zilongwang/ReadingBank huggingface dataset:
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: King Edwards’, Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Delores Ford-Edwards Email: License Type: Independent Living Program/Mother Baby Type of Inspection: Re-Licensure Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection King Edwards’ Inc.- ILP 8600 LaSalle Rd., Suite 300 Towson, Maryland 21286 Unlimited 25 19 #00133/ 02/01/2015 01/20/2015 King Edwards’ Inc.- Mother/Baby 1711 Edgewood Rd., Suite AT Parkville, Maryland 21234 Unlimited 15 9 #00133/ 02/01/2015 01/20/2015 Inspection Summary Number of Records Reviewed: Youth 31 Staff 13 Foster Parent NA Adoptive Parent NA Number of Interviews: Youth 10 Staff 7 Foster Parent NA CPA Office Inspection: Approved Number of ILP Apartments Inspected: 11 Number of Foster Homes Inspected: NA COMAR Violation: Yes X No If Yes, list Cited Violation(s) below: Violation(s) Findings 07.05.04.05 A Missing 30 day assessment in one record. Assessment completed at 60 days. 07.05.02.17 A (7) Missing physical in 2 out of 5 records reviewed 07.05.04.06 A Missing documentation of life skills trainings in one record reviewed. Corrective Action Plan: Yes X No If yes, date of CAP: 01/28/2015 Complaint Outcome: N/A Current Status of License: Re-Licensed Licensing Coordinator: Sherlema Ferguson Date: 01/28/2015 Email: Program Manager: Richard Berger Date: 01/28/2015 Email:
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Child Placement Agency Report Provider Organization: King Edwards, Inc. Licensing Agency: DHR Contracting Agency(s): DHR Name of Chief Administrator: Katrina Clayton, LCSW-C Email: License Type: Independent Living Program Type of Inspection: Quarterly Name and Address of CPA Office License Capacity DHR Contract Limit Census by Placing Agency License#/ Exp. date Date of site Inspection King Edwards, Inc.- ILP 8600 LaSalle Road- Suite 310 Towson, MD 21286 Unlimited 25 15 #00133 02/01/2015 11/05/2014 King Edwards, Inc.- Mother/Baby 1711 Edgewood Road, #AT Parkville, MD 21234 Unlimited 15 10 #00133 02/01/2015 11/05/2014 Inspection Summary Number of Records Reviewed: Youth 2 Staff 5 Foster Parent NA Adoptive Parent NA Number of Interviews: Youth 0 Staff 0 Foster Parent NA CPA Office Inspection: Approved Number of ILP Apartments Inspected: 0 Number of Foster Homes Inspected: NA COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Complaint Outcome: NA Current Status of License: Continued Licensing Coordinator: Sherlema Ferguson Date: 11/12/2014 Email: Program Manager: Richard Berger Date: 11/12/2014 Email:
References to sight/blindness References to nature (weather, the sky) Paraphrase Edgar’s soliloquy at the start of Act Two, Scene Three (Lines 1-21): I heard myself proclaim'd; And by the happy hollow of a tree Escaped the hunt. No port is free; no place, That guard, and most unusual vigilance, Does not attend my taking. Whiles I may 'scape, I will preserve myself: and am bethought To take the basest and most poorest shape That ever penury, in contempt of man, Brought near to beast: my face I'll grime with filth; Blanket my loins: elf all my hair in knots; And with presented nakedness out-face The winds and persecutions of the sky. The country gives me proof and precedent Of Bedlam beggars, who, with roaring voices, Strike in their numb'd and mortified bare arms Pins, wooden pricks, nails, sprigs of rosemary; And with this horrible object, from low farms, Poor pelting villages, sheep-cotes, and mills, Sometime with lunatic bans, sometime with prayers, Enforce their charity. Poor Turlygod! poor Tom! That's something yet: Edgar I nothing am. Explain the scene and the significance: Act Two, Scene Four
Differentiation Offered All Lessons Monday are Whole Group for Introduction Story Elements: Character and Setting below: draw and label the main character and setting of “King Midas” On level: Pick a character and setting for “King Midas” and complete story map 1 Above: Complete story map 2 Focus: King Midas low: draw and label the problem and solution on construction paper, read leveled readers, put sight words in correct sentence on level: Thinking map level 1 for problem and solution, put sight words in correct sentence above: Thinking map level 2 for problem and solution, put sight words in correct sentence Summarizing Closure Activity (20-30 min) Journaling: What does it mean to be a king? Exit Slip: Comprehension of story elements (Use for differentiation groups) Journaling: Would you like to be a king? Thursday 11/13/14 Friday 11/14/14 Additional Notes Focused Standard/Element (s) ELACC1RL3 ELACC1RL5 S1E2b SS1H1a,b ELACC1RL3 ELACC1RL5 S1E2b SS1H1a,b WIDA Standard ELP Standard 2; Level 2; Reading, Science, Social Studies ELP Standard 2; Level 2; Reading, Science, Social Studies
“Oh, my dear child,” answered Midas sadly, “it’s terrible, it’s terrible.” Pretty Marigold jumped up from her chair, and, running to Midas, threw her arms around him. He kissed her. “My dear Marigold!” he cried. But Marigold made no answer. Her sweet, rosy face became yellow. Little Marigold was a child no longer, but a golden statue. Poor King Midas! He suddenly recognized the cold cruelty of his gift. He stood paralyzed not able to make a sound. Then he began to sob. As tears streamed down his face, Midas wailed, “My child, my sweet child! Oh, what have I done?” Suddenly he saw the stranger standing near the door. “Well, friend Midas,” said he, “how are you getting on with your Golden Touch?” Despaired and fearful, Midas wailed, “I am the poorest man in the world. “I have lost all that my heart really cared for.” “Ah, so life has taught you a good lesson?” said the stranger. “Let us see, then, which of these two things is dearer — the Golden Touch, or one cup of cold water?” “Oh, dear, cold water!” cried Midas. “The Golden Touch,” went on the stranger, “or a piece of bread?” “A piece of bread,” answered Midas, “is better than ail the gold on earth!” “The Golden Touch”, asked the stranger, “or your own little Marigold – warm, rosy and loving as she was an hour ago?” “Oh, my child, my dear child!” cried poor Midas. “You are wiser than you were, King Midas,” said the stranger looking at him. “Your heart, I see, is no longer filled with the love of gold alone. You had true happiness but did not notice. Tell me now, do you really wish to give up your Golden Touch?”
{{ORIGINAL WORDS}} King Of The Road Trailers for sale or rent Rooms to let...fifty cents. No phone, no pool, no pets I ain't got no cigarettes Ah, but … two hours of pushin' broom Buys an eight by twelve four-bit room I'm a man of means by no means King of the road. Third boxcar, midnight train Destination.... Old worn out suit and shoes, I don't pay no union dues, I smoke, old stogies I have found, Short, but not too big around I'm a man of means by no means, King of the road. I know every engineer on every train, All of their children, and all of their names And every handout in every town And every lock that ain't locked When no one's around. I sing, Trailers for sale or rent Rooms to let, fifty cents No phone, no pool, no pets I ain't got no cigarettes Ah, but, two hours of pushin' broom Buys an eight by twelve four-bit room I'm a man of means by no means King of the road.
You are to create two poems/songs/raps. All questions are answered well and completely 5 All questions are answered, but could use more detail 4 Most questions are answered 3 About half of the questions are answered 2 Less than half of the questions are answered 1 Poem/Song/Rap is well written and there are no grammar issues 5 Poem/Song/Rap is well written and there are few grammar issues 4 Poem/Song/Rap makes sense, but has many grammar issues 3 Poem/Song/Rap is difficult to read, but still can be understood 2 Poem/Song/Rap cannot be read because of grammatical issues 1 Poem/Song/Rap is well written accurately reflects information from the DBQ 5 Poem/Song/Rap is average, but accurately reflects information from the DBQ 4 Poem/Song/Rap is average, but does not accurately reflect information from the DBQ 3 Poem/Song/Rap is below average, and does not accurately reflect information from the DBQ 2 Poem/Song/Rap is poor, and does not accurately reflect information from the DBQ 1 Each poem/songs/raps will describe one point of view shown by the DBQ sources (one violent and one Total Points ____/ 15
King Alfred’s has both an urban and rural catchment area. Most students at King Alfred’s live in the town of Wantage and in the adjacent village of Grove. However there are a significant number of students who live in surrounding villages in both Oxfordshire and West Berkshire. As shown on the map below, both Centre Site and West Site are located within the town of Wantage. Centre Site is located within a short walking distance of the town centre and West Site to the west of Wantage in the direction of East Challow. Location of Centre Site: Location of West Site: Current Situation King Alfred’s Academy has recently become a two site Academy which impacts on the travel to and from the Academy for all students. The development of this Travel Plan is to provide all stakeholders (students, staff, parents and visitors) of information they can use when planning their journeys. Travel Issues for King Alfred’s Academy The travel issues that face King Alfred’s Academy are no different from those that face most other secondary schools in the country. The information in this plan has been carefully put together to try and reduce these issues such as: access t0 sites, congestion in the local community and most importantly the safety of staff and students travelling to and from the Academy. We have consulted with Oxfordshire County Council (in particular Mark Sutherland and Lee Turner) when producing this Travel Plan and thank them for their valuable input. Bikeability Programme King Alfred’s are delighted to have secured funding for very exciting Bikeability Programme and we are working on using this to improve the cycling road safety for students. There are 3 Levels to this programme and we will focus on Year 7- 8 students and will work upwards through the Academy. The initial response from parents to the Bikeability Programme was very low and we are exploring ways of engaging parents in this free and important road safety programme. This will start with
1715 – Thunderstorm in Vaughan. 1815 – Confirmed F2 tornado touchdown. Senior command officers / manager of emergency planning notified and requested to report for duty; command officers dispersed to four disaster sites, fire communications centre and EOC. Unified command established at site No. 1 – Andrew Park; one chief officer at Houston Road site; one chief officer at Maple site. 1845 p.m. – Vaughan Fire and Rescue Service senior command activates EOC; the destruction from the tornado and storm system is assessed while the storm continues to move eastward. 1903 - hydro incidents on Teston Road. 1853 - Emergency management team notification started. 2000 – EOC populated. 2030 – First business cycle meeting at EOC. 2138 – City of Vaughan declares state of emergency. More than 7,000 homes are without power. VFRS received 74 requests for assistance in the first hour of this emergency. ■ Response Vaughan Fire and Rescue. Mutual aid – King Fire and Emergency Services, Richmond Hill Fire Department, Markham Fire and Emergency Services (one engine each). York Regional Police – Maintained security until Aug. 23 when homes were secured and streets were safe; provided investigation services as required and mobile command post; officers were a big influence at the EOC. York EMS. PowerStream (hydro) - Brought in outside contractors and had power restored by Aug. 21. Enbridge (gas) – Locked and tagged affected metres. Public Works – Cleaned debris off streets; special daily garbage pick up in affected areas; cleared sewer drains. Parks and Forestry Operations– Supported two community evacuation centres and removed about 1,200 damaged trees with assistance from MNR, Markham, Richmond Hill, York Region and Toronto Region conservation authority. Building and Facilities and Building Standards – Inspected hundreds of buildings. Red Cross and Salvation Army. Two emergency shelters are opened but left largely empty due to community welcoming in evacuees. Insurance Bureau of Canada set up info booths at community centre to help residents with insurance issues.
Name: Tricia King Date: 1/13/2014 WOODLAND HILLS HIGH SCHOOL LESSON PLANS Content Area: Alg Mod A 5 days Length of Lesson: STAGE I – DESIRED RESULTS Lesson Topic (Standards/Anchors): A1.1.1.2.1 Find the Greatest Common Factor (GCF) and/or the Least Common Multiple (LCM) for sets of monomials. Big Ideas: Understanding Goals (Concepts): Finding the GCF between two numbers Factoring about common factors Finding the LCM between two numbers Using LCM to find common denominators Student Objectives (Competencies/Outcomes): Essential Questions: Vocabulary: Where in the distributive property do you find use of GCF? Is it used anywhere else in math ? IN finding LCMs, why do they get so large ? Where is math are LCMs used ? Common factors GCF LCM Common denominator Distributive property Students will factor two algebraic expressions; find the common factors, and simplify the expression. Students will factor two algebraic expressions; find the LCM; apply this to finding common denomimators Use Think Through Math in math lab to review and remediate content for Algebra 1 Keystone Exam STAGE II – ASSESSMENT EVIDENCE Performance Task: Other Evidence: Students will participate in class discussions, guided practice, computer work, and whiteboard activities Daily warm up or exit polls , homework, K, eystone Diagnostic Tool, Think Through Math, unit tests, quizzes, projects. Webquests, and other formative assessments STAGE III – LEARNING PLAN Materials and Resources: Glencoe Grab and Go workbooks Alg1, Geom, Alg 2 Interventions: Apangea
the foster parent is the prospective or appointed relative guardian of a half sibling of the child or has a positive relationship with the child that was established prior to the current foster care placement. The caseworker will then need to record the appropriate placement type in the Activities Window in CONNECTIONS for each child in a potentially eligible foster home. The caseworker will also need to discuss KinGAP with the foster parent at the next casework contact. How have the Placement Types in the Activities Window changed? The placement types have changed from “relative” and “non-relative” to*: Child’s Paternal Grandparents Child’s Maternal Grandparents Child’s Other Paternal Relative Child’s Other Maternal Relative Child’s Sibling Related to Child’s Half Sibling Not related/prior positive relationship with child Not related/no prior positive relationship with child *These changes are scheduled to take effect in May, 2018. When does the publication “Know Your Permanency Options: The Kinship Guardianship Assistance Program” need to be given, and to who? This publication (pub. 5108) must be given to: both relatives and non-relatives who are notified of a child’s removal upon such notification, and any foster parents who are identified as potentially eligible for KinGAP during the required caseload review at the next casework contact. It should also be given to any placement resource who may be eligible should a child’s foster care placement need to change. There have been several directives requiring that information be given to potential placement resources and caregivers. Which publications are required and which are optional? The below table illustrates the publications (top row) and when they must or may be provided and to whom (left column). While the table reflects the corresponding directive(s), LDSSs and VAs are encouraged to provide the appropriate publication at any point in time where such information may be beneficial.
Evolutionary Traits/Complexity Phylum Arthropoda Level or Organization -Organ -Segmentation Symmetry -Bilateral Nervous System and Cephalization -Brain and well developed nervous system Skeleton and Movement -Exoskeleton and muscles Digestion -Tube-within-a-tube body plan = complete digestive tract Excretion -Excretion through the anus -Malpighian tubules Circulation -Open Respiration -Trachae System or Book Lungs Reproduction - Sexual (Internal or external fertilization) Phylum Echinodermata (Seastars, Sand Dollars, Sea Urchins) -Echinodermata means ‘spiky skin’. -Echinoderms are unique in that they have a water vascular system that is involved in their movement, respiration and excretion. -Echinoderms are deuterostomes, like Chordates. This means that the blastopore, the first opening in the developing embryo, becomes the anus. Evolutionary Traits/Complexity Phylum Echinodermata Level or Organization -Organ -Segmentation Symmetry -Bilateral (larvae) and radial (adults) Nervous System and Cephalization -Nerve ring -No cephalization Skeleton and Movement -Internal skeleton -Water vascular system and tube feet Digestion -Stomach is pushed out in some species to digest prey Excretion -Excretion through the anus -Movement of water in water vascular system Circulation -Water vascular system Respiration -Water vascular system Reproduction - Sexual (External fertilization)
Israel. It affects where we center our hope. This paper will classify and summarize the contemporary evangelical views of the coming of Messiah’s kingdom and point out some of the implications for the church, Israel, and a believer’s hope. II. EVANGELICAL VIEWS OF MESSIAH’S KINGDOM The contemporary evangelical views of the kingdom can be classified under three general categories that involve three terms which appear in the literature – already, now, and not yet: The concept of “already” for the kingdom was introduced with the realized eschatology of C. H. Dodd which set forth that final things have already been realized with the ministry of Christ. Geerhardus Vos, an amillennialist, then utilized the concept of the kingdom as “already” and “not yet” to bring focus on both its present inauguration and future consummation. George Eldon Ladd popularized the two terms for historic/covenant premillennialists. Progressive dispensational premillennialists now employ the two terms to describe the concept of a presently inaugurated kingdom and a future earthly kingdom. Keith A. Mathison, a postmillennialist, adds the term “now” to characterize the concept of the progression of the kingdom in the present age along with “already” and “not yet” for its inauguration and consummation. Stanley Toussaint employs “no, not yet” to characterize his view of a completely future messianic kingdom. The following sections classify the evangelical kingdom views under the headings of “already/now/not yet”, “already/not yet”, and “not yet”. ALREADY/NOW/NOT YET VIEWS Amillennialism (Present or Realized Millennialism) – Kingdom Inauguration/Continuation/ Consummation Amillennialism asserts that the kingdom of God is now present in the world. This is the view of many Catholic, Lutheran and Reformed theologians. The kingdom was inaugurated at
Kingdom Plantae Test Review General Trends are important Know the Cladogram and be able to label the four major phyla as well as the evolutionary advances that occur at each branch of the tree Know the reproductive cycle for each phylum and the names of the structures (protenema, prothallus, antheridium, archegonium, frond, capsil, cone, flower, spore, seed, fruit, sperm, egg, fertilization, haploid, diploid, sporophyte, gametophyte, mitosis, meiosis) as well as sporophyte and gametophyte forms Why are Angiosperms the most diverse? What limits bryophyte size? How are Bryophytes and Tracheophytes similar? How are Gymnosperms and Angiosperms similar? What is the function/advantage of spores, flowers, fruits, seeds, endosperm, antheridium, archegonium, vascular tissue, xylem, phloem, stomata pores, waxy cuticle, true roots and leaves Know the common names for groups of plants from each of the phyla (not their details)
George: London Regiment No: 800308 Rank: Private 1914-1920 WO 372/11); Notes: The foregoing information has been collected from records that are freely available on the Internet but the author does not guarantee that the expansion & identification of these records is accurate, but suggests that it should be used as a tool for further more detailed research of individual cases; It is intended as an additional aid tool, helping ancestry researchers to identify individuals named Kingdon or Kingdom who are recorded as having served in the Military Forces at any time or period in history; Peter Holden, roeschlinp@gmail.com
~ 2018 A Glass of House Champagne £ 10.95 From the house of Pierre Mignon. A Glass of House Prosecco A deliciously light and fruity Prosecco £7.50 Kinghams Champagne Cocktail £ 12.95 Grand Marnier, Brandy, Angostura Bitters, Champagne Kir Royale Crème de Cassis and Champagne £ 10.95 Kinghams Belini Cocktail £ 10.95 Peach schnapps, peach nectar and Prosecco Kinghams Hugo Elderflower, mint and Champagne Kings Ginger Royale Kings Ginger liquor, Champagne Pink Pigeon Cocktail Pink Pigeon spiced Rum, Crème de Cassis and Champagne £10.95 £12.95 £12.95
KINGS HILL SCHOOL PERSON SPECIFICATION ASSISTANT HEADTEACHER KS2 and Mathematics LEADERSHIP RANGE (L3-L8) TRAINING AND QUALIFICATIONS Essential Desirable Source Application – A Interviews – I Teaching Observation - O References – R Qualified Teacher Status √ A Degree √ A Continued professional and personal development √ A High standard of literacy, numeracy and ICT skills √ A EXPERIENCE OF TEACHING AND SCHOOL MANAGEMENT Essential Desirable Source Proven successful teaching experience across KS2 √ A Strategic Leadership experience of a core subject area √ A Outstanding Class Teacher √ A, O LEADERSHIP AND MANAGEMENT ROLE Essential Desirable Source Knowledge and understanding of the KS2 and Maths Curriculum √ A, I , O Establishing and developing effective policies and procedures √ A, I Data Analysis and Target Setting √ A, I
PERSONAL SKILLS AND ABILITIES Applicants should be able to demonstrate that they have the necessary personal skills and abilities required for the post. Essential Desirable Source Ability to lead, inspire, motivate and manage change √ A, I, R Ability to communicate effectively both orally and in writing to a range of audiences √ A, I, R , O Effective interpersonal skills √ I , R , O Ability to work under pressure and meet deadlines √ I, R Self-confidence, personal impact and presence √ I, R Commitment, enthusiasm, reliability and integrity √ I, R Ability to seek advice and support when necessary √ I, R Ability to foster effective relationships with parents and the wider community √ A, I , R April 2016
Please indicate if you know any existing employees or Governors at King's Ely and, if so, how you know them. EDUCATION AND EMPLOYMENT HISTORY Please supply a full history in chronological order (with start and end dates, giving months and years), of all training and further education, undertaken since the age of fifteen. PLEASE LIST ALL QUALIFICATIONS GAINED. PLEASE INDICATE ANY FOR WHICH YOU CANNOT PROVIDE ORIGINAL CERTIFICATION. Dates from & to, giving month & year Name and Address of Institution Course title & Awarding Body Qualification gained (including grade) Date of Award
PROGRAMMING ASSISTANT King’s University College Programming Assistants are responsible for assisting the Head Soph with the planning and execution of the Soph Team’s programming during Orientation Week. They also work with the Head Soph, Soph Team, KUCSC and King’s University College Administration to provide support to Students new to King’s during Orientation Week and throughout the academic year. Assist the Head Soph with the selection of members of the King’s Soph Team in accordance with Orientation Operations Committee guidelines. Adhere to all Orientation Operations Committee, Western, USC, King’s University College and KUCSC policies and decisions that relate to the Soph Team’s activities. Assist the Head Soph in constructing a shared vision for the Soph Team, including the assignment of individual portfolios, special projects, and team programming initiatives. Maintain consistent communication with the Head Soph throughout the term of the position. Assist the Head Soph in the creation of programming proposals and budgets related to any Orientation-related team programming and initiatives. Work with the King’s Student Activities Coordinator, and various King’s administrative departments, and Orientation Operations Committee stakeholders to execute Soph Team initiatives during Orientation Week and throughout the year as directed by the Head Soph.
Psycho-Social Risk and Permanency Assessment Report Child(ren) Information (If specific children are sought for placement) Child(ren)’s Name(s) DOB SSN ID Number M/F Relationship to the Caregiver(s) Applicant Information Primary Caregiver’s Name Secondary Caregiver’s Name Address Phone Number CDL DOB CDL DOB SSN Relationship to the child(ren) SSN Relationship to the Child(ren) Applicant’s Demographic and Cultural Profile
were often flexible – depending whether the large families were on time or not. Since these were the days of fasting from midnight, only Father Hanley received Communion at Mass. He would return early on Monday morning to distribute Communion to the congregation. First Communion at St Mark’s 15 August,1933: Mary Ord, Paul Kenny, Frank Sanotti, Roy Luxton Father Leonard set about making plans for Kingscliff Parish’s own Church. He suggested to the Bishop that it be named St Anthony’s and so the planning began. The architect for the Church was Mr J Toomey and a group of prominent parishioners were galvanised into raising money for the project. Spearheaded by Keith Pritchard a Parish Loyalty Dinner was organised for Sunday, 4 June 1961 to pledge to raise £9,000 over a three year period. Two hundred and fifty people attended the dinner at the RSL Hall in Kingscliff. In that three year period an enormous amount was achieved – the erection of Saint Anthony’s Church, purchase of land at Fingal and Chinderah, land and a house at Kingscliff, furnishing the Presbytery, payments of Diocesan interest, repayment of bank loan, operating expenses of the Parish were met as well as subsidy payment to the Presentation Sisters. Those early Church members were people of commitment and vision and set an excellent foundation for the continual growth and development of our Parish. St Anthony’s Church was blessed in a ceremony conducted by His Lordship Bishop Farrelly on 17 December 1961 and for the Parish this was their first permanent place of worship. The original St Anthony’s Church at Kingscliff The first wedding conducted in the new church was between Brian Hill from Chinderah and Irene Holt from Kingscliff. Their marriage took place on 23 December 1961 barely a week after its official opening. The couple (pictured) have recently returned to the Parish after several years living in other parts of the country.
The services listed below have experience in helping people to overcome any difficulties and problems they may have had. If you wish to speak to someone in the strictest confidence the following contacts are available. NAME ADDRESS/ TITLE CONTACT DETAILS Patrick O’Rourke BSc Cognitive Behaviour Therapist 087 0514394 www.patrickorourkepsychotherapy.ie Local Health Centre Kingscourt, Kells Road, Kingscourt Co Cavan 042 9667487 Joseph Farrelly Club Health and Wellness Officer jfarrel5@tcd.ie SoSad 6A Parnell Street, Carricmacross Co Monaghan 0429668992, 0860459168 carrick@sosadireland.ie St. Patrick’s University Hospital Helpline: Support and Information Centre 01 249 3333 www.stpatricks.ie Aware Helpline: Helping defeat depression 1890 303302 www.aware.ie Pieta House Helpline Centre for prevention of self harm & suicide 01 601 000 www.pieta.ie Samaritans Helpline 24HR support line for anyone who needs to talk to someone, about anything. Official mental health partner & support service for the GAA Helpline: 1850 6060 90 Alcoholics Anonymous Support Group for Individuals 01-8420700 www.alcoholicsanonymous.ie Gamblers Anonymous/ Gam-Anon Support Group for Individuals & Family/Friends 01-8721133 www.gamblersanonymous.ie Narcotics Anonymous Support Group for Individuals 01- 6728000 www.na-ireland.org Bodywhys Support Group for 1890 200 444
MADNESS AND MAKE BELIEVE DAY EXPERIENCES Super Hero Capes Super Hero Masks Use your head game Dream Catches Shrinky Dinks NAIDOC CELEBRATION DAY EXPERIENCES Nature Bracelets and Nature plates Scavenger hunt on the land of the Ngunnawal people Salt Dough Prints INCURSION NAIDOC Dance workshop 1:30pm – 2:30pm EXCURSION Limelight Cinemas INCREDIBLES 2 Please be at the service by 9am. WHEELS AFTERNOON Please bring your bikes, scooters, and protective gear No helmet no wheels CONSTRUCTION DAY EXPERIENCES Cable wheel construction Hammer and nails Tee pee construction Tent construction Box construction Come dressed as a construction worker WINTER WONDERLAND EXPERIENCES Snow fun Scooter boards PJ/Onesie Hot chocolate & marshmallows Sparkling icicles Snow globes Come in your Pj’s / Onesies for a relaxed winter day. Monday 16th Tuesday 17th Wednesday 18th Thursday 19th Friday 20th CRAFT EXPLOSION DAY EXPERIENCES Balloon dart painting Crayon melt Spinners INCURSION Story Telling with Larry the Indigenous story teller 2:30pm-3:30pm DISNEY DAY EXPERIENCES Button Silhouette Art Slime Cooking Carrot Cake Trivia AROUND THE WORLD IN 2 DAYS (Day 1) EXPERIENCES Map: Where are you from Australia: Cricket Europe: Worry Beads Asia: Butter chicken AROUND THE WORLD IN 2 DAYS (Day 2) EXPERIENCES South America: Carnival masks Africa: Drum and Beater Antarctic: Penguin Poppers North America: Basketball EXCURSION Please note seating is limited for this excursion. James and the Giant Peach Theatre production Please be at the service by 9am. EXPERIENCES Character profiles Peach craft experience Character word search Always available experiences: Hama Beads, Colouring-ins, Lego, Mobilo, Blocks, Construction, Outside Play, Board Games, Card Games, Books, Drawing materials, Activity Stencil Sheets (dot-to-dot etc.), Dress-ups, Dramatic Play, Blank Paper, Writing Materials, Beading. Child led experiences: Alongside the daily program, children and educators will collaborate on experiences and ideas that extend on the children’s interests. This will include all spontaneous experiences, as well as activities that the children request. Not all experiences will be based around the daily theme. Children’s choice to participate: Children are encouraged to participate in all experiences that occur at the program. However, the YWCA supports children’s agency in choosing experiences that they wish to be a part of.
We believe that it is in the best interest of the playgroup and parents that complaints should be taken seriously and dealt with fairly whilst respecting confidentiality. OFSTED TELEPHONE NUMBER: 0300 123 1231 WEBSITE: Nappy Changing/Toilet Training Policy & Procedure We welcome all children in our setting, there is no requirement for a child to be toilet trained before entry. We request that if your child wears nappies, you put a fresh nappy on each morning just before coming to playgroup. We will change children if they soil their nappy or if it becomes soaked. Parents are asked to supply nappies and wipes for their child, please check each day to see if more supplies are required. If your child has a soiled nappy and no supplies to change into, we will call you to collect asap. We have a changing table that we use to change nappies, however if a member of staff feels it is unsafe (either for the child or the worker) to lift the child on to the changing table, the wipeable mat will be brought down to floor level to ensure safety for all parties. If you think your child is developmentally ready to start using the potty we will endeavour to support you and your child to the best of our ability. Please be aware that it can take longer for a child to potty train at playgroup as there is so much more happening within the environment than at home. For this reason, we may request that you start potty training your child at home for a short period before it is introduced at playgroup. Please be aware of the following protocol that your child’s key worker will follow. Once you have introduced potty training to your child at home, we will start encouraging your child to sit on a potty at playgroup. We will try to copy your routine as close as possible to maintain continuity for your child. We request that your child arrives at playgroup in a ‘pull up’ to encourage them to use them as ‘pants/knickers’ when using the potty rather than taking off a nappy. Your child needs to wear suitable clothing when potty training (no belts, dungarees or baby grows).
Becky made a motion to authorize Ron to contact Precision for this survey. Lesa seconded and the motion was passed. She will contact companies to bid on creating a design for the traffic island at the five way stop. She is also considering areas where curbs would be useful to keep drivers from driving on grass or cutting corners. CLOSING: Lesa made a motion to adjourn the meeting. Ron seconded and the meeting was adjourned at 8:42 PM. Respectfully submitted, Marilyn Whisler City Clerk City of Kingsley
Kingsmead Before-School Club (Superkids) *** Club Copy *** Name of child(ren) Id Number Sessions Booked Autumn Term 1– 2016 WEEK MONTH Mon DAY Tues Wed Thurs Fri WEEKLY Wk 1 September HOL 6 7 8 9 £ Wk 2 September 12 13 14 15 16 £ Wk 3 September 19 20 21 22 23 £ Wk 4 September 26 27 28 29 30 £ Wk 5 October 3 4 5 6 7 £ Wk 6 October 10 11 12 13 14 £ Wk 7 October 17 18 19 20 21 £ Wk 8 October 24 25 26 27 HOL £ TOTAL NUMBER SESSIONS BOOKED TOTAL COST £ TOTAL AMOUNT PAID £ Please tick method of payment :- BANK TRANSFER STANDING ORDER CHILDCARE VOUCHER CHEQUE CASH --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- For use by Superkids Staff only:- EXTRA SESSIONS Today’s Date Dates of session booked On DB Cost Payment Received CANCELLATIONS ( Only if 1 Months Notice Given) Today’s Date Date of session cancelled Amount to be refunded or credited On DB Staff Init PAYMENTS RECORD Date Payment Method Receipt No CHQ/VCH Number Amount Current Balance On DB CONNECT VIZILOGGER Confirmed by EMAIL PHONE
TR21 INSULATION FOR FLAT ROOFS WATERPROOFED WITH PARTIALLY BONDED BUILT–UP FELT AND MASTIC ASPHALT Recommended for: ✔ New build ✔ Refurbishment ✔ Metal, concrete or timber decks Kingspan Thermaroof® TR21 Kingspan Kooltherm® K8 Cavity Board Product Data Thermal Conductivity 0.027 W/m.K (insulant thickness < 80 mm) 0.026 W/m.K (insulant thickness 80 – 119 mm) 0.025 W/m.K (insulant thickness ≥ 120 mm) Facings Glass reinforced perforated cellulose Core High performance rigid thermoset polyisocyanurate (PIR) insulant manufactured with a blowing agent that has zero Ozone Depletion Potential (ODP) and low Global Warming Potential (GWP) Board Size 1.2 x 0.6 m Thicknesses Available 30 – 120 mm Complementary Products
TR25 INSULATION FOR FLAT ROOFS WATERPROOFED WITH COLD LIQUID APPLIED WATERPROOFING Recommended for: ✔ Fast–track building programmes ✔ New build ✔ Refurbishment ✔ Metal, concrete or timber decks Kingspan Thermaroof® TR25 Kingspan Kooltherm® K8 Cavity Board Product Data Thermal Conductivity 0.026 W/m.K (insulant thickness < 80 mm) 0.025 W/m.K (insulant thickness 80 – 119 mm) 0.024 W/m.K (insulant thickness ≥ 120mm) Facings Coated glass tissue Core High performance rigid thermoset polyisocyanurate (PIR) insulant manufactured with a blowing agent that has zero Ozone Depletion Potential (ODP) and low Global Warming Potential (GWP) Board Size 1.2 x 0.6 m Thicknesses Available 50 – 120 mm Complementary Products Visit to download the full product brochure, order samples and learn about case studies
Treating all information acquired through the course of your employment as confidential and complying with all the appropriate policies, systems and procedures. 5.6 Information Governance Applying information governance processes to ensure all necessary safeguards are in place regarding personal information – and its appropriate use – about our service users, workforce and members of the public. 5.7 Continuous Professional and Personal Development Working within a learning organisation, seeking learning opportunities either by attending learning and training events either externally or internally to improve and broaden their knowledge and skills and develop the personal qualities required in their professional lives. The above is an outline of the post holder’s duties and responsibilities. It is not intended as an exhaustive list and may change from time to time in order to meet the changing needs of WDP. Person specification Essential and desirable requirements (E & D) for the role and assessing and testing the necessary level of competence required for this role either via the application form (A); interview (I); and/or exercises (E). Please note - applicants are asked to evidence their ability to meet each aspect of the person specification below, e.g. by highlighting relevant key achievements and duties held within roles. E/D Measured by 1. Education, knowledge and experience 1.1 A minimum of 2 years leadership and management experience within drug and alcohol treatment services. D A/I 1.2 A minimum of 2 years’ experience of working with service users in mental health or IAPT settings. D A/I 1.3 Experience of working within DIP or another drug or alcohol Criminal Justice treatment setting. E A/I 1.4 An ability to deliver successful outcomes for service users within a challenging performance driven environment. E A/I 1.5 Excellent interpersonal and people management skills, evidenced through appropriate training and experience. E A/I 1.6 An understanding of the changing and dynamic environment within which we deliver services. E A
New Trash Receptacle at Play Field Playground Specialists proposed a matching recycled plastic receptacle. It will match the picnic tables. There is one over by the tot lot, but that is a little far. There is not a lot of trash in the area at this point so a decision could be postponed. Decision Tabled until further need is determined. Fence Enclosure at Play Field It was suggested by Frederick Fence that the fence be a minimum 42 inches high so it is not a trip hazard. The price is high and the area isn’t very conducive to having a fence. Some homeowners nearby wanted the fence due to balls being knocked into their yard. The board doesn’t think it will add to the area so it is not a good use of funds. Motion to reject the proposal to install a fence. Brooks/Parker Vote: 4/0/0 2017/2018 Audit Engagement Goldklang Group sent their engagement letter for the next 2 years with a $50 increase. They specialize in community associations. Motion to engage Goldklang Group for audits for the years 2017 and 2018 as proposed. Teachum/Parker Vote: 4/0/0 Spring Animal Replacement The playground seahorse spring broke. The proposal is for a C spring animal, preferably a dolphin. This is a reserve expense. Motion to accept the proposal from Sports System for a dolphin C spring replacement. Parker/Teachum Vote: 4/0/0 A counteroffer was made for one of the collections at the April meeting and the board is waiting on a response from the homeowner. The board will hold to the proposed 85%. It seems that the homeowner may not be in agreement since their hearing is still on the books. Action: Nancy will find out if there is an agreement. It was proposed to move the board meetings to the first Tuesday or Thursday, starting after the August meeting. David will check with John about which day is best for him. Motion to change the board meeting to either the first Tuesday or Thursday, after checking with John. Brooks/Parker Vote: 4/0/0 The board would like a little money set aside to help keep the website upgraded. The website is a good place to remind people of the trash and recycling schedules, etc.
SUMMARY Information about the Academy: Name of Academy Trust SEAX Trust Company number 07747149 Date of Master Funding Agreement 25 March 2015 Name of academy Kingswode Hoe School Opening date 1 September 2017 Type of academy (indicate whether academy or free school) Special Academy Name of predecessor school (where applicable) Kingswode Hoe School Planned number of places 135 Age range 5-16 Number of sixth form places N/A Number of residential places N/A Land arrangements Version 2 Address and title number of Land Kingswode Hoe School Sussex Road
Cottall Avenue Glencoe Road Hillcrest Road Kingswood Avenue Maidstone Road Palmerston Road Parham Road Purbeck Road Scotteswood Avenue St Leonards Avenue For everyone’s safety, we’ve installed temporary traffic lights around our current work area in Symons Avenue. We’re expected to complete our work in Symons Avenue by the start of February and these traffic lights will be in place for the duration of our work here. From Monday 18th February, we’ll be working in the A230 Maidstone Road for approximately one week, close to its junction with Hillcrest Road. To ensure everyone’s safety, we’ll need to install temporary traffic lights in Maidstone Road. These lights will be manually operated between 7am and 7pm on weekdays to manage traffic flow and minimise disruption. We will need to temporarily close Hillcrest Road for approximately two weeks in mid-February. We will also need to temporarily close Scotteswood Avenue and Kingswood Avenue for approximately two weeks in April. Advanced warning signs will be installed, and signed diversion routes will be in place for motorists when we need to close these road. We understand that roadworks can be frustrating. However, the new plastic pipe has a minimum lifespan of 80 years. This means that when the work is complete, Chatham residents will continue to enjoy the benefits of a safe and reliable gas supply for years to come.
11 Sept Writing Due: Annotation of Learning Styles and Learning Styles Draft (2-3pgs) 13 Sept: Brainstorming, Research Questions, & Drafts Reading Due: Hacker C1b pgs6-9; C2a,b,&c, R1a-b In Class: Brainstorm Research Paper Topics & 18 Sept: Format & Annotations & Citations Writing Due: Outlines Reading Due: Hacker MLA4, 4a, 4b (422, 430-433) 20 Sept – NO CLASS 25 Sept: Quote Integration Writing Due: Final Learning Styles Essay In Class: Quote Integration; Hacker MLA 3a&3b 27 Sept: Paragraphs & Thesis Statements In Class: Paragraphs Hacker C4 2 Oct Writing Due: Job Letter In Class: Consider the Orange/What to look for in literature 4 Oct Work on proposals 9 Oct – NO CLASS 11 Oct Writing Due: Research Essay Proposals Reading Due: Outside World, pages TBA 16 Oct Reading Due: Outside World, pages TBA 18 Oct Plagiarism Reading Due: Outside World, pages TBA Writing Due: Textual Analysis 23 Oct MEET IN LIBRARY ROOM 122 In-Class: LIBRARY VISIT 25 Oct Writing Due: First Draft (pgs 2-4) In Class: Evaluating Sources; Hacker R2a,b,c &4 In Class: Plagiarism & Brainstorming 30 Oct Writing Due: One Annotation & Thesis In Class: Self-Assessment #2 1 Nov In class: Grammar triage 6 Nov: Peer Review Writing Due: 2nd Draft of Research Essay In Class: Mini-conferences 8 Nov Writing Due: 3rd Draft of Research Essay (5-10pgs) In Class: Mini-conferences 13 Nov Reading Due: Ms. Marvel, books 1-3 Number your pages! 15 Nov Reading Due: Ms. Marvel, books 4&5 20 Nov Writing Due: Annotated Bibliography In Class: Revision & Editing; Hacker C3a,b,&c 22 Nov: Intro’s, Conclusions, & Wordiness Optional Writing Due: Draft 4 of Research Essay In Class: Wordiness; Hacker 2, A2c, C2c 27 Nov In Class: Watch video 29 Nov In Class: Review of video
34. What is the current care plan for the child(ren)? Include care proceedings, any findings sought or made at a finding of fact hearing & timescales. 35. Why is the assessment required? Give a brief outline of the case & the reasons for undertaking this assessment. B. Information required on the child/ren needing placement Physical description and personality.
Please describe each child’s personality, likes, dislikes and interests. Chronology of each child’s care since birth (Include any periods looked after by the local authority) Age of child (yrs & mths) From To Placement details Health Describe each child’s health history, current needs (including any treatment the child/ren is receiving) and what is required to meet these.
Date of birth Gender Ethnicity Religion Name of mother Name of father Does father hold parental responsibility? Name of any other person with PR (and relationship reason for PR) SOCIAL WORK ANALYSIS OF THE INFORMATION GATHERED IN THIS REPORT. What are you worried about in relation to this placement? (Dangers, harm, risks, collusion, minimisation etc…) What are the strengths of the applicants? (e.g good attachments with own children, stability, supportive relationship etc..) Gaps in assessment/What is not known? Complicating factors (eg language barriers, immigration status, Learning difficulties etc…)
Domain 1: Carer understanding of child’s needs and capacity to meet needs Purpose and focus: The success of kinship placement will be supported by the carer having a good understanding of the child/young person’s specific needs and the capacity to meet these needs. Key question: Can this kinship carer/s, with the provision of appropriate support, provide for this child/young person’s needs now and for the placement time period indicated by the child’s case plan? Tips for practitioners: check the carer’s understanding of why the child has been placed in their care and then restate the protective concerns, reasons and circumstances leading to the placement, any harm the child might have suffered identify and discuss the child’s needs with the carer explore the carer’s views about how they will respond to these needs within the context of their current household/family situation explore child/young person and kinship carer(s) strengths show an example of a de-identified cultural plan to the carer(s) so they are aware of what this involves (Aboriginal children) Basic needs Basic needs: include medical/health needs; food, routine, sleep, reasonable hygiene, adequate safety and supervision Suggested prompts: Comments: Tell me about your day from morning to bed time? What’s your routine with the kids like? (a normal day) What times of day are easy/difficult? What do they like to eat? How’s their sleeping? Are they sharing a room – who with – how’s that working? (sight sleeping arrangements, discuss and check compliance with sudden infant death syndrome requirements) How are you managing safety issues in the home? (pets/stairs/hazards/bush fire safety plan) Health check Health check: Dental check: If no dental or health check, date planned for this and any assistance required: <Yes/No> If yes, name provider: <Yes/No> If yes, name provider: Emotional needs Responsiveness to child, shows emotional warmth, pride in child’s achievements; provides security Suggested prompts: Comments:
FLC-2017 Big and Huge 2017 Kinsmen Fall Leadership Conference October 20 -22, 2017 Member Name: __________________________________________________________________ Club: _______________________________________ Zone: ___________ Address: _____________________________________________________________________ E-mail: _____________________________________________________________________ Registration & Payment: $110.00 (Due by October 13) Amount Enclosed: _____________ Allergies or Dietary Restrictions or Special Needs: Room reservations: Book by September 1 for special FLC Rate Best Western Plus Lacombe Inn & Suites 4751 63 Street, Lacombe, Alberta, T4L 1K7, Canada Phone: 403/782-3535 Fax: 403/786-2270 Reservations link: Send completed form with payment to: Lacombe Kinsmen Club, PO Box 5761, Lacombe, Alberta T4L 1X3.
56. Which of the following represents a company's investment in developing its human capital? 57. In the multi-level approach to positive psychology, the subjective level is about: 58. In the multi-level approach to positive psychology, the individual level is about: