zilongwang/ReadingBank huggingface dataset:
Objective 2 6: Transition Readiness Goal 6 (State your Transition Readiness goal): Which Strategy will the district use to address this goal? (The Strategy can be based upon the six Key Core Work Processes listed below or another research-based approach. Provide justification and/or attach evidence for why the strategy was chosen.) Which Activities will the district deploy based on the strategy or strategies chosen? (The links to the Key Core Work Processes activity bank below may be a helpful resource. Provide a brief explanation or justification for the activity. In the following chart, identify the timeline for the activity or activities, the person(s) responsible for ensuring the fidelity of the activity or activities, and necessary funding to execute the activity or activities. Objective Strategy Activities to Deploy Strategy Measure of Success Progress Monitoring Date & Notes Funding Objective 1
Exercise Planning Team Primary Point of Contact Phone: Email: Scenario Natural Hazard Biological Foreign Animal Disease HazMat Hostage/Active Shooter CBRNE Chemical Other: Type of Exercise Discussion Based Seminar Workshop Tabletop Game Operations Based Drill Functional Full Scale Funding Source EMPG HPP PHEP Other: PHEP Core Capabilities 1 – Community Preparedness 2 – Community Recovery 3 – Emergency Operations Coordination 4 – Emergency Public Information & Warning 5 – Fatality Management 6 - Information Sharing 7 – Mass Care 8 – Medical Countermeasure Dispensing 9 – Medical Materiel Management & Distribution 10 – Medical Surge 11 – Non-Pharmaceutical Intervention 12 – Public Health Laboratory Testing 13 – Public Health Surveillance & Epidemiological Investigation 14 – Responder Safety & Health 15 – Volunteer Management At-Risk Populations Included in Exercise? 1 – Yes 2 – No If yes, what population was addressed? EXERCISE EVENTS SYNOPSIS Provide a brief overview of the exercise scenario.
Plan and supervise master menu planning. Train others in the preparation and serving of food in large quantities. Read, interpret, apply and explain rules, regulations, policies and procedures. Schedule, supervise and evaluate staff. Analyze situations accurately and adopt an effective course of action. Meet schedule and time lines. Establish and maintain cooperative and effective working relationships with others. Operate a computer as required. Plan and organize work. Maintain records and prepare reports. Communicate effectively both orally and in writing. Work independently with little direction. EDUCATION AND EXPERIENCE: Effective July 1, 2015, a School Food Service Director III must meet the following minimum education standards: Bachelor’s degree, or equivalent education experience, with academic majors in specific areas*; OR Bachelor’s degree in any academic major; and state recognized certificate for school nutrition directors; OR Bachelor’s degree in any academic major and at least five years of relevant school nutrition programs experience; LEAs with less than 500 students: State agency may approve a candidate that meets the educational standards but has less than three years’ experience. A Food Service Director holding this position prior to July 1, 2015 may continue to serve in the existing position without having to meet the minimum education standards pursuant to 7 CFR parts 210 and 235. * Specific majors/areas of concentration: food and nutrition, food service management, dietetics, family and consumer sciences, nutrition education, culinary arts, business, or a related field. LICENSES AND OTHER REQUIREMENTS: As prescribed in 702 KAR 6:045, the employee must complete the training course for certification of beginning school food service personnel. Pursuant to 7 CFR parts 210 and 235, at least 8 hours of food safety training is required within 30 days of the employee’s start date, or no more than 5 years prior to starting. The employee must also complete mandatory training requirements annually.
This child has a health condition that may require emergency action at school, e.g. seizures, allergies. Specify below. Recommendations (Attach additional sheet if necessary): (Please Check One) This child may participate fully in school activities including physical education. This child may participate in school activities including physical education with the following restriction/adaptation. (Specify reason and restriction) ANTICIPATORY GUIDELINES Discussed and/or handout given SCHOOL READINESS Establish routines After-school care/activities Friends Bullying Communicate with teachers MENTAL HEALTH Family time Anger management Discipline for teaching not punishment Limit TV, computer NUTRITION AND PHYSICAL ACTIVITY Healthy weight Well-balanced diet, including breakfast Fruits, vegetables, whole grains, dairy 60 minutes of exercise/day ORAL HEALTH Regular dentist visits Brushing/Flossing Fluoride SAFETY Sexual safety Pedestrian safety Safety helmets Swimming safety Fire escape plan Smoke/carbon monoxide detectors Guns Sun Appropriately restrained in all vehicles Additional comments or recommendations: Signed: Date: Physician/APRN/PA/EPSDT Provider Address: Telephone:
You may find that some students do not work systematically when organizing their data. What can you do to organize your data? If students have found equations, focus their attention on improving explanations, or exploring alternative methods. How can you be sure your explanation works in all cases? Ask another group if your argument makes sense. Some stronger explanations are shown in the Sample Responses to Discuss. Make a note of student approaches to the task Give each small group of students a copy of the Sample Responses to Discuss. Choose the samples of student work that match your students’ level of understanding. Display the following questions on the board or document camera using the provided sheet: Analyzing Student responses to discuss. Describe the problem solving approach the student used. You might, for example: Describe the way the student has organized the data. Describe what the student did to calculate the number of leaves the caterpillar eats. Explain what the student could do to make his or her solution correct or clearer if they calculated correctly. This analysis task will give students an opportunity to evaluate a variety of alternative approaches to the task, without providing a complete solution strategy. During small-group work, support student thinking as before. Also, check to see which of the explanations students find more difficult to understand. Identify one or two of these approaches to discuss in the plenary discussion. Note similarities and differences between the sample approaches and those the students took in small-group work. Whole-class discussion comparing different approaches (20 minutes) Organize a whole-class discussion to consider different approaches to the task. The intention is for you to focus on getting students to understand the methods of working out the answers, rather than just numerical solutions. Focus your discussion on parts of the two small-group tasks students found difficult. Let’s stop and talk about different approaches. Ask the students to compare the different solution methods. Read through your original responses and think about what you have learned this lesson. Using what you have learned, try to improve your work. Which approach did you like best? Why? Which approach did you find it most difficult to understand? If your group used that method, can you explain that for us?
diverse perspectives of others? How do you identify the parts of a language that are linked to culture? attitude, opinions and experiences To use relevant language and text structure to communicate ideas To empathise with others’ experiences Lesson Focus Objectives Resources Activities 1 Local Experiences of the Stolen Generations To listen, share and evaluate culturally diverse perspectives and experiences To empathise with local experiences of the Stolen Generations There are a variety of options for sharing with your students local experiences of the Stolen Generations: Examining a local text, such as Archie Roach’s “Took the Children Away” Look at clips of local people speaking of their experience: The Stolen Generation Testimonies A number of people from this area are included as a part of this: Howard Edwards - Kennedy Edwards – Lorraine McGee-Sippell - Listening to an elder’s experience regarding the removal of children Students sharing ideas and experiences Creating an “experience” wall where students paste notes on the wall about their experiences related to the themes – family and perseverance
How have local Indigenous perspectives been expressed through poetry? language over time To create a poem using relevant language and structure To explore local experiences expressed through poetry Focus Objectives Resources Activities 1 & 2 Introduction to poetic devices To learn a range of poetic devices Poetic devices PowerPoint Poetic devices worksheet TV and YouTube View PowerPoint Listen to “Tangled Up Puppet” by Harry Chapin Identify poetic devices in the song Activity: identify the different poetic devices in the worksheet 3 & 4 Reading and analysing “The Listeners” by Walter de la Mare To identify poetic devices To compare the use of old and new English words To reflect on personal of the poem Poem “The Listeners” (see handout on Unit Webpage) TV and You Tube Predict and write what the poem is about View “The Listeners” Identify poetic devices Analyse the language: old/modern words and the meaning Write about the connection the character has with the place 5 Connectedness to Country, To Speaker – elder or Listen to a speaker about their experiences in relation
Place and Culture understand others’ experiences other community member from our local community Artefacts KESO (your school’s KESO will be able to assist you to arrange a guest speaker on this to talk with students) to connectedness to their home, place and culture. Take down notes Alternative: if you are unable to organise a guest speaker, you may like to access the following clips of local community members talking of their connection to country. Aunty Faye: Aunty Ella: 6 Analyse “Spiritual Song of the Aborigine” by Hyllus Maris To analyse a concrete (shaped) poem Poem “Spiritual Song of the Aborigine” by Hyllus Maris (see Handout on Unit webpage) Read the poem and identify the shape as well as poetic devices Discuss the reason it was written Write a short interpretation of the poem For further information on Hyllus Maris see: 7 Create a poem that links to personal experience To respond creatively Previously analysed poems Ideas from speaker Computers Plan a poem about connection to home, place or family using a range of poetic devices Use the computer to enhance the poem by making it a shaped poem and adding relevant visuals Share
Relevant Victorian Curriculum Content Descriptors Note: there are strong connections between this Unit of work and the Year 5-6 History Unit. Years 5-6 - Visual Arts Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks Create and display art work considering how ideas can be expressed to an audience Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts Years 5-6 Intercultural Capability Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures Key Questions Key Objectives (knowledge and skills) Suggested Assessment Who are our local Indigenous Elders? Through portraiture how can we present their stories? What is the difference between the traditional and contemporary portraits of Indigenous people? Learn about how an artist shows the ‘soul’ of a person through portraiture. Learn about traditional Indigenous portraiture artists and the contemporary Indigenous artists Art / Portraiture presented through different mediums, e.g., drawing, Victorian Curriculum Anecdotal Notes Conversation Peer discussion
looked at - including elders who may have a strong connection to your school community. 4 Portraiture Small Masterclasses based on different mediums the students could use on their portrait. Continue Portrait 5 Portraiture Sharing Students to share the story of their portrait. Reflect on what the portrait says about the person. Respond to others work as the audience. Finish Portrait
# Focus Objectives Resources Activities 1 The 4 seasons- relating to themselves. Establish their pre knowledge on season. What are the seasons and what do they do/wear in each season? Workbooks, pencils, crayons Pre-knowledge- what do they know about seasons. What features represent each season, what activities, food, plants are particular to each season. Add to TWLH chart. Create visual images in their books of the seasons of Shepparton (their views)- summer- hot, swimming, Christmas, winter- cold, rain, play soccer/netball, autumn- leaves change, birthday, spring- flowers, baby animals. What do you wear in each season. 2 Calendars Develop their knowledge of Aboriginal and Gergorian calendars. - Seasons -Aboriginal calendar Gregorian seasonal calendar. Listen to an Aboriginal story about seasons- Seasons View Aboriginal calendar and an Gergorian seasonal calendar. How are they the same/different? Create a visual Aboriginal calendar. 3 How we get rain and how rain affects us. Share your personal views and knowledge on rain. Compare images of past and present IWB, Water cycle chart/rain images- in classroom Northern Territory wet season images. Discuss student knowledge on how we get rain. Record ideas in a TWLH chart. Show a Water cycle chart and other images of rain. Discuss why we need rain Watch Youtube video of an Aboriginal ‘Rain dance’. Look at historical picture of an Aboriginal family sheltering from the rain- what do you observe? why have they chosen the cave? How do you shelter from the rain? Make chart/picture(preps) showing why rain is important to people.- Look at both calendars to see where they get the most rain.(NT wet season) 4 Excursion to Reedy Swamp Find out how the different fauna and flora To listen to an Aboriginal guide to learn about the local fauna and flora in relation to local seasons. Camera, Ipads, pencil, paper To organise the field trip, please contact Hilda Stewart and/or Listen to the sounds around them. Smell the scents around them. Photograph what they see on their walk Identifying what is found on the walk during that
Key Questions Key Objectives (knowledge and skills) Suggested Assessment What creatures, both mythical and real, feature in Aboriginal stories? How were some stories used to teach children lessons or pass on messages? How are words from our local Aboriginal languages used in storytelling? Students will be able to: identify and describe creatures found in Aboriginal stories. recognise that some Aboriginal stories were used to teach lessons or pass on a message. explore use of local Aboriginal language in storytelling Narrative text Oral language recording Lessons # Focus Objectives Resources Activities 1 The Mythical Bunyip Living Stories of the Dungala Kaiela Bunyip drawing Step 1 Read the Dungala Kaiela story of Henry and Charlotte. Step 2 Brainstorm a list of all the an animals in the story. Underline the mythical creatures seen and smelt by Charlotte and Henry? Possible discussion points What do we know about bunyips? What might these creatures have looked like? How have the artists depicted them in the story. Step 3 Have the students draw how they think a bunyip might look (resource). Label the pictures , identifying key features of the bunyip. Step 4 Compare the finished bunyips. Possible discussion points
Generations? What impacts did it have? Why has our government made the decisions it has when it comes to rights? Do all people experience rights and freedoms equally? Generations. SWBAT analyse and reflect upon the impact of the Stolen Generations. SWBAT analyse the perspectives of others and formulate their own perspective/ slide 14 of Unit Powerpoint) Analysis of perspectives task (OX, p. Textbooks: CAM – HA – NEL – OX - Lessons # Focus Objectives Resources Activities 1 Introduction to the Stolen Generations Students will gain an introduction to the Stolen Generations. Students will reflect on their existing knowledge of the Stolen Generations. KWL Chart Stolen Generations The Flats DVD Intro activity: Students complete the first two columns of KWL Chart (what they know/what they want to know) The remaining column can be completed at the end of this unit Discussion: Have students share what they put in the first two columns – students can
SWBAT explain and analyse the impacts of the stolen generations. The Stolen Generation Testimonies A number of people from this area are included as a part of this: Howard Edwards - Kennedy Edwards – Lorraine McGee-Sippell - Murray Harrison – choose to choose one or two of the individuals listed in the resources column from The Stolen Generations Testimonies website. 4 The Stolen Generations (cont.) SWBAT explore experiences of the Stolen Generations. SWBAT explain and analyse the impacts of the stolen generations. Lesson 4 – Lesson Plan Unit Powerpoint The Stolen Generation Testimonies (from above) Stolen Generations Readings Handout Follow Lesson Plan Note – this is likely more content than just one lesson so likely needs to be expanded over two.
Kindergarten: Unit 4 Big Idea: It’s fun to explore. Lesson 16 Why are details helpful? Lesson 17 What clues help me figure out things the author does not tell me? Lesson 18 How does knowing why the author wrote a selection help me? Lesson 19 What causes events in a story to happen? Lesson 20 Why is it important to know when things happen in a story? Big Book & Genre What is Science? Informational Text I Love Bugs! Realistic Fiction In the Big Blue Sea Informational Text Sheep Take a Hike Fantasy Curious George’s Dinosaur Discovery Fantasy Reading Standards Informational 2 and 8 Literature 1, 2, 5 and 9 Informational 2 and 8 Literature 1, 2, 5 and 9 Literature 1, 2, 5 and 9 Writing Standards Telling More (Being a Writer) Writing 3: Draw, tell and write about something interesting Writing 5: Using suggestions Language Standards Proper Nouns for People & Pets Classify and Categorize Science Words Beginning Capital Letter Ending Punctuation Proper Nouns for Places Multiple Meaning Words Beginning Capital Letter Verbs in Future Tense Beginning Capital Letter Verbs in Past Tense Antonyms Beginning Capital Letter Ending Punctuation Verbs: Past, Present, Future Synonyms Prefixes re-, un-, pre- (*ECC only) Foundational Standards Print Concepts: Left to Right, Top to Bottom and Page by Page PA: Blend Phonemes and Middle Sound Phonics: Letter/Sound Short i (ECC) and Blending Words Sight Words: is, how PA: Blending /Segmenting Phonemes Phonics: Letter/Sound g and Blending Words Sight Words: find, this PA: Blending/Segmenting Phonemes and Rhyme Phonics: Letter/Sound r and Blending Words Sight Words: will, be PA: Blending/Segmenting Phonemes Phonics: Letter/Sound d and Blending Words Sight Words: go, for PA: Blending/Segmenting Phonemes Phonics: Blending Review (short a *ECC only) Sight Words: is, how, find, this, will, be, go, fo Speaking & Listening Speaking and Listening 4: Describe familiar things Social Studies People Around Me Health Family Health & Sexuality
Switch (48-port) 2 Upgrade to support 1 Gbps Monthly or as needed Access point (indoor) 3 1-2 additions Monthly or as needed Access point (outdoor) 1 Monthly or as needed Server 1 1 replacement Weekly or as needed Firewall 1 Upgrade to support 1 Gbps Anti-virus protection updates daily, other maintenance performed as needed UPS/battery backup 2 Monthly or as needed Computers Category Current Count Plan Year 1 Plan Year 2 Plan Year 3 Maintenance schedule Workstation (public access) 25 5 replacements 5 replacements 5 replacements Configuration restored between users, other maintenance performed weekly or as needed Workstation (staff access) 12 2 replacements 2 replacements 2 replacements Weekly updates or as needed Workstation (catalog) 3 Weekly updates or as needed Laptop (staff) 4 1 replacement Configuration restored between users, other maintenance performed weekly or as needed Chromebook (public, in-house checkout) 3 1 replacement, 1 addition 1 replacement 1 replacement Configuration restored between users, other maintenance performed weekly or as needed Tablet (children’s area, 3 1 replacement Weekly updates for iOS and apps Peripherals Category Current Count Plan Year 1 Plan Year 2 Plan Year 3 Maintenance schedule Copier/fax machine (staff area) 1 1 replacement Monthly or as needed by vendor Copier machine (public computing) 1 Monthly or as needed by vendor Fax machine (public) 1 As needed Flatbed scanners (1 staff, 2 public) 3 As needed Software Licenses
Lessons # Focus Objectives Resources Activities Preface all Dreamtime stories with the Peoples or individuals of where they came. 1 1.Biami 2.How the Murray River was Made 1. Understand the context of Biami the Creator Spirit and the Dreaming. 2.Listen and respond to How the Murray River was Made 1. Biami View ‘First Australians 0:00 – 1:50) Rock art drawings depicting Biami (Google: Rock art Biami) English translation explaining Biami the Creator Spirit. 2. How the Murray River was Made texts – there are a few different versions of this story, including one by Irene Thomas a one by Linda Bruce & Francis Firebrace (many school libraries will have copies of these) online version – How the Murray River was Made worksheet 1. Biami View clip. Develop vocabulary to discuss Aboriginal Dreamtime. View and respond orally to rock art images of Biami. 2. How the Murray River Was Made View and respond: sequenced drawing of and written response to text using the How the Murray River Was Made worksheet. 2 Dreamtime stories Characterisation: Dreamtime stories Tiddalick the Frog Who Caused a Flood (online or text – Robert Roennfeldt) Many schools will have copies of this text in their View and respond: Who are the characters in this story? What did Tiddalick do? How was the problem
library Online version Tiddalick the Frog worksheet fixed? 3 Dreamtime stories Purpose of Dreamtime stories Compare different Dreamtime stories about the Rainbow Serpent from across Australia The Rainbow Serpent (various Dreamtime stories about The Rainbow Serpent, each with variation in story dependent on language group) (online or text) Be sure to make clear to students the traditional owner group connected to the version of the Rainbow Serpent story you use. View, respond and compare: The Rainbow Serpent. Q&A depending on variation of text. Compare how the stories differ. 4 Stories of self and connection to the environment Compare and respond to stories about the childhood of local Aboriginal Peoples to self. Reading Discovery series: Sue Briggs-Pattison and Bev Harvey authors. Many schools will have these books within their libraries. Students draw pictures of and write stories about their outdoor experiences. Compare how they are the same and different to those of stories encountered. 5 Stories to warn against danger Some stories from different cultures share a common purpose of warning children against dangers in the real world. The Barmah Bunyip: Sue Briggs-Pattison and Bev Harvey authors Many schools will have copies of this text in their library Venn Diagram Handout Students recount stories from other cultures, e.g. Little Red Riding Hood, Three Billy Goats Gruff, Three Little Pigs. Define purpose of these stories. Use a venn Diagram to compare to warnings in The Barmah Bunyip. 6 … Dreamtime stories Experience and respond to local Koorie literature and those of other language areas in Online reading, listening and viewing. Text Response worksheet Activities such as above.
All battery (including those to be charged) must be kept in Li-Polymer safe bag (Li-Po Safe Bag) or fireproof container 5. Race Classification Registrant Target participants Size of Device Racing Method Racing Arena Mode Pro Pro Class A pilot recognized by the organizer (Pro-license holder or a pilot meeting the under this category) The size and strictly stated by the organizer for devices. A racing game in which two or more but not more than eight devices take off at the same time and fly through obstacles And suitable for the a of 80X100m mode only League Class Applicant Less than 330 goggles or flying monitor A racing game in which two or more but not more than eight devices take off at the same time and fly through obstacles And suitable for the a of 80X100m No environment
Giant Drone Super calss or country A racing game in which two or more but not more than eight devices take off at the same time and fly through obstacles A stadium design to meet the environment. No Small Drone Micro class Applicant A racing game in which two or more but not more than eight devices take off at the same time and fly through obstacles An indoor stadium design to meet the environment. No General Open Class Elementary As stated by the organizer Go through Installed obstacles And return to the landing point Time measurement Or racing game Area with obstacles for both indoors and outdoors No Middle/High School Adult * Racing methods as well as acceptable drone size regulations are subject to change depending on the race time and other circumstances attributed to the racing.
2 8 7 6 25 26 9 10 24 23 3 4 3 7 29 30 13 14 20 19 4 5 6 8 28 27 12 11 21 22 16 tournament - Numbers inside symbolizes score from the preliminaries 1 1 2 3 16 15 8 7 9 10 2 3 4 4 14 13 6 5 11 12 16 double elimination tournament Round1 Round2 Round3 Round4 Round5 Round6 Round 1 Group1&2 1st and 2nd Round 2 Group1&3 1st and 2nd Round 3 Group2&3 1st and 2nd Round 3 Group1 3rd, 4th Round 4 Group 1 1st, 2nd Round 3 Group 1 1st, 2nd Round 5 Group 1 1st, 2nd Group1 Group1 Group1 Group1 Group1 Group1 Round 1 Group1&2 3rd and 4th Round 2 Group2&4 1st and 2nd Group2 Group2 Group2 Round 1 Group3&4 1st and 2nd Round 2 Group 1&3 3rd and 4th Red and pink 1st&2nd
Group3 Group3 Group3 Black 3rd and 4th Round 1 Group3&4 3rd and 4th Group4 Group4 32 Tournament 8 competitors Double elimination Tournament Round1 Round2 Round3 Round4 Round5 Round6 Round 1 Group1&2 1st – 4th Round 2 Group1&3 1st – 4th Round 3 Group2&3 1st - 4th Round 3 Group1 5th-8th Round 4 Group 1 1st-4th Round 3 Group 1 1st-4th Round 5 Group 1 1st-4th Group1 Group1 Group1 Group1 Group1 Group1 Round 1 Group1&2 5th-8th Round 2 Group2&4 1st-4th Group2 Group2 Group2 Round 1 Group3&4 1st -4th Round 2 Group 1&3 5th-8th Red and pink Group3 Group3 Group3 Black 5th-8th Round 1 Group3&4 5th-8th Group4 Group4
Items from nature; leaves, branches, pine cones, small plants and flowers Street signs Journals Tongs/tweezers Scissors, glue, markers, crayons, pencils Name tags Paper, sticky tack Odds and end such as paper, tubes, cardboard, fabric, string, buttons, feathers. Paint, brushes, easel Chalk Books, songs poems Play Dough ingredients Verma-composting kit Ipod/Ipad/CD Trees, cattails, moss, water Letters – magnetic, rocks, stamps Wikki Sticks Wipe able letter cards White board markers ABC Museum with nature and help them to understand that they impact the environment and the environment has an impact on them? How can I assess students’ present knowledge and understanding? What information will I collect as evidence of learning? What adaptations will I need to make for various activities and environments? What safety concerns will arise with each learning environment? What student items will I share with parents? The use of photo stories, videos will help students make connections and cultivate further conversation in specific topic areas. Literacy Centre – puppets, books, books on cd’s, ipod, etc. Library P.Ed Math exploration area Nursery Rhymes Pictures with word labels
Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Peterson Karanja Project Coordinator Farmer-to-Farmer Program Kenya Office Tel: +254 02 421 0000, Email: Host Contacts Larisa Warhol Director of Development and Research EFK Group (Eco Fuels Kenya) Email: (Kenya) +254 705 066 829 (US) +1 610 551 8801 (skype) larisa1121
CRS will pay for hotel accommodation, and provide volunteer with per diems to cater for meals and other incidentals. The volunteer may get an advance which has to be cleared before departing Kenya. For more information, please refer to country information that will be provided. H. RECOMMENDED ASSIGNMENT PREPARATIONS CRS-F2F designs assignments with the assumption of some pre-departure preparation by the volunteer. Actual preparation time will vary based on the experience of the volunteer, as well as informational or training resources the volunteer has readily available. CRS relies on the volunteer to assess the tasks outlined in this SOW and to make his or her own judgment about how much and what kind of preparation is needed prior to arriving in Kenya. The volunteer should prepare materials for hand out which can be printed at CRS office in Nairobi before commencement of the assignment. Flip charts, markers, masking tapes can be obtained at CRS offices. Depending on the training venue the volunteer may use a laptop and projector for power point presentations. But if the training venue is in the community, it will be difficult to use PowerPoint. CRS strongly recommends that the volunteer become familiar with CRS programs in Kenya, the livestock project description, other information in the briefing pack before arrival to Kenya I Key Contacts CRS Baltimore CRS EA. Regional Office Maria Figueroa Recruitment Manager EA Farmer-to-Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: Nyambura Theuri Deputy Project Director EA Farmer=to-Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: CRS Kenya Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email:
Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Peterson Karanja Project Coordinator Farmer-to-Farmer Program Kenya Office Tel: +254 02 421 0000, Email: Partner & Host Contacts Joyce M. Mutua USAID – KAVES Technical Director – Dairy Office Tel 0701207844 Email: Wilson Kyalo Chairman – LEDCA Tel 0722381533
CRS Baltimore CRS EA. Regional Office Maria Figueroa Volunteer Coordinator EA Farmer-to-Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: Nyambura Theuri Deputy Project Director EA Farmer - to-Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: CRS Kenya
Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Peterson Karanja Project Coordinator Farmer-to-Farmer Program Kenya Office Tel: +254 02 421 0000, Email: Host Doreen Joyful Women Organization – Kisii Tel: Email:
CRS Baltimore CRS EA Regional Office Maria Figueroa Volunteer Coordinator EA Farmer-to-Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: Nyambura Theuri Deputy Project Director EA Farmer-to-Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: CRS Kenya Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs, CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254 733 778 850 Email: Host Patrick Makhoha Box 102 Busia Tel: 0722290424
Key Contacts CRS Baltimore CRS EA Regional Office Maria Figueroa Volunteer Coordinator EA Farmer-to-Farmer Program 228 W. Lexington Street Baltimore, MD 21201 410-951-7366 Email: Nyambura Theuri Deputy Project Director EA Farmer-to-Farmer Program P.O. Box 49675 – 00100 Nairobi, Kenya St. Augustine Court Karuna Close Road Email: CRS Kenya Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya & Somalia Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Host Contacts Wachira Kaguongo Chief Executive Officer National Potato Council of Kenya KALRO Kabete Campus, Off Waiyaki Way P.O. Box 29982-00100, Nairobi, Kenya Tel. 0722597389/0712338633/020 2338231 Email: ; or Website:
Email: Email: CRS Kenya Gabriel Mbokothe Project Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Peterson Karanja Project Coordinator Farmer-to-Farmer Program Kenya Office Tel: +254 02 421 0000, Email: Host Patrick Makhoha Siwongo Processors Box 102 Busia Tel: 0722290424 Eric Muthomi CEO Stawi Foods and Fruits Limited +254720466910 Email Skype: eric.muthomi2
Gabriel Mbokothe Country Director Farmer-to-Farmer Program Kenya Office Tel: +254 20 421 0000, ext. 116 Mobile cell phone +254 733990299 Email: Peterson Karanja Project Coordinator Farmer to Farmer Program Kenya Office Tel: +254 20 421 0000, ext 116 Mobile cell phone +254 734738710 Email: Marcy Trueb Head of Programs CRS Kenya Office Tel: +254 20 421 0000 Mobile: +254733788850 Email: Host Contacts Joseph W. Njau Nyeri Hill Farm Mobile cell phone: +254 722325461 Email: Father Boniface Mwangi Catholic Diocese of Nyeri Mobile cell phone: +254 721382275 Email: or
No hard work – No Food-No Eat. No much struggle – No Success-End up a Failure. No gain without pain. But above patient is and persevere Do not look for easy questions and answers. Easy come-Easy go Major Achievements Over the last 10 years, KEA has grown not only in numbers but also in influence at local, national and international forums. Our participation and contribution in important forums is evidenced by the different individuals, organizations and institutions who pay frequent visits to the organization’s activities 2.1 Key achievements: Apart from creating awareness and building capacities in various sectors KEA has achieved some of the following which are tangible: In 2004 we established a Parents school (KEA Green Hill Education Centre) which has grown to an enrollment of 220 this year with good grades and no failures at all. We have contributed to the on-going establishment of the Health Centre II at KEA field office. We have established key partnerships with various local, National, regional and International agencies which have enabled us to reach thus far. To mention just a few, the agencies are as follows: The Million Person Project, Green for All, Bold Leaders, Growing Power all based in the USA; Participatory Ecological Land Use Management (PELUM), Environmental Alert, Kulika Uganda, National Association of Professional Environmentalists (NAPE), Rural Community in Development (RUCID), Mukono Zonal Agricultural Research (MUZARDI). Member of Uganda Land Alliance, Nile discourse forum East and Southern Africa Small Scale Farmers Forum and Uganda National NGO Forum, Uganda Coalition for Sustainable Development, Prolinnova -Uganda, Mubende Mityana Farmers Association and the East African Civil Society Organization Forum, that is to mention but a few. In Natural forest conservation our innovation of ½ + ½ acre has so far attained 30 acres out of our target of 1,000 acres in Mityana District owned by individual farmers. We have participated in the celebrations to Mark World Environment Day and other International and National days held around the country since 2004.
UNFCCC (2009) Potential costs and benefits of adaptation options: A review of existing literature, Frakemwork Convention on Climate Change, United Nations, Technical Paper 2009/2. Wiseman, J. et al (2011) Scenarios for climate adaptation, Final Report: Executive Summary, Victorian Centre for Climate Change Adatpation Research, Venkatachalam, L. (2004) The contingent valuation method: a review, Environmental Impact Assessment Review, 24:89–124.
Keegan Scoop KEEGAN TIMES: November 27, 2013 erdale.k12.w READI Reading Please return the reading logs every day. Please try to read at least once over the Holiday Break. Next week: Chinatown by William Low Spelling Words with wh, th, sh, ch: when, sheep, both, then, chase, teeth, teach, dish, lunch, whistle, catch, wash, bath, she, etc. Testing on Monday and Friday. If the student gets a 100% on Monday, they earn a more challenging list. MATH next week…MULTIPLICATION test!!! Fridays will be “Fun Friday Facts Test” 6 minutes. Please study those math facts! Website Username: first initial and last name Password: rdixl Multiplication lessons: W.1, W.2, W.3 Educational Websites * Lesson plans and homework ideas can be found on district website at my web page! Science Social Studies Social Studies: Thanksgiving theme Google: “Scholastic Thanksgiving videos” PebbleGo- Username: rems Pass: school Thank you to Donna Peterson “Food Lady.” Google: Food Pyramid game “Blast off” Thank you to DKG Guest Reader: Ms. Jan Nowlen + + November 28-29th No school + December 4th early release + K-2 Christmas Program = December 10th at 2:00PM SPECIALS Monday, Day 1: PE Tuesday, Day 2: Guidance, Library Wednesday, Day 3: PE, Early Release Thursday, Day 4 : Music, Computers Friday, Day 5: PE Character Education Star of the Week: We enjoyed learning about Jayla. This next week, we look forward to learning about HOPE!
Keegan Scoop KEEGAN TIMES: May 9, 2014 erdale.k12.w READI Please return logs reading logs every day. Next week: Cesar Chavez Ramona, Author: Beverly Cleary Genre: Biography Brave Bessie, author: Eric Velasquez Spelling u: room, flu, June, new, glue, fruit, crook, could, full, push Ou/ow – diphongs review: point, coin High-Frequency Words: along, ever, strong MATH Unit Geometry Friday will be “Fun Friday Facts Test” Website Geometry (T lessons), Graphing, money, time on IXL Educational Websites Lesson plans and homework ideas on the web. Science Social Studies Riverdale home page, staff, resources: Tumble Books: username: remschool password: books PebbleGo- Username: rems Pass: school Mighty book Cesar Chavez Essential Question: What do Heroes do? Important Dates: ~May 16 Field trip ~May 26 No School ~June 6 Last Day for Students Monday, Day 5: PE Tuesday, Day 6: Art Wednesday, Day 1: PE Thursday, Day 2: Guidance, Library Friday, Day 3: PE Character Education: Cooperation The Riverdale Way: We will continue to learn about Respect, Responsibility, and Caring. Next week we will learn about Cooperation. Are you a good teammate? Can others rely on you? Do you work well with your classmates?
framework for success. Thousand Oaks, CA: Corwin Press. Holcomb-McCoy, C., Gonzalez, I., & Johnson, G. (2009). School counselor dispositions as predictors of data usage. Professional School Counseling, 12, 343-351. Legum, H.L., & Hoare, C.H. (2004). Impact of a career intervention on at-risk middle school students’ career maturity level, academic achievement, and self-esteem. Professional School Counseling, 8(2), 148-155. Myrick, R. D. (2003). Accountability: Counselors count. Professional School Counseling, 6, 174-189. Stone, C.B. & Dahir, C.A. (2011). School Counselor Accountability: A MEASURE of Student Success, 3rd. ed. Upper Saddle River, NJ. Pearson. White, F.A. (2007). The professional school counselor’s challenge: Accountability. Journal of Professional School Counseling, 35(1), 62-70. Wilkerson, K., Perusse, R., & Haghes, A. (2011). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of ramp versus non-ramp schools. Professional School Counseling, 16(3), 173 -184. Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs. Professional School Counseling, 15(2), 67-76. Young, A., Hardy, V., Hamilton, C., & Biernesser, K. (2009) Empowering students: Using data to transform a bullying prevention and intervention program. Professional School Counseling, 12(6), 413-419.
2011 – Current: Department of Human Performance, Dance and Recreation Budget and Technology Committee. Role – Junior Faculty Member. 2012 – 2013: University Faculty Athletic Council. Role – Junior Faculty Member. 2011 – 2013: Departmental of Human Performance, Dance and Recreation Library Committee. Role – Departmental Liaison. 2011 – 2013: College of Education Student Services Committee. Role – Junior Faculty Member. Ad Hoc Reviewing Journal of Applied Biomechanics Journal of Sport Sciences Journal of Strength and Conditioning Research Journal of Sports Medicine and Doping Studies International Journal of Exercise Science Journal of Human Kinetics Program Development Coordinator and Program Manager. 1st Annual New Mexico State University Sport Performance Symposium. Hosted by the Department of Human Performance, Dance and Recreation. February, 2012.
Be able to select an accounts management system to support running a business Assess the principles and procedures underpinning accounts management systems Justify the choice of an accounting system that fits with the management of own business Be able to review the effectiveness of an accounts management system for a business Review the extent to which financial transactions are recorded in own business Specify the extent to which financial systems in own business are producing invoicing and purchasing records Review the extent to which the financial records kept are in line with the legal requirements for own business Assessment Guidance Assessment is to be based on naturally occurring evidence or realistic work environment.
Vomiting: 2 or more Occasions during the last 24 hours. 1. I have a rash, don’t feel well and I’m itching. I have a rash and fever. 2. Open Sores should be covered. 3. 24 hours have passed after prescribed treatment begun, if it was prescribed. 4. lice: treatment against lice was done. Diarrhea that occurs 3 or more times during the last 24 hours. And any time there is blood seen in the stool. Diarrhea with fever Any suspected communicable infection such as: ● Skin infections: Impetigo, MRSA, scabies ● Respiratory infections The flu, Whooping Cough Alert: Before child can return there must be at least 24 hours after prescription treatment was started or a note from the doctor. Sore Throat and ● Poor appetite ● Fever ● Irritability I don’t feel well ..… I am very tired pale Poor appetite Confusion I'm irritable I have a fever Fever of at least 100 degrees F under the armpit or oral 101 and I have one or more of the following:  Headache  Ear pain  Rash  Fatigue  Sore Throat Alert: Fever without signs or symptoms in infants under 2 months need medical attention immediately. When your child is ill: 1. have plans for childcare for your child. 2. Notify your child’s teacher, even if he/she stays at home.
3 2 1 0 Essay Requirements At least 1 page, double-spaced, 12 pt. font. Meets 2 of the 3 requirements at left. Meets 1 of the 3 requirements at the left. Meets none of the requirements at the left. Introduction Introductory paragraph that provides a brief description of the career, the potential money one might earn, and the training someone needs. Meets 2 of the 3 requirements at left. Meets 1 of the 3 requirements at the left. Meets none of the requirements at the left. Work Environment Paragraph The second paragraph describes work environment providing accurate information from Tasks, Work Activities and Work Context sections of O-Net. Meets 2 of the 3 requirements at left. Meets 1 of the 3 requirements at the left. Meets none of the requirements at the left. Skills Paragraph The third paragraph should highlight skills an MPT needs providing accurate information from the Skills, Abilities and Knowledge sections of O-Net. Meets 2 of the 3 requirements at left. Meets 1 of the 3 requirements at the left. Meets none of the requirements at the left. Summary Paragraph The summary paragraph should include a local post-secondary option for training to become an MPT, what the major would be at that institution, and one local employer that would be a possible job lead upon graduation. Meets 2 of the 3 requirements at left. Meets 1 of the 3 requirements at the left. Meets none of the requirements at the left. Conventions No errors 1-3 errors 4-6 errors 7 or more errors. You must earn at least a 15/18 on this rubric. (-83%)
Unit: Keep Financial Records L3 CV3 Ofqual Unit Reference Number: A/505/1158 Unit Review Date: 31/12/2015 LEARNING OUTCOMES ASSESSMENT CRITERIA EVIDENCE LOCATION The learner will: The learner can: Understand the importance of financial records in running a business Describe how maintaining financial records supports monitoring the performance the business Explain why financial measures and forecasts are important in business planning and development Understand how financial information is recorded in a business Explain the systems used to record financial transactions in own business Describe the information that needs to be recorded to maintain credit control, cash flow and bank monitoring Analyse how to ensure that people internal and external to own business are informed about accounting information Be able to select an accounts management system to support running a business Assess the principles and procedures underpinning accounts management systems Justify the choice of an accounting system that fits with the management of own business Be able to review the effectiveness of an accounts management system for a business Review the extent to which financial transactions are recorded in own business Specify the extent to which financial systems in own business are producing invoicing and
How to make a report The Child Protection Helpline is the contact for mandatory and non-mandatory reporters who have concerns about a child’s safety, welfare and wellbeing. Phone 133627 for mandatory reporters 132111 for non-mandatory reporters Reports to the Child Protection Helpline are confidential. Any person who makes a report is afforded protection by law if they make a report in good faith. The Child Protection Hotline will tell mandatory reporters whether the report they have made meets the threshold of significant harm or not. Staff Procedure for Reporting Children at Risk of Significant Harm. Staff will document any concerns, observations, or disclosures made to them. Staff will notify the Nominated Supervisor if they consider a child to be at risk of significant harm. The Nominated Supervisor/ staff member will use the on line MRG to establish if a report should be made. The MRG report will be printed and filed on the child’s file in the office. The Nominated Supervisor/staff member will take the action recommended by the MRG. This may include making a report to the Child Protection Hotline. When the MRG advises that the report does not meet the statutory threshold, staff will continue to offer referrals to local services and work collaboratively with other organisations to help keep children safe. All staff will note that they are Mandatory reporters and are responsible for reporting children at risk of significant harm. All information will remain confidential, and be filed in the office. Important Telephone Contact Numbers and Websites Community Services’ Child Protection Helpline for mandatory reporters – 133627 Mandatory Reporters Guide – Department of Premier and Cabinet Keep Them Safe Website – www.keepthemsafe.nsw.gov.au/home Approved prior 1994 Amended August 2000 Amended May2002 Amended April 2005 Amended February 2006 Amended September 2007 Amended March 2010 Amended March 2012 Reviewed May 2013 Reviewed May 2015, May 2017 Sources: 1, 15, 16, 37