scoring template in Appendix 11 ). This scoring record must be signed and dated by the Chairperson of the Evaluation Committee and then submitted to the LAG for final decision. The LAG may adapt the evaluation scoring template to suit its own local needs, provided that all of the project assessment criteria in the template are retained. A project must score a minimum of 65% of the total marks to be recommended for approval to the LAG. Where there is a targeted call for applications, projects should be ranked in order of highest to lowest as per the scoring record and funding distributed according to this ranking.
Appendix 6 - Appeals Template Section 1 1.1 LAG name 1.2 Implementing Partner name 1.3 Project name 1.4 Project number 1.4 Promoter name 1.5 Promoter number 1.6 Project Theme 1.7 Project Sub-theme 1.8 Promoter name 1.9 Promoter address 1.10 Date of receipt of application for funding 1.11 Date of Evaluation Committee 1.12 Evaluation Committee Recommendation 1.13 Date of LAG meeting 1.14 LAG Recommendation 1.15 Date contract signed and returned by Promoter 1.16 Rate of Grant Aid approved % 1.17 Value of Project € 1.18 Value of Grant Aid for Project € 1.19 Date(s) of Inspection(s) / Audit(s) 1.20 Date(s) LAG notified of Regional Inspectors Appeal decision
Appendix 12 – LAG Decision Making Meeting Attendees Template LAG Decision Meeting Attendees Template Attendee Details Public (Tick) Community (Tick) Physically Present (Tick) Phone/Video Conference Attendee (Tick) Vote by Written Procedure (Tick) Member Name (Print) Total Total Total Total Total Chairperson Signature Date
Learning Goals: Examine current co-teach and small group instructional practices. Analyze how group instructional delivery models and UDL can increase instructional intensity. Identify how to support and coach classroom implementation. Understanding Current Practices: Co-Teach Instructional Delivery Models “The Power of 2” (2nd Ed.) Co-Teaching Approach/ Recommended Use Strengths Cautions Shifting Co-Teach Practice & Application to Classroom One Teach: One Observe As often as needed for data collection, usually for only brief periods of time Data collection Professional development Teacher parity in role of data collection Station Teaching Frequent Both teachers are actively engaged Increase instructional intensity Grouping flexibility to allow for individualization & behavior management Pacing Ability for students to work independently Noise level Parallel Teaching Frequent Smaller group instruction Grouping flexibility to allow for individualization & behavior management Varied perspectives Shared workload Mastering content Pacing Noise level
Co-Teaching Approach/ Recommended Use Strengths Cautions Shifting Co-Teach Practice & Application to Single-Teacher Classroom Alternative Teaching Occasional Small group instruction for a specific purpose skills assessment) Static groupings and instructional purposes can develop a negative connotation Teaming Occasional Swap ideas Vary/model different approaches Offer a different point of view Decreased instructional intensity Lack of a fluid give and take One Teach: One Assist Seldom (or less) - never as primary approach, only on a limited basis, only when absolutely necessary During large group instruction can provide brief individual support Teacher parity is not developed Understanding Current Practices: Co-Teach Instructional Delivery Models “The Power of 2” (2nd Ed.)
LEADER IN TRAINING APPLICATION Part-time/Seasonal Employment PERSONAL INFORMATION Name: _______________________________________________________________________ E-mail address: _________________________________________ (Last) (First) (M.I.) Please use your email, not a parent/guardian Address: ____________________________________________________________________________ Phone: Home _____________________________________ (Street) (City) (Zip) Your Cell phone: ___________________________________________ Will you be 16 or older as of 6/9/2017? _____Yes _____ No Your Student ID Number: EDUCATION Formal Education School Name Current Grade Recreation or Child Development Related Courses Taken HIGH SCHOOL PAID OR VOLUNTEER EXPERIENCE Employer or Agency Supervisor Address City Phone Dates Covered 1. ( ) Duties: 2. ( ) Duties: REFERENCES – Please provide at least one teacher, counselor, principal or other school related adult as a reference Name Relationship (teacher, etc.) Telephone Their email 1. 2. (OVER)
EXECUTIVE BOARD CANDIDATE INFORMATION SHEET Requirements: Must be enrolled in an Ozaukee County 4-H Club. Must have completed 4-H New Leader Training Date:_________________ Name:______________________________________________________ Club:_______________________________ Years involved with Club:__________ Years involved as a Leader:________ Leadership Roles held in your Club (be specific): County Activity Involvement: State Activity Involvement: I think I can help the Ozaukee County 4-H program by: Additional information on other Organizations or Board positions involved with outside of the 4-H program:
Fri 11th – Mon 14th Sept GOLD Assessment Expedition 1 Location: TBA Fri 11th Sept SILVER Group 2 Assessment Expedition Brief 1.30-3.30pm Ochil House Room Brief PROGRESS CHECK FOR OTHER SECTIONS Wed 16th Sept SILVER Group 2 Assessment Expedition 3.45pm Maths Break Out Area Collect equipment Fri 18th Sept BRONZE DEADLINE eDofE must be completed for progress to SILVER level. Fri 18th Sep GOLD Working Lunch 13a Equipment return & debrief Fri 18th – Sun 20th Sept SILVER – Assessment Expedition 2 Location: Ben Alder Tues 22nd Sep SILVER Group 2 Equipment return 8.30am Maths Break Out Area GOLD Evening Session 4.00pm – menus/kit lists finalised. Equipment collected. Fri 25th – Mon 28th Sep GOLD Assessment Expedition 2 Location: TBA Fri 2nd October GOLD Working Lunch 13b Equipment return & debrief SILVER Assessment Expedition Debrief 1.30-3.30pm Ochil House Room Debrief and uploading of evidence to eDofE Presentation Planning Tues 29th Oct SILVER Expedition Presentation Time 7.00pm, Venue – Lecture Theatre NOTE: eDofE must be completed for progression to GOLD Tues 10th Nov GOLD Expedition Presentation Time 7.00pm, Venue – Lecture Theatre Note – All Evening Sessions start at 7.00pm, unless otherwise stated. Thank you
SOAR Leadership Academy What is a SOAR Leadership Academy? The SOAR Leadership Academy is a three-day training program presented by the SAMHSA SOAR Technical Assistance (TA) Center designed to prepare individuals to serve as Local Leads within their communities, guide the SOAR initiative, and support individuals who complete the SOAR Online Course. Topics Covered: Creating and Leading a Local Steering Committee Facilitating Effective Meetings Using the Online Application Tracking (OAT) program Funding and Sustaining SOAR in Your Community Conducting a one-day SOAR Online Course (OLC) Review Session Supporting Quality SOAR Applications in Your Community Working with Special Populations and Special Considerations – Veterans, Children, Justice Involved Persons, American Indians and Alaska Natives, and Appeals Creating a Local Action Plan Expectations of Leadership Academy Registrants Receive recommendation from the State Team Lead Successfully complete the SOAR Online Course () prior to attending Attend all three days of the program from 8:30 AM – 4:30 PM Roles and Responsibilities of Local Leads Post-Leadership Academy Conduct periodic SOAR OLC Review Sessions to refresh SOAR core elements and train on SOAR processes Follow-up with SOAR trainees in regular meetings to discuss issues and progress on completing applications Collaborate with community providers and local SSA and DDS contacts to plan, implement and support local SOAR initiatives Work closely with the State Team Lead and SAMHSA SOAR TA Center to carry out the SOAR implementation plan in your region and to track and report outcomes Successful SOAR Local Leads Have experience completing SSI/SSDI applications using the SOAR model (recommended but not required) Are invested in SOAR and the success of SOAR within their community Have the time and ability to work with multiple agencies and/or the Continuum of Care within their community Have the capacity to lead a SOAR steering community and follow-up with trainees regarding outcomes Will maintain and update their community’s SOAR action plan Will be able to conduct SOAR OLC Review Sessions for individuals who successfully complete the SOAR Online Course
Leadership & Advocacy Conference Sunday - Tuesday, March 12-14, 2017 Liaison Capitol Hill, Washington, DC AGENDA SUNDAY, MARCH 12 7:30 am – 5:00 pm Registration Open Outside Metropolitan 7:30 – 8:30 am Continental Breakfast Metropolitan East/West 8:30 – 8:45 am Morning Welcome Metropolitan East/West George Betts, NAGC President M. René Islas, NAGC Executive Director 8:45 – 9:30 am Overview of Federal Grassroots Advocacy Strategy: 2017 and Beyond Bill Knudsen, Director, Government & Affiliate Relations, NAGC 9:30 –10:30 am Power of Affiliates to Shape Change – Minds, Policies, and Practices Sally Krisel, NAGC President-Elect 10:30 – 10:45 am Break 10:45 – 11:45 am Influence of Parents and Third-Party Validators to Drive Change Kathleen Nilles, Parent Services & Communications Manager, NAGC 12:00 – 1:00 pm Lunch Keynote: Building, Supporting, and Implementing a Successful Grassroots Culture John Forkenbrock, Former Executive Director, National Association of Federally Impacted Schools (NAFIS) 1:15 – 2:15 pm Every Student Succeeds Act (ESSA) and the New Administration Bill Knudsen, NAGC 2:15 – 2:45 pm Dessert Break 2:45 – 3:30 pm Importance of Equity: Lessons Learned from Special Education and Delivering Your Message to Elected Leaders Laura Schifter, Ed.D., Lecturer on Education, Harvard Graduate School of Education 3:30 – 4:15 pm Using Research to Inform Federal Advocacy Lindsay Fryer, Vice-President, Penn Hill Group 4:15 – 4:45 pm Hill Advocacy: Best Practices Bill Knudsen, NAGC 4:45 – 5:15 pm Wrap-Up, Questions, Feedback, and Congressional Packet Pick-Up - Dinner and evening activities on your own -
The nurse has read about the concept of “dispersed leaders” in nursing. How should the nurse expect this concept to be operationalized at the unit level? 1. Leaders will be spread across different units so that each leader has responsibility for two or more units. 2. Leaders from the hospital will be “loaned” out into the community to improve community health services. 3. Each nurse in the unit will be expected to assume leadership responsibilities. 4. Leaders will divide the responsibilities of the unit among the nurses available each shift. Correct Answer: 3 Rationale 1: This scenario is not an example of dispersed leadership. Rationale 2: This scenario is not an example of dispersed leadership. Rationale 3: Dispersed leaders means that there is not one leader in a unit or facility, but many leaders. Nurses will be called upon to assume leadership as individuals. Rationale 4: This scenario is not an example of dispersed leadership. Global Rationale: Cognitive Level: Applying Client Need: Safe Effective Care Environment Client Need Sub: Nursing/Integrated Concepts: Nursing Process: Planning Learning Outcome: LO 06. Explain the role of the clinical nurse as a leader and why it is important. Question 24 Which strategy for meeting the need for nursing leaders is recognized by the American Association of Colleges of Nursing? 1. Hire nurses based upon leadership potential. 2. Include more leadership content in nursing programs. 3. Attract nurses to leadership positions by increasing salaries. 4. Focus leadership education on those in positions of authority. Correct Answer: 2 Rationale 1: The AACN recognizes the need for dispersed leadership. Rationale 2: This need is recognized by the AACN. Rationale 3: There is no mention of singling out nurse leaders for salary increases.