zilongwang/ReadingBank huggingface dataset:
Mineral County School District Title 1 Plan and Accountability Components 2017-2018 Comprehensive Needs Assessment The Mineral County School District has developed the District Performance Plan with three priority goals schools for the 2017-2018 school year. The priority goals considered data referenced above and focus on reducing specific achievement gaps. Priority 1: Enhance and improve school leadership The Mineral County School District Superintendent and administrative staff recognize that all principals and district-level staff have the ability to create and sustain a commitment to continuous learning and improvement. Priority 2: Increasing data-driven decision making The Mineral County School District believes in establishing an integrated system of evaluation that assess’ whether programs and/or initiatives and strategies promotes a change in teaching that results in increased student achievement. Individual teachers, teams and school leaders must have the information that enables them to identify learning gaps and inequities for both students and themselves. Priority 3: Establishing a shared vision The Mineral County School District embraces a shared vision across schools and community stakeholders that professional learning and a systems approach will support a continuous cycle of adult and student improvement. Improving teaching that includes learning and support can change practice and improve student results. The Mineral County School District recognizes that many students come from diverse cultural, dysfunctional, low-income and disadvantaged backgrounds when pursuing an education. Likewise, some schools within the district may be more desirable to hire teachers and staff, classes may be taught by less-skilled teachers in comparison to others, etc. The district is committed to school improvement efforts by increasing funding levels, redesigning school programs and teaching students in different ways to provide academic support to students. The Mineral County School District uses the following assessments and recommendations, to include, but not limited to: ELA and math MAPs results, required state academic assessments (SBACs and EOCs) including report card grades, teacher and guidance counselor recommendations, Professional Learning Community, PLC teams and Instructional Consultation Assistance Teams, ICAT recommendations when reviewing progress for our students. These assessments assist teachers. Principals and district office staff to determine the success of all students district-wide. PLC teams and ICAT teams meet every two weeks to review student data to assist teachers and staff to make data driven decisions. The Mineral County School District has four schools: Hawthorne Elementary School, Hawthorne Junior High School, Mineral County High School and Schurz Elementary School. All schools are eligible for Title 1 funding.
Hardness (Check one) Other properties: Peels in sheets, Fizzes with HCl, Magnetic, Double image, etc. Mineral ID Color Streak Color Luster – check one The mineral shows: (check one) Scratched by fingernail Less than 2.5 Scratches glass More than 6.0 Not scratched by fingernail AND doesn’t scratch glass 2.5 – 6.0 Mineral Name Metallic Non-metallic Cleavage Fracture Example Other common objects to further determine hardness: Copper penny = 3.5 Iron Nail =4.5 Steel nail 5.5 – 6.5 Streak Plate 7.0
Shigley, Mechanical Engineering Design, Third Ed, Table A-18, McGraw-Hill, New York, 1977. V. and A. Askenazi, Building Better Products with Finite Element Analysis, OnWord Press, Santa Fe, N.M., 1999. APPENDIX A Fatigue Cracks A ductile material subjected to fatigue loading experiences structural changes. The changes occur in the following order: Initiation. A crack begins to form within the material. Localized crack growth. Local extrusions and intrusions occur at the surface of the part because plastic deformations are not completely reversible. Crack growth on planes of high tensile stress. The crack propagates across the section at those points of greatest tensile stress. Ultimate ductile failure. The sample ruptures by ductile failure when the crack reduces the effective cross to a size that cannot sustain the applied loads. Design and Environmental Variables affecting Fatigue Life The following factors decrease fatigue life. Stress concentrators. Holes, notches, fillets, steps, grooves, and other irregular features will cause highly localized regions of concentrated stress, and thus reduce fatigue life. Surface roughness. Smooth surfaces are more crack resistant because roughness creates stress concentrators. Surface conditioning. Hardening processes tend to increase fatigue strength, while plating and corrosion protection tend to diminish fatigue strength. Environment. A corrosive environment greatly reduces fatigue strength. A combination of corrosion and cyclical stresses is called corrosion fatigue.
Pedigree Castillviejo ← LOE. 1438328 GOLDEN STRIK MIRAME-SOY-WILY CH (E.07 ) ← LOE. 0892000 WYSNE´S TOMATITO CH (E.00 ) NOMBRE DEL PERRO: LOE. 2276940 MINERVA DE CASTILLVIEJO P LOE. 1719561 FAN DE MALOA 7 RAZA: CANICHE-TOY 3 ← LOE. 1056210 GOLDEN STRIK SUSY VARIEDAD: 8 SEXO: HEMBRA 1 ← LOE. 1307486 ELECTRA DE MALOA ← LOE. 0983434 GOLDEN STRIK FENIX CH ( E.00 ) COLOR: ABRICOT 9 FECHA DE NACIMIENTO: 30-09-2015 4 ← LOE. 1112432 GOLDEN STRIK FORTUNA TATUAJE/TRANSPONDER: 10 CRIADOR: JOSE EUGENIO FERNANDEZ ← LOE. 1649806 FCA CANI. TOY 28668 BRAIAN DEL BUEN AYRE ← LOE. 1494182 FCA CANI. TOY 27594 DEL ZARZOSO ERASE-UNA-VEZ CH ( RA. ) TRANSFERIDO: M LOE. 1688006 ITH DE CASTILLVIEJO 11 PROPIETARIO JOSE EUGENIO FERNANDEZ 5 ← FCA CANI. TOY 24706 INFINITI DEL BUEN AYRE DOMICILIO: C. ERMITA-25 12 POBLACIÓN ESCOBADOS DE ABAJO 2 ← LOE . 1528600 JONTARI MELODY ← LOE. 1138910 JONTARI POODLES TARARI-QUE-TE-VI CH ( INT.03 ,E.04, P.04 ,GBZ.05 ) PROVINCIA: BURGOS 13 CODIGO POSTAL: 09559 6 ← LOE. 1138895 JONTARI POODLES HECHIZO-DE-LUNA ESTADO: 14
MINE RESCUE (Jeopardy Category No. 1 – FIRE FIGHTING The particles in smoke are usually __________. Soot Carbon Tar-like substances Hydrocarbons All of the above The stream of dry chemical of a fire extinguisher must be directed: 12 inches ahead of the flame edge Directly at the flame 6 inches behind the flame edge None of the above Dry chemical extinguishers stop the reaction between: Fuel and ignition source Oxygen and fuel Oxygen and ignition source Fuel and heat Class “C” fires are best extinguished by: Water High expansion foam Carbon dioxide and certain dry chemicals Low expansion foam Which of the following is not a main factor to consider when unsealing a fire: Extent and intensity of the fire at the time of sealing Tightness of the seals Effect of barometric pressure on the enclosed area Location of the fire with respect to egress Gas conditions as indicated by analysis of air samples taken from behind the seals When sealing an underground mine fire area, after temporary seals are erected, a waiting period of _______ is recommended before beginning construction on permanent seals. 24 to 48 hours 48 to 72 hours about 72 hours at least 7 days
Ask the students to reflect on other instances when the breathing exercise might help to relax them or calm them down, and have them commit to trying it again. Resources Mindfulness for K-3 The is used in . The following are just a few of the many mindfulness programs in schools: Inner Kids Program (Pre-K-8) (K-8, adults) Mindful Schools (K-12) Still Quiet Place (Pre-K-12, adults) (Ages 3-18 years) Social emotional learning for K-3 Additional tips and information for teachers The concept of “mental health” is often confused with “mental illness.” The Physical and Health Education curriculum focus on “mental well-being” recognizes that everyone falls somewhere on a continuum between optimal mental health and poor mental health, independent of the presence or absence of a mental illness. From this perspective, classroom-based and whole-school strategies can be geared to enhancing the positive
SECTION 2: ENDORSEMENT PROGRAM KEY ASSESSMENTS AND RELATED DATA Artifact 1 Table 5 Summary Table of Endorsement Program Key Assessments REGULAR FOLIOS Name of Assessment used for the following Type or Form of Assessment Brief Description of Assessment, including indicated information obtained from Assessment When Assessment is Administered Specific 1 Content-Praxis II or GPA Cumulative GPA Summative Numerical computation of grades based on quality points earned divided by credit hours completed Ongoing—throughout one’s college career. Cumulative GPA is what is reported. Specific to content area Praxis II Comparison to a Standard For elementary students, this test has been used to document one being highly qualified (minimum score of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic year. Results will be Just before or during clinical practicum (student teaching) Specific to content area
teacher certification at all levels starting September 1, 2015. CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Item 1 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3 Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the year of teaching. It is administered by the College of Education and Human Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Items 1 & 2 2 Content - Knowledge Cumulative GPA Summative Numerical computation of grades based on quality points earned divided by credit completed Ongoing—throughout one’s college career. Cumulative GPA is what is reported. Specific to content area Praxis II Comparison to a Standard For elementary students, this test has been used to Just before or during clinical practicum (student teaching) Specific to content area
3 Learner/Learning Environments CEHS Student Teaching Instrument Summative This instrument consists of 14 that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2 & 3 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3 Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Sciences at UNL. In March/April at the end of the candidate’s first year of teaching Items 3 & 4 4 Instructional Practices - Knowledge CEHS Student Teaching Instrument Summative This instrument consists of 14 that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 2, 3, & 6
obtained from Assessment 1 Content-Praxis II or GPA Cumulative GPA Summative Numerical computation of grades on quality points earned divided by credit hours completed Ongoing—throughout one’s college career. Cumulative GPA is what is reported. Specific to content area Praxis II Comparison to a Standard For elementary students, this test has been used to document one being highly qualified (minimum score of 159) for No Child Left Behind. For secondary students, we piloted results for the 2014-2015 academic year. Results will be used as a requirement for teacher certification at all levels starting September 1, 2015. Just before or during clinical practicum (student teaching) Specific to content area CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Item 1 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by In March/April at the end of the candidate’s first year of teaching Standards 4.1, 4.2, 4.3
CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience 2, 3, & 5 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at the end of a candidate’s first year of teaching. It is now administered by the Nebraska Department of Education. In March/April at the end of the candidate’s first year of teaching Standards 6.1, 6.2 Candidate Teacher Survey Summative This is a 23-item instrument that is completed by program completers at the end of the first year of teaching. It is administered by the College of Education and Sciences at UNL. In at the end of the candidate’s first year of teaching Item 10 6 Professional Responsibility CEHS Student Teaching Instrument Summative This instrument consists of 14 items that is completed by the student teacher supervisor and cooperating teacher on the basis of one being proficient, basic or unsatisfactory on each item. At the end of the Clinical Experience Items 12 & 14 Administrator Survey Summative This is a 21-item instrument that is completed by school administrators at In March/April at the end of the candidate’s first year of teaching Standards 9.1, 9.2, 9.3, 9.4, 10.1, 10.2
-- Faculty recommendations -- Completion of Prof. & Personal Fitness Form -- Criminal History check --2.5 GPA in Prof. ed – specific grade requirements for methods courses -- Criminal History -- Completion of a senior check --Met all financial obligations -- Apply for degree Table 3 Summary Table of Practicum Experiences Course Cr Days/ Wk Hrs /Day Weeks Total Hrs ELED Sec. Ed. ELED/ SPED ECE Unif ELED/ ECE TEAC 297A 1 2 3 14 84 84 84 84 84 297B 2 2 7 14 140 140 140 140 EDPS 297 1 2 1 14 25 397A 3 2 7 14 196 196 196 196
ROAD ELEMENTARY SCHOOL MiniNews February 15, 2016 DATES TO REMEMBER 2/15 No School – CMS Snow Day 2/16 CMS District 6 Community Forum, Carmel Baptist Church. 2/19 Knight for a Princess Father-Daughter Dance, 7:00PM. 2/29 – 3/4 Dr. Seuss Birthday Week 3/4 Book Character Parade, 8:00AM 3/4 PTA Meeting, 8:15AM, Cafeteria 3/7 – 3/11 Staff Appreciation Week 3/14 McKee Spirit Night @ CharBar 7 4:00-9:00PM 3/23 McKee Spirit Night @ TCBY 3:00-8:00PM 3/28 – 4/1 Spring Break 4/21 PTA Meeting, 7:45AM, Cafeteria 5/12 1st Grade Performance and PTA Meeting, 6:30PM ANNOUNCEMENTS AND UPCOMING EVENTS Upcoming events for student Health/Wellness/PE: McKee Health Team Meeting "Moving beyond Bronze"- Feb. 24 @3:15 Personal Best Run Day - April 7 NC Playground Clean Up Day - Sometime in April or May Contact Mr. Smith at for more info on how to help.
There he removed some of the material and placed it in a vial for use in his subsequent blackmail attempt. He then sealed the cans and utilising the cart wheeled them outside to his car, where he placed them in the trunk. He then followed his entry route back to the main gate where he left the plant just before midnight. If he had left after midnight he would have been required to sign out. On Monday the 29th of January the plant manager found, slipped under his office door, a letter and vial containing a sample of the removed uranium. The six-page letter, which had been hand written by Dale, demanded 100,000 US dollars in exchange for the stolen uranium; to prove the authenticity of his action Dale provided serial numbers for the removed cans. If these demands were not met the letter threatened that similar vials of material would be sent to a mix of anti-nuclear groups, the US Nuclear Regulatory Commission (NRC), a mix of government and non-governmental organisations and major US newspapers. According to Dale this would turn the public against nuclear power and force the NRC to immediately ‘shut down your plant’. If the plant contacted the authorities, the contents of one of the cans would be spread through the downtown area of a major city and the price of the remaining can would rise to $200,000. This was ignored by the plant manager who, after checking the cans were indeed missing, contacted the NRC and the US Federal Bureau of Investigation (FBI). The investigation that was subsequently launched compared the handwriting in the letter to employee notes written to management at the plant. The FBI also contacted Murray Miron, a behavioural psychologist, who based on the contents of the letter constructed a behavioural profile of the perpetrator. This profile suggested that the authorities were looking for a 25-30 year old Caucasian male, who still worked at the facility and whose actions were likely solely financially motivated. This combined with other analyses allowed the FBI to quickly narrow the list of suspects down to Dale, whose handwriting was also judged to match that of the letter and he was arrested on Tuesday the 1st of February. He swiftly admitted his guilt and pointed the authorities to the missing cans, which were just three miles from the plant in a nearby field. In terms of impact it was claimed by papers at the time that the incident cost General Electric $1 million, as the plant
$M 2012-13 New Capital Alice Springs Hospital – fire protection, air-conditioning and remediation works 5.0 Borroloola Health Clinic upgrade 0.8 Gove District Hospital – fire upgrades 0.7 Milingimbi Health Centre – construct new health centre 4.5 Palmerston Hospital 10.0 Rehabilitation Centres 35.0 Remote Health Clinic – Elliott 6.2 Remote Health Clinic – Galiwinku 6.4 Remote Health Clinic – Ngukurr 5.9 Remote Health Clinic – Ntaria 6.4 Remote Health Clinic upgrade – Papunya 1.8 Royal Darwin Hospital – smoke detection system upgrade 1.6 Tennant Creek Hospital – emergency department redevelopment 3.7
Table 3.7: Variations to the Non Financial Public Sector’s Fiscal Balance since PEFO $M PEFO REVENUE Revenue – policy Increased Power and Water Corporation tariffs -867.4 53.0 Motor vehicle registration fees 5.2 Revised stamp duty home owner assistance 9.7 revenue measures 7.7 Total revenue – policy Revenue – non policy Taxation 75.6 26.7 GST revenue 24.0 New/expanded Commonwealth revenue Other revenue Total revenue – non policy 47.5 - 5.8 92.4 VARIATION – TOTAL REVENUE OPERATING EXPENSES Expenses – policy Election commitments 168.0 41.3 Legacy items Savings measures Other 80.7 - 4.3 Total expenses – policy Expenses – non policy Commonwealth payments and transfers between years and to capital 46.6 17.8 Employee entitlements 4.0 Depreciation 0.8 Other 1.2 Total expenses – non policy 23.8 VARIATION – TOTAL OPERATING EXPENSES NET CAPITAL PAYMENTS Net capital payments – policy Savings measures 70.4 - 38.5 Housing assistance packages Election commitments - 11.5 1.0 Legacy items Total net capital payments – policy Net capital payments – non policy Commonwealth payments and transfers between and from operational Depreciation Total net capital payments – non policy 1.3 - 47.7 51.1 - 0.8 50.3 VARIATION – NET CAPITAL PAYMENTS 2.6 TOTAL VARIATION MINI BUDGET 95.0 - 772.4 Source: Department of Treasury and Finance 3
Mini Context for @AQA and Conflict Poetry Anthology Ozymandias Arrogance of rulers Egyptian ruler Shelley a rebel Rameses III London Victorian London Religious cynic Romantic Poet Social concept addressed Excerpt from the Prelude Lake District Romanticism Power of Nature My Last Duchess Art connections – Aristocracy The Duke of Ferrara – old money (arrogance of wealth handed down over time) The Charge of the Light Brigade Biblical Reference “though I walk through the valley of British Army The battle of Balaclava – miscommunication Massacre Storm on the Island Irish Landscape Heaney’s home Knowledge of weather protection Bayonet Charge Hughes didn’t experience war Inspired by Wilfred Owen Emotions of soldiers in warfare Remains From the 2008 collection – The Not Dead Post Traumatic Stress Disorder Made into a Channel 4 programme Highlights suffering Poppies Symbol of war Badge of remembrance Church services Honours the dead Painful emotions Mother/Son relationships War Photographer Living history Emotional impact/trauma Impotence/self-doubt Horror of the experiences Exposure Invisible killer Insufficient clothing Trench Warfare Owen experienced war, injured & sent home, returned to front line, died in final days of the war Tissue Religious significance – The Quran Dharker is Glaswegian Humanity is questioned Record Keeping across the centuries The multiple interpretations and uses of Tissue Emigree Civil War/War torn countries Citizen vs the State Displacement of citizens Immigration policy Global Issue Written in the 90’s pertinent today Kamikazee Fighter pilot – on a suicide mission Japanese honour Family disowning Dishonouring the family The importance of memories Checking out me History Juxtaposition of nursery rhymes (stereotypical white history) Vs characters in history who deserved to be written about (black history) Patois
A Market in Ancient China (Based on a lesson by Edna Cain & Martha Hopkins) Introduction: Assuming the role of Chinese merchants, students will participate in two exchanges; first bartering then purchasing items on their shopping list using “knife money”. Objectives: The student will understand the concept of barter, or trade The student will discover that bartering can be time consuming and difficult The student will be introduced to early forms of money used in The student will discover the merits of using money as a means of exchange The student will be introduced to the various and services produced by the people in Ancient China Standards of Learning: K.7b The student will recognize that people use money to purchase goods 2.8 The student will distinguish between the use of barter and in the exchange for goods and services. Materials: Student Shopping Lists Student Merchant Labels Sets of Product Sets of Chinese Money Colored Paper Tape for Merchants’ Labels Envelops (two for each student) Visuals- What is Money? and The Attributes of Money Procedure: Prepare materials to class. Create Visuals. Copy and cut out shopping using colored paper. (two per student) Copy and cut out Merchant Labels. (two per student) Make copies of Product Cut out. (To determine the number to make, take the number of copies of the Shopping Lists made and multiply by five. In each round, each student will need five product cards for the product they are trading.)
This is: One Bushel of Wheat This is: One pound of Salt This is: One Bushel of Chili Peppers This is One Bolt of Silk This is: One Kite This is: One Mariner’s Compass This is: One Bushel of Rice This is: One Bushel of Soybeans This is: One Bushel of Doufu Activity Cards Chinese Money
Decision 1: Emma has a choice. She can watch her little brother and sister while her mother works in the field or she can read the stories that she has written. Decision 2: Emma has a choice. She can take the bought books from the school room or she can use the money from the Hard Times Jar to buy one of her own. Decision 3: Emma has a choice. She can use her extra time to do chores for extra money for the jar or she can use the extra time to practice her reading. Decision 4: Emma has a decision. She can go the school and learn with the other children or she can stay with her family and earn money for the Hard Times jar. Decision 5: Emma has a choice. She can work in the fields picking apples and earn for her family or she can hide in the fields and write in her storybook. Decision 6: Emma has a choice. She was 6 shiny quarters by her mother. She can spend the money on a store bought book or she can put the money back in the jar for family needs.
Mini Grant Application Name: Date: (Department): Phone Number(s): Contact Name (if not the same as applicant): Email Address: Students, Staff, or other Faculty involved in mini grant: Approximate date(s) and/or time span of project: Cost of Project: Mini Grant Amount Requested: Attach up to two pages including project description and budget. Project Description: Describe the faculty/staff/students involved in your project, the benefits of the project to our school, or the greater community, and the outcomes for the participants. Provide sufficient information to enable the Selection Committee to have a clear understanding of your project. Budget: Provide a budget for your project including: materials, supplies, equipment, and/or transportation costs; and listing quantity, unit costs, and taxes. Show the total budget for your project as well as the specific amount you are requesting from the Foundation. After completing the application, please email it to Teresa Foley at . Please put “mini grant application” in the subject line.
Marquette University Catholic Relief Services Global Campus Partnership Teaching Module Grant Purpose: Provide faculty opportunities to develop a one period teaching module to be incorporated into courses that 1) enhance students’ understanding of the role of education, humanitarian activities, and research to address challenges facing the world's most vulnerable populations; 2) increase students’ knowledge of Marquette and Catholic Relief Services Global Campus Partnership; and 3) introduce students to the work of Catholic Relief Services. Awards: Four recipients will be selected to each receive a $250.00 award for their one class period teaching module. Award recipients will be required to participate in a presentation describing their lesson and how students responded when it was taught. Selection: Submissions will be reviewed by the Marquette and Catholic Relief Services Global Campus Partnership Advisory Committee. Modules must be taught during the 2017-2018 school year. Preference will be given to submissions that reach a large number of students, are taught in multiple sections or repeated in upcoming semesters, and focus on at least one of the priority areas of water, social impact innovation, or peacemaking. Submissions are due May 15, 2017. Please submit the completed form to with the subject line “MU-CRS GloCap Lesson Plan”. Submissions must not exceed pages. If you have any questions, contact Patrick Kennelly, Director of the Center for Peacemaking, at . Name: Department: Email: Course title: Date intend to teach: Frequency class is taught: Anticipated enrollment: Sections taught: Lesson plan title: If I am granted funds for the proposed teaching module, I agree to recognize the Marquette University Catholic Relief Services Global Campus Partnership as having assisted in funding this submission and participate in a presentation. By submitting a teaching module, I to allow Marquette University and Catholic Relief Services to use and disseminate the teaching module. Signature: Date:
Session 1 Learning Objective and Activity Plenary I can create a front and back cover Remind them of our topic -Don’t judge a book by a cover- what does this mean. We are to make our own mini-books which inside have things about ourselves that people couldn’t know from just looking at us. Show children your mini book- talk through the three different sections. The first thing you need to do is make the front and back covers by covering cardboard with fabric. Choose the fabric you want for each cover Use the glue stick glue on the white side of the cardboard. Use PVA glue to stick the long sides of the fabric Fold of the corners into a triangle Glue the sort edges with PVA glue. Choose two pieces of ribbon. Sellotape the ribbon in the middle of the back Children explain why they have chosen the fabric they did. Homework: Can you find out about your name –give out the flyer Resources Card board covers Fabric PVA glue Glue spreader Glue stick Sellotape Session 2 Learning Objective Input and Activity Plenary I can use acrylic paint Children to share what they found out about their name to their group. (If they haven’t been able to allow the children to go on the website to find out the meaning of their name). No-one would know this information from looking at us they wouldn’t even know our name. So this is the first thing we are going to include in our mini books. Show them your own mini-books page about your name. Explain you have used acrylics, a kind of paint, for your name. Demonstrate how to fold and cut the paper to make the pages for the mini book. Fold and cut the coloured paper to make the pages of the mini book. In pencil sketch your name- think about how you want it to look. Go around the outside of your name in black pen. Rub out the pencil. your name and the background in alight colour. While it is drying write My name and a sentence about your name in your book. Carefully the letters of your name Children find someone from another group to share what they found out about their name. Resources Coloured Paper Acrylic paint Pallets Thin brushes Water pots Cartridge Handwriting Pens Session 3
Understands elements Student knows the title of the story as well as the names and descriptions of the important characters. Can tell approximately when and where the story happened. Student the names and descriptions of the important characters and where the story takes place. Student knows the names OR descriptions of the important characters in the story. Student has trouble naming and describing the characters in the story. to understand Stops reading when it doesn't make sense and reads parts again. Looks up words s/he doesn't know. Stops reading when it doesn't make sense and tries to use strategies to get through the tricky spots or to figure out new words. Stops reading when it doesn't makes sense and asks for assistance. Gives up entirely OR plows on without trying to understand the story. Stays on task Student reads the entire period. This may be independent reading or done with adult or peer assistance, as assigned. Student reads almost all (80% or more) of the period. Student reads some (50% or more) of the time. Student wastes a lot of reading time. Respects others Student quietly and stays in one place in the reading area. Student reads quietly. S/he moves around once or twice but does not distract others. Student makes 1-2 comments or noises when reading, but stays in one place in reading area. Student reads loudly, makes repeated comments or noises OR fidgets and moves about often, distracting others.
ENVIRONMENTAL OBJECTIVES ACTION TO BE WHEN ACTION WILL BE TAKEN PERSON RESPONSIBLE ACTION COMPLETED 3. POLLUTION CONTROL (continued) 3.6 Minimise noise and vibration impacts on neighbours, occupants and users of any facility Comply with noise limits and conditions prescribed by the EPA, Office of Environment and Heritage and Council (as applicable) Use equipment in good repair and condition Use suppression equipment (e.g. silencers on compressors) and acoustic barriers as required Do not expose workers, neighbours or visitors to excessive noise, and cooperate and coordinate with operators of any neighbouring facility Do not expose people or property to excessive vibrations 3.7 Comply with Trade Waste Licence conditions applicable to the facility Implement procedures to avoid breaches of the Trade Waste Licence conditions (may apply to discharges from cooling water systems, condenser water systems, heating water systems, cooking facilities, engine discharges, water treated with chemicals or where large sediment loads exist) 3.8 Minimise air pollution from dust and emissions Minimise of exposed earth and stockpiles Cover and secure materials in open transport Use sprays and/or other means to control dust Keep emissions within statutory or other required limits Minimise fire risks, and prevent and control fires ENVIRONMENTAL OBJECTIVES ACTION TO BE TAKEN WHEN ACTION WILL BE TAKEN PERSON RESPONSIBLE ACTION COMPLETED
SSV MINI OLYMPICS 9/10 years entry form combined Girls and Boys/Open School Name:_ Teacher/s Attending Please enter the name of the student in the appropriate column and their age and date of birth. Event Suggested Standard Name D.O.B. Age (Turning this year) Discus Girls 8m James 23/5/07 10 Discus Boys/Open 12m Jake Marks 3rd 1/2/07 10 Shot Put Girls 4m Ebony Nicholls 10/5/07 10 Shot Put Boys/Open 6m Isaiah Puafisi 28/6/07 10 Long Jump Girls 2.4m Ruby Spratt 25/1/07 10 Long Jump Boys/Open 2.5m Flynn Bobstchinski 3rd 30/8/07 10 Triple Jump Girls 4.50m Ebony Nichols 10/5/07 10 Triple Jump Boys/Open 5.5m Shaun Watson 29/5/07 10 High Jump Girls 85cm Aimee James 23/5/07 10 High Jump ys/Open 95cm Will Norton 2nd 19/12/07 10 m Hurdles Girls 22 sec 80m Hurdles Boys/Open 22 sec Sam Cumming 3rd 27/7/07 10 23/5/07100m Sprint Girls 22 sec Ruby Spratt 25/1/07 10 100m Sprint Boys/Open 22 sec Bobstchinski 1st 10 200m Sprint Girls 44 sec Rose Dillon 21/12/08 9 200m Sprint Boys/Open 44sec Will Norton 19/12/07 10 800m Run Girls 3.50 min Bambrick 23/5/07 10 800m Run Boys/Open 3.50 min Jake Marks 1st 24/12/07 9 1500m Girls 9.30 min Charlotte Thompson 3rd 19/10/08 9 1500m Boys/Open 9.30 min Jaymin Archer 1/2/07 10 4 x 100m Girls ALL RUNNERS REQUIRE FULL NAME DATE OF BIRTH AGE ENTERED HERE Flynn Bobstchinski Will Norton Sam Cumming Jake 1st 1. 30/8/07 2.19/12/07 3.27/7/07 4. 1/2/07 1.10 2.10 3.10 4.10 Relay 4 x 100m Boys/Open ALL RUNNERS REQUIRE FULL NAME DATE OF AGE ENTERED HERE Ruby Spratt Rose Dhillan James Bambrick 1. 25/1/07 2.21/12/08 3.23/5/07 4.23/5/07 1. 10 2.10 3.10 4.10
Facilities Ongoing Budget Needs: One-time Expenditure: Request linked to: SLO/PLO #: Strategic Initiatives (student centered, organizational transformation, community engagement): Improving Student success Achievement of program set standard for student success: Technology Ongoing Budget Needs: One-time Expenditure: Request linked to: SLO/PLO #: Strategic Initiatives (student centered, organizational transformation, community engagement): Improving Student success rates: Achievement of program set standard for student success: Equipment/Supplies Ongoing Budget Needs: One-time Expenditure: Request linked to: SLO/PLO #: Strategic Initiatives (student centered, organizational transformation, community engagement): Improving Student success rates: Achievement of program set standard for student success:
Timeline 1100 BC – Jews migrate to Palestine from Iraq 1100 BC – Palestinians migrate to Palestine from the Mediterranean 900 BC – Establishment of Israel by the Jews 73 AD – Empire conquers the area; Diaspora occurs 1800s AD – Zionist movements form 1882 – Jewish Immigration to Palestine begins; Palestinians are moved from their farms into overcrowded cities 1916 – Sykes-Picot Agreement signed between France and Britain; Britain has control of Palestine 1936 – Arab Revolt 1947 – Britain gives Palestine to the United Nations
Document B Source: The Council of the League of Nations, The Mandate for Palestine, July 24, 1922. Note: The League of Nations for formed in 1919, following World War I, in an attempt to maintain peace among nations and prevent any further wars like the one that had just ravaged Europe. This group contained countries from around the world. Though by the 1930s it was clear that the League had failed in this mission, the organization nevertheless paved the way for the creation of the United Nations, which ultimately created the country of Israel. This mandate gave authority over Palestine to Great Britain and set out explicit instructions for the government. …”Whereas recognition has thereby been given to the historical connection of the Jewish people with Palestine and to the grounds for reconstituting their national home in that country”… …”The Mandatory (Great Britain) shall be responsible for placing the country under such political, administrative, and economic conditions as will secure the establishment of the Jewish national home”… …”The administration of Palestine, while ensuring that the rights and position of other sections of the population are not prejudiced, shall facilitate Jewish immigration under suitable conditions”… Document Analysis When was this document written? In what three ways does this document support the Zionist cause? The last quote talks about Jewish immigration to Palestine. In what specific ways could this anger the Palestinian Arabs?
Summariser Mini Role Sheet Name: Class: Date: Text Summary: Connector Mini Role Sheet Name: Class: Date: Text title: Connection 1 – Circle: Text-to-Self Text –to-Text Text-to-World Text reference (quotation): Connection: Compare and contrast: Vocab Enricher Mini Role Sheet Name: Class: Date: Text title: Words/terms/phrases selected: 1. Meaning:
Team Rider Name Pony Time Team Rider Name Pony Time Class 1 – 30cm East Devon Pinks Mixed Team East Devon Blues Class 3 – 50cm East Devon Orange South and West Wilts East Devon Purples Mixed Team 1 East Devon Yellows Mixed Team 2 Class 2 – 40cm East Devon Reds Mixed Team SDW Sunshines South and West Wilts East Devon Greens Becca Penrose Emma King Felicity Wadeson Frosty Half Six Indie 12:16 12:18 12:20 Class 4 – 60cm East Devon Whites Individual (East Devon Blacks) East Devon Blacks Individual (Silverton Super Stars) Silverton Super Stars Individual East Devon Whites Esme Taylor Naomi Brown Flee Coco 12:32 12:34 Molly Pullin Mickey 12:36 Polly Cochrane Bella Green William Down Rosie Max Dudley 12:38 12:40 12:42 Charlie Winter Poppet 12:44 Molly Pullin Bluebell 12:52 Louise Brown 12:54
Week 6 – The body scan meditation How did I feel after practicing the exercise? How did it help me? Were there any aspects of carrying out the exercise that I found challenging? What will I do differently next time? MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
for such segmentation is that different category of customers buy in different categories of markets. Quota will be allocated to different kind of markets based on expert opinion and then random selection will be made in each category of market. Data collection Data will be collected by well trained and motivated interviewer and the process will be closely followed by the faculty staff. Data entry and validation A data entry file will be prepared and data will be entered and validated in a SPSS database. A list of single variable (validation) rules and cross variable (validation) rules will be prepared in advance. Data processing and analysis Data will be processed and analyzed using conjoint choice experiment (CCE) and the related software. The analysis will be conducted jointly with academic staff of UH. Expected Results This survey will enable to assess consumer preferences. More specifically: Preference for origin – domestic versus imports. Preference for variety/type. Willingness to pay for the above mentioned products. Identification of consumer groups with similar preferences, which indicates potential market segments that, can be targeted by producers/traders. In addition, the survey is expected provide useful information on other important issues related to consumer behavior, including quantities bought and consumed, place they buy etc. Objectives, Activities, Outputs and Outcomes Table 2: Objectives, Activities, Outputs and Outcomes Objectives Activities Outputs Outcomes Identify consumer preferences for apple and consumer group with similar preferences Literature review Focus group and expert interview Identification of products attributes Design of questioner Conduct the survey Analyze the data Write the report/article and publish Sector background is analyzed Product attributes are identified, and questionnaire is properly designed Research results (in form of presentation and paper) will be shared at yearly AUT conference, International Food and Agribusiness Management Association (IAMA) conference and preferably IFAMR In depth information on consumer behavior related to apple is available for policy-makers, producers, traders etc. Research capacity of participating AUT academic and students strengthened A Msc thesis is done of high quality At least two publications are added to the faculty publications list
Miniature Rubric- Group Elements Weight 5 Points 4 Points 3 Points 2 Points 1-0 Points Theme The entire train has a cohesive theme that is apparent to the viewer. The train has a cohesive theme which may be unclear. One part of the train does not match the theme. Two or more parts of the train do not match the theme. There is no evidence of a theme. Engine Assembly X2 Provides a full assembly of the engine with correctly sized parts. Provides a full assembly of the engine, though there are minor mistakes. Provides a full assembly of the engine, but several parts are built incorrectly. Assembly is missing pieces. Assembly is less than half complete. Full Train Assembly X2 Each train car is linked together and connected to the engine. Each car is the same width so that the train could run on a track. Each car is linked together and connected to the engine. There are minor problems that prevent the train from running on a track. The train cars are linked together, but there are problems with how they link. Final assembly shows the engine with the cars, but they are not connected together. No final assembly. *Full train assembly should be uploaded to your Train Project Folder and named as ThemeTrain since I will be receiving a train from each group. (If your train’s theme is birthdays, it should be named BirthdayTrain.iam) *Each member of the group should also upload a word document named as NameCar into the Train Project Folder that includes a picture of their finished car, pictures of the original sketches, and a screenshot of the drawing file.
correctly (i.e. the wheels are attached to the base, etc.) though there is a minor problem. but not assembled. Sketch Original notebook sketch contains details and measurements. Detailed sketch, missing measurements. Sketch adequately the train car design. Quick sketch, no details. No sketch completed. Documentation Complete, dimensioned drawing file with the orthographic and isometric views. Drawing file with the orthographic and isometric views, not dimensioned. Missing one of the views. Missing two or more No drawing file completed.
Appendix 5 Section 19 permits 1. Use of section 19 permits (also as a small bus permit) Full details of the conditions relating to Section 19 Permits are contained in the Minibus and Other Section 19 Permit Buses Regulations 1987. The Permit, accompanied by a disc, is organisation rather than vehicle specific. An organisation must be involved in one or more of the following: education, religion, social welfare, recreation, or other activities beneficial to the community. If more than one organisation wishes to use a vehicle then each must hold a permit. Discs can be moved from vehicle to vehicle but the one appropriate to the group must be displayed when it is in use. the permit is not valid if the minibus is used by an organisation other than the one which applied for it. Any organisation using a minibus will be required to hold their own permit each permit allows the operator to use one vehicle. Additional permits are needed for each additional vehicle permits remain in force until revoked by the issuing authority or until the body named on the permit ceases to exist certain organisations such as the Scouting Association can supply their own permits organisations which are registered as a charity can apply for a permit. Organisations not registered would normally not qualify and therefore be subject to full PCV licensing and operating arrangements Section 19 permits are not valid outside the UK
in circumstances where persons are trapped in the vehicle after an accident and awaiting help from the emergency services, the fire extinguisher should be made ready to extinguish any fire in its early stages 7. First aid There must always be a qualified first aider, either the driver or escort, on each journey. Every minibus must carry a first aid kit in a suitable protective container. It should be readily available and clearly marked with a white cross on a green background. The kit should contain a minimum quantity of first aid equipment as set out in the as amended, please see below. ten foil packed antiseptic wipes one conforming disposable bandage (not less than 7.5cm wide) two triangular bandages one packet of 24 assorted adhesive dressings three large sterile non-medicated ambulance dressings (min 15 x 20 cm) two sterile eye pads, with attachments twelve assorted safety pins one pair of rustproof scissors sterile gloves mouth mask for resuscitation anything else required following risk assessment, dependent on passenger needs Note: Checks of the first aid kit should be included in the pre-use checks and re-stocked as necessary
SECTION 3: EMPLOYMENT PRESENT OR MOST RECENT PAID EMPLOYMENT Employer’s name Job title Brief Description of duties Dates from and to PAYE or freelance Reason for leaving, if applicable OTHER RELEVANT PAID EMPLOYMENT Employer’s name Job title Brief Description of duties Dates from and to PAYE or freelance Reason for leaving, if applicable VOLUNTARY OR HONORARY WORK Organisation’s name and address Role description of duties Dates from and to Reason for leaving, if applicable
Skills & Abilities IT literate with working knowledge of Microsoft Office, including Word, Excel, PowerPoint, Outlook and Explorer X Pushing wheelchairs, supporting sometimes heavy clients in a manner which is safe to both service user and member of staff is an intrinsic part of the role X Good communication skills X Calm reassuring manner but ability to work under pressure X Knowledge Understanding of the needs of older people with physical difficulties and/or mental health problems and a person centred approach X Understanding the benefits of activities to individual Service Users X Understanding the transport needs of older people X Other requirements Ability to empathise with older people, with an interest in their welfare X A current driving licence and willingness to travel around the county X To work unsocial hours, where necessary X Willing to undertake necessary training X Willing to work hours to cover for staff and volunteer absences when required X Values Commitment to and ability to work towards the Vision, Mission and Values of Age Concern Hampshire X Flexible approach to work to adapt to changing work demands and to support priorities of charity X A commitment to bring our values to life in everything we do X Demonstrable commitment to inclusive working, ensuring equality and valuing diversity X A passion for the third sector X Date written: 26 February 2018
MINIGRANT APPLICATION BUDGET Expense Item Description/Detail Total ($) Conference Registration Fee $ Transportation Airfare (roundtrip) $ Rental Car $ Gas for Rental Car $ Personal Car (@.505/mi) $200 Maximum $ Parking $ Cab, shuttle, public transport $ Food (@ $40 / day maximum) (Save your receipts!) $ Lodging $ Other expenses (list) $ Estimated Costs $ Department Funds (subtract) − Other Funds (subtract) ‒ Total Minigrant Request $
MINIGRANT APPLICATION BUDGET Expense Item Description/Detail Total ($) Conference Registration Fee $ Transportation Airfare (roundtrip) $ Rental Car $ Gas for Rental Car $ Personal Car (@.505/mi) $200 Maximum $ Parking $ Cab, shuttle, public transport $ Food (@ $40 / day maximum) (Save your receipts!) $ Lodging $ Other expenses (list) $ Total Estimated Costs $ Department Funds (subtract) − Other Funds (subtract) ‒ Total Minigrant Request $