zilongwang/ReadingBank huggingface dataset:
State some of the ethical concerns associated with measuring biomass and how these may be alleviated. Explain why biomass is generally low at higher trophic levels. Self Assessment: Essential Biology Assessment Criterion Complete (2) Partially complete (1) Self MrT Presentation & Organisation NA File names sensible, work complete and Filed in order of topic, and easy to access. All command terms highlighted or underlined.
Academic Honesty NA Sources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct. Objective 1 understanding All answers for the following command terms correct: Most answers for the following command terms correct: Define Draw Label List Measure State Objective 2 understanding All answers for the following command terms correct: Most answers for the following command terms correct: Annotate Apply Calculate Describe Distinguish Estimate Identify Outline Objective3 understanding All answers for the following command terms correct: Most answers for the following command terms correct: Analyse Comment Compare Construct Deduce Derive Design Determine Discuss Evaluate Explain Predict Show Solve Sketch Suggest Logic, notation, mathematical working NA Answers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical working shown. Further research NA Evidence is apparent of research and reading beyond the textbook and presentations to find correct answers to challenging questions. If any questions are unanswered, this criterion scores zero. Total (max 10):
White 4,034 42 (1.0%) 718 (17.8%) 663 (16.4%) 1,792 (44.4%) 819 (20.3%) Socioeconomically Disadvantaged 6,634 653 (9.8%) 3,280 (49.4%) 1,975 (29.8%) 601 (9.1%) 125 (1.9%) English Learners (4 years of RFEP) 5,816 915 (15.7%) 2,544 (43.7%) 1,572 (27.0%) 610 (10.5%) 175 (3.0%) Students with Disabilities 3,688 1,875 (50.8%) 1,347 (36.5%) 371 (10.1%) 80 (2.2%) 15 (0.4%) Foster Youth - - - - - - Homeless Youth 628 148 (23.6%) 257 (40.9%) 193 (30.7%) 25 (4.0%) 5 (0.8%) *Total = Number of schools with 30 or more students at the school level and student group level taking the Smarter Balanced Summative Assessments. - = No data available due to less than 30 for that student group taking the Smarter Balanced Summative Assessments.
Evaluating and Reporting Equity Gaps Under the Every Student Succeeds Act California’s Local Control Funding Formula (LCFF), enacted in 2013, fundamentally changed how all local educational agencies (LEAs) in the state are funded, how they are measured for results, and the services and supports they receive to allow all students to succeed to their greatest potential. California is committed to aligning state and federal education policies to the greatest extent possible to develop an integrated local, state, and federal accountability and continuous improvement system grounded in the LCFF. Under the LCFF, LEAs are held accountable for improving student performance. Specifically, California’s LCFF-based system sets eight priorities for school districts and charter schools (ten for county offices of education). LCFF Priority 1 recognizes that LEAs should be accountable for providing all students with access to standards-aligned instructional materials, facilities that are in good repair, and teachers who hold teaching credentials and are appropriately assigned (have official certification for the position in which they
LEAs must therefore not only report performance on the LEA report card using the measures of interim progress, but also must annually review and update their overarching plans for educational programming to address areas where performance is not on track to meet the long-term goal or where the LEA is not making progress in addressing performance gaps among student groups. Table 26. ELA – Academic Indicator Levels Declined Significantly by more than 15 points Declined by 3 to 15 points Maintained Declined by less than 3 point or Improved by less than 3 points Increased by 3 to less than 15 points Increased Significantly by 15 points or more Very High 45 or more points above Green Green Blue Blue Blue High 10 to 44.9 points Green Green Green Green Blue Medium -5 points to +9.9 points Yellow Yellow Yellow Green Green Low -5.1 to -70 points Orange Orange Orange Yellow Yellow Very Low -70.1 points or lower Red Red Red Orange Orange
Computer Printer 8-1/2‖ x 11‖ paper Fax machine Photocopier SUPPLIES FOR CLINICAL ACCESSIONING (SAMPLE RECEIVING) Computer Internet Barcode reader UN 3373 boxes In developing the COOP, the number, type and location of the workstations needed should be determined. An inventory of equipment and supplies for each location and workstation should be readily accessible at any time. An example of an inventory sheet is shown in Table 10 (Workstation Inventory). Once the inventory is complete, the indicated supplies and equipment should be pre-positioned, when feasible. If this cannot be done, a plan should be in place to rapidly deploy whatever items are necessary. The Standard Office Equipment list should be found both electronically through a shared drive and through an intranet SharePoint. If the department has another site location within its jurisdiction, which can be used as an alternative, it will be necessary to pre-deploy all the required equipment, supplies and reagents to that location as well. Preparation and Storage of “Go-Kits” In the event of an emergency that requires the implementation of the COOP, access to the building may be impossible. Important data located on the department’s servers may not be available for hours or days. Therefore, it is essential that any critical data needed for activation of the COOP be stored at an off-site location for ready access. To store these data, a ―go-kit should be prepared and kept in an easily accessible location. This kit should contain all of the necessary documents to activate and implement the COOP. In addition to a hard copy of the COOP, it should contain an electronic copy on a jump drive. In addition to the plan, the kit should contain the necessary contact information for all of the staff, clients, couriers, alternate laboratories, vendors and emergency management personnel, among others. It should also have key contact information for APHL and CDC, as well as any relevant standard operating procedures needed to carry out COOP activities.
Essential Skills for Fifth Grade 1st Trimester Literacy Informative Writing -Introduce a topic and group information in paragraphs -Develop the topic with facts, definitions and details related to topic -Use precise language and domain-specific vocabulary to explain topic -Provide a concluding statement Math -Read, write, and order multi-digit numbers to the millions. -Write multi-digit numbers in standard, expanded, and word form. -Multiply whole numbers by multiples of ten. -Multiply multi-digit numbers using the standard algorithm. -Recognize and generate equivalent fractions. -Convert improper fractions to mixed numbers and mixed numbers to improper fractions. 2nd Trimester Literacy Persuasive Writing -State an opinion and support a point of view with reasons -Provide reasons that are supported by facts -Provide a concluding statement Math -Divide both a divisor and dividend by powers of ten to find a product. -Divide four digit dividends by one- digit divisors. -Compare fractions with unlike denominators by finding common denominators and writing equivalent fractions. -Add and subtract fractions with unlike denominators. -Read and write decimals to the thousandths. -Compare and order decimals. -Add and subtract decimals. 3rd Trimester
20 What is the nth term of the following sequence? 6, 10, 14, 18, 22 21 Write down four factors of 18 22 Find the mean of the following numbers 9 1 1 6 7 13 2 1 23 Divide £35 in the ratio 3:4 24 What is the probability of getting a blue on the spinner below? 25 Solve the equation 2g + 5 = 18 26 Find 60 as a product of prime factors 27 Factorise the following expression 18b + 15 28 Make n the subject of the formula 29* Find the area of the circle 30* Find the length of the missing side of the triangle
Foundation GCSE – Essential Skills 1 Underline any words you don’t understand 1 Find of £25 £10 2 Calculate 30% of 320kg 96kg 3 Write down the value of 5 4 Simplify 3b x 4c 12bc 5 What is the reciprocal of 3 1/3 6 Work out the angle x 118 7 What is 0.2m in cm? 20cm 8 Calculate -3 x -5 15 9 If I buy 3 pens costing £2.75 each, how much change do I get from £10? £1.75 10 Expand the following 5(3a + 4) 15a + 20 11 Simplify p3 x p5 P8 12 Find the area of the shape below 24cm2 13 What is the next 3 numbers in the sequence below? 2, 8, 14, 20… 26, 32, 38 14 A bell rings every 8 minutes and another every 10 minutes. They both ring together at midnight. What time will they both ring at the same time again? 00:40 15 Write down the name of this 3D shape Cylinder 16 Simplify 7a + 3b – 5a + 2b 2a + 5b 17 Find the median of the following numbers 3 7 2 5 9 11 3 5 18 A bus leaves Hampton at 0853 and arrives at Queensgate at 0911. How long does the bus take? 18 minutes 19 Work out the value of 23 + 32 17
ESSENTIAL STUDENT INFORMATION (not for GOM children / DPC clients) STUDENT Student’s name: Gender - Male / Female Current School: Date of birth: Previous schools: Current year level: Community: CARER Carer’s name: Home phone number: Mobile phone number: Work phone number: Email address: Relationship to student: Address: CENTRELINK Person who receives Centrelink payments (‘Tjitji money’) for the student Same as carer Other (please provide details below) NOTE: This is the person who must sign Abstudy and Centrepay forms Name: Home phone number: Mobile phone number: Work phone number: Email address: Relationship to student: Address: FAMILY Other family contact name: Home phone number: Mobile phone number: Work phone number: Email address: Relationship to student: Address: EMERGENCY IF FAMILY ARE NOT CONTACTABLE, WE WILL CONTACT THE SCHOOL PRINCIPAL After-hours contact number: Work phone number: Email address: Principal’s name: TEACHER Teacher’s name: Contact number(s): Email address: VISITORS Name, relationship to student, contact details People allowed to visit the student in Adelaide People NOT ALLOWED to visit the student in Adelaide
Essex Police Diversity Unit (t) 101 ext 130072 (e) There are opportunities for you to advise the local police about your area. Jenna Warr - Information & Signposting Manager (e) : They can involve you as a volunteer in improving health services for your community. Sumana Begum - Volunteer Coordinator, Integration Support Services (t) 07824 557731 (e) They can find you a great volunteering opportunity, such as interpreting or being a play worker. National Association of Prison Visitors (e) If you have an hour or two a month to spare, they can give you the opportunity to apply to be a prison visitor. Tendring & Colchester Minority Ethnic Partnership (TACMEP) Email: Telephone: Senior Community Development Sollis Louise Bardell - Administrator (t) 01206-500471 (e) (e) They can help you with your English through informal classes, and help you to fill in forms. They also run community events that you could help with. Kelly Osborne – Volunteer Coordinator (t) 01621 862940 (m) 07583 959 336 (e) They have more than 2,000 volunteers helping them to protect wildlife and nature. They could find you a really interesting role.
Stav Yiannou Education & Lifelong Learning (Early Years) 10/03/2016 Paula Hornett Education & Lifelong Learning (Employability & Skills) 10/03/2016 Tom Anthony Independent Review Service 10/03/2016 Sue Mitchell Foster Carers Network 10/03/2016 Jenny Boyd Family Operaions (Children in Care) 10/03/2016 Chair of the Governance Group Jo Santinelli Vice Chair of the Governance Group Simon Wall Clerk to the Governance Group Mary Whitford Quorum: 50% Date Governance Group established 10 / 03 /2016 Date of review: / /
Engage Completed locally by Digital and approved by Editorial Book as ‘ELP – Engage Local Post’ Save booking form & photo in folder Ensure date is logged on availability spreadsheet Post will then be scheduled, approved by Editorial and you will be sent a proof. Post will then go live Digital will provide results on request Engage + (Boosted) Produced by Digital, approved by Editorial and boosted by 2adpro Book as ‘ELB – Engage Local Boost’ Ensure demographic data form is filled in (doubleclick grey area) Save completed booking form and photo in folder <mentioned in previous column> Ensure date is logged on availability spreadsheet Digital will provide you with POST ID which needs to be put into the Structured Data Form on FP Set ‘Upload HTML’ to ‘Ready to Upload’ in the components on Futureproof Digital to provide local results on request. Boosted results available on spreadsheet Ultimate (Ad Product) All completed by 2adpro Book Ad Product and select style as ‘Ultimate’ Structured data form will ask for where you’d like the post to go Attach completed booking form as a component in component dropper Outsource the ad product as normal through Ad Manager as well as the Facebook Post This will then come back on eproof like a normal advert – request changes through Ad Manager Boosted results available on Engage (Price as of Feb ’17) Clacton & Frinton = £150 Harwich & Manningtree = £100 Gazette = £150 Braintree & Witham = £100 Chelmsford Weekly News = £50 Maldon & Burnham = £100 Halstead Gazette = £100
Echo = £200 Thurrock Gazette = £100 Engage + (Boosted) Standard Engage price PLUS: £50 for 5,000 Boosts £75 for 7,500 Boosts £100 for 10,000 Boosts Ultimate (Ad Product) PP1 - £255 – 7,000 Boosts PP2 - £395 – 7,000 Boosts PP3 - £555 – 7,000 Boosts PP4 – £715 – 7,000 Boosts PP5 - £735 – 7,000 Boosts PP6 - £925 – 14,000 Boosts PP7 - £1,055 – 14,000 Boosts PP8 - £1,180 – 14,000 Boosts PP9 - £1,310 – 14,000 Boosts PP10 - £1,430 – 14,000 Boosts PP1-5 – Boost = £70 PP6-10 – Boost = £140
provide a ‘step change’ in broadband capability, as required by the 2016 NBS. The Phase 4 programme is investing public funding comprised of project savings relating to Superfast Essex Phases 1, 2 and 3, additional funding secured from local councils and matching BDUK grant. In addition, ECC is exploring the potential to secure additional funding from other government grants under relevant broadband schemes. In total, public funding of up to £30 million may be committed via the combined Phase 4a and Phase 4b procurements. Contact Details This Public Consultation Update Report will be hosted on the ‘What’s happening next?’ page of the Superfast Essex website at and will be accessible from Essex County Council’s website. Anyone wishing to submit final comments on this update of the Public Consultation as described in this report is encouraged to send in feedback via the Superfast Essex online contact form in the first instance: , however we understand attachments cannot currently be added to this form, and will therefore accept any email attachments being submitted as evidence via this email address: with the subject ‘Broadband Consultation July 2018’. Comments should be received no later than noon on the 6th August 2018. If you have any general comments or questions regarding the project, you can get in touch with the County Council’s Superfast Essex programme team at: www.superfastessex.org/contactus Alternatively, residents and businesses can find comprehensive and up-to-date information on the Superfast Essex programme at: APPENDICES Basic Broadband map for Essex 2016 – as published for 2017 Consultation NGA Broadband map for Essex July 2018 – map NGA Broadband map for Essex July 2018 – tabular
Contracting words You must choose one of these options by law to make sure your marriage is valid. They cannot be changed or left out. B1. I call upon these persons here present to witness that I (Partner’s name) do take thee (Partner’s name) to be my lawful wedded wife / husband. B2. I (Partner’s name) take you (Partner’s name) to be my wedded wife / husband. B3. I (Partner’s name) take thee (Partner’s name) to be my wedded wife / husband. Choose contracting words: Rings Are you giving rings, and if so, how many? Full name of ring holder: What to do next Thank you for filling in your ceremony plan. Please check you have completed all parts and, no later than ten weeks before your ceremony: email to , or print and post to Ceremonies Team, Essex County Council, Seax House, Victoria Road South, Chelmsford, CM1 1QH.
Provide without charge, and as soon as reasonably practicable, all relevant information which may be required by Essex County Council or Action for Children in order that they may act fairly, properly and in accordance with statutory obligations in connection with any tendering exercise relating to the work comprised in the service, or for a period subsequent to the service, and whether such tendering exercise and/or request takes place before or after the termination of the engagement of the Service Provider hereunder, and such obligation shall endure notwithstanding such termination and/or the fulfilment of the other obligations of the Service Provider hereunder. Share information with Essex County Council and the Commissioning Service, Schools Children & Families in compliance with Essex Safeguarding Children Board requirements. Transfer all information on the disabled children and their families who use the service, in relation to the contract, as Action for Children or the ECC Commissioning Service, Schools Children & Families directs, on termination of the contract. Co-operate fully with Action for Children, Essex County Council and the ECC Commissioning Service, Schools Children & Families Service during the handover leading to termination of the Contract. This shall extend to full access to all documents, reports, summaries and any other information required to achieve an effective transition without disruption to routine operational requirements. Be responsible for ensuring that any computerised filing, recording, documenting and planning systems utilised under the contract are transferred free of any charges to Action for Children and/or the Essex County Council or person or persons designated by the ECC Commissioning Service, Schools Children & Families as directed, to facilitate a smooth handover of services at expiration or termination of the Contract. Records relating to the child and family should be made available to the family, except where to do so could place the child at risk of significant harm. OUTPUTS AND OUTCOMES Outputs and outcomes will be monitored by the monthly and quarterly monitoring process. Outputs The Provider will deliver the following Short Breaks – Clubs and Activities service: Period No. of hours of service provision 1st October 2017 to 30 September 2018
Wanted: boxes for a Social Studies Project! Please save and send into school clean and empty boxes. Examples: cereal boxes cereal bar boxes mac and cheese boxes… We need these items by ________________________________________. Thanks for your help!! Wanted: boxes for a Social Studies Project! Please save and send into school clean and empty boxes. Examples: cereal boxes cereal bar boxes mac and cheese boxes… We need these items by ________________________________________. Thanks for your help!!
A _______________________ works hard to earn money. A _____________________ works hard to earn money.
Needed for Graduation 120 Basic Core These courses have an unchangeable order due to prereqs Option Core This is a recommended order but these classes can be moved around Fieldwork Topical Development GE Credential/Grad Prereqs Electives
Essential services safety and reconnection scheme What is a disaster? A disaster might be a: • Bushfire • Flood • Severe storm • Earthquake • Cyclone What are the grant payments for? You can ask for money to reconnect or fix up to 4 essential services like: • electricity • gas • water • sewerage How much are the grant payments? The grant payments are: • up to $200 for each service that is checked and reconnected • Up to $4200 for broken essential services Can I get a grant payment? To get a grant payment you must: • Own and live in a house, caravan or boat in the disaster area • Not have insurance money to fix essential services. Insurance is money you might get from an insurance company when something goes wrong • Have an income test. An income test means we check the money you get from your job before we give you a grant. How can I apply for the grant? • Call the Community Recovery Hotline on 1800 173 349 • Visit a Community Recovery Hub • Fill in the application form on our website www.communityrecovery.qld.gov.au
Constellation Lab Report CONDUCTING: Following Procedures Procedures Completed How Did You Do? Great Okay I had trouble 1 Get Constellation Chart and Star Map 2 Find the constellation on your Constellation Worksheet. 3 Highlight the main stars on your Constellation Worksheet. 4 Connect the dots 5 Record Number of stars What the constellation looks like. The name of the constellation. Constellations Lab Report
Q1) Is K compatible or incompatible in mantle minerals? Do you expect to find K concentrated in the mantle or crust over time? What about Ar? Ar has three stable isotopes: naturally occurring 36Ar and 38Ar, and the radiogenic daughter product of 40K, 40Ar. While differentiation and mantle melting in early Earth history would have transferred 36Ar and 38Ar into the early atmosphere, 40Ar forms almost entirely from decay of 40K and would not have been transferred into the early atmosphere. Since the initial abundance of 40Ar in the early Earth was negligibly small, almost all the 40Ar now in existence has grown since the Earth formed, half of it in the last 2-3 Gyr (the half-life of 40K is 1.26 billion years). Q2) How many stable isotopes does Argon have? What are they? Which isotope is the decay product of 40K? We can see that a simple model of K and Ar transport could help us understand the outgassing history of the Earth. We'll model changes in the ratio of 40Ar/36Ar in the mantle and atmosphere, and find the transport and differentiation history that best fits the Earth's present-day ratios. Note – it is easier to measure the isotopic ratio of a reservoir than to measure its actual Ar isotope concentration. All available samples from the mantle, such as basalt lavas, are likely to have become enriched in Ar during melting, and may have lost volatile elements such as Ar during magma ascent, crystallization and degassing. These processes change Ar concentrations, but have no effect on Ar isotopic ratios. This is because isotopes of the same element are chemical identical, meaning chemical processes will affect the isotopes in the same way, and will not change their ratio. We will discover that the 40Ar/36Ar ratios of the mantle and atmosphere constrain the degassing history of the Earth and help determine how much of its total K has been concentrated in the crust. Q3) Why do we measure isotopic ratios rather than the isotopic concentration? K – Ar Transport Model
The same validation process will be applied to files checked in the test facility and files that will be lodged via the ATO portal. To test a file: Prepare the files using software developed in accordance with the published reporting specifications. Log in to the test facility using the user ID and password. Select Send data located in the left hand menu. Select Browse to locate the file and then select OK. Select Send to submit the file to the ATO, where it will be checked for format compatibility and data quality. Select Transaction history to confirm the file has been uploaded. This can be done while the file is being validated for errors and warnings. When the validation is complete select Download from the Transaction history screen to download the validation report confirming the data is in a valid format or detailing any errors found. Accessing the test facility To obtain a user ID and password for the test facility, complete the File transfer test facility registration form at . The test facility can be accessed from the same location. For support in the use of the test facility, including password reset: email , or phone (02) 6216 4004 between 8.30am and 4.30pm, Monday to Friday AEST. Reporting via the internet Intermediaries or Reporting Parties are able to test and lodge their electronic ESS file via the Tax Agent Portal or Business Portal when a data file has been prepared and stored locally. On screen confirmation will be provided once the file has been sent. The ATO will perform data quality and format compatibility checks after the data file is sent. If the user selects the email acknowledgement option in the ‘Lodge file’ process, an email will be provided confirming the files have been successfully lodged with the ATO. A validation report will be available in the portal to advise if the report was successfully validated or if there are any problems. For more information about Portal file transfer go to The security features of the portals address the most commonly held concerns over electronic dealings, namely: authentication (the sender is who they say they are) confidentiality (the communication can only be read by the intended recipient) based
4.7 - I can use available resources to promote student growth and performance by incorporating: a. variety of instructional strategies and materials b. technology tools c. valid assessment measures (Knowledge, Skills) 5.1 - I can treat all students equally by establishing a respectful, supportive and caring environment by: a. establishing and maintaining routines, procedures and expectations b. providing equity of response opportunities for students c. promoting positive relationships and supportive interactions with students d. collecting and using information on the cultural backgrounds and values of the students to prepare culturally responsive learning activities (Knowledge, Skills, Disposition) 5.2 - I can create a physically and emotionally safe environment by providing: a. modeling of positive interactions amongst students and adults b. validating student contributions and thinking c. proactive, and consistent responses to student behavior. (Knowledge, Skills, Disposition) 5.3 - I can motivate students to work productively and assume responsibility for their own learning by: a. utilizing positive public praise and private correction techniques b. implementing cooperative and collaborative learning activities that involve choice c. providing relevant, real-world application to learning d. providing self-monitoring tools (Knowledge, Skills) 5.4 - I can create positive learning situations by organizing, preparing, and monitoring independent and group work allowing for full and varied participation of all individuals. (Knowledge, Skills) 5.5 - I can take responsibility for establishing and maintaining a positive classroom climate by: a. demonstrating effective classroom management strategies promoting positive relationships b. providing organization and consistent management of time, space, activities, and resources c. providing active and equitable engagement of all students (Knowledge, Skills, Disposition) 6.1 - I can use effective verbal, non-verbal and media communication techniques to communicate clearly and effectively. (Skills) 6.2 - I can with support, practice positive relationships and supportive interactions as the foundation of my work with children and families. (Skills) 6.3 - I can collaborate effectively with mentor teachers and supervisors. (Disposition)
ASSIGNMENTS MUST BE SUBMITED THROUGH TASKSTREAM IN THE OFS DRF, PROGRAM AREA DRF, OR EDTPA DRF. Course Outline Week Topic Activity/Assignment Due Date 1 Context for Learning 2 Seminar 1 Supervisor Observation 1 Observation lesson 3 Mentor Observation 1 Lesson plans for learning segment (plans, instructional materials, assessment tools) Distribute video consent forms 4 Supervisor Observation 2 Planning commentary Collect video consent forms Observation lesson *** For those who did not have a practicum. By this week students will have completed OBR Modules assessing knowledge of the Resident Educator Licensure Program, the School Operating Standards, the Professional Development Standards, and the Value-added Progress Dimension in preparation for Seminar discussions. 5 Seminar 2 Classroom Management 6 Full co-teaching begins (occurs during weeks 6-14) Supervisor Observation 3 Videotaping Observation lesson 7 Midterm triads held by the end of week 8 8 Seminar 3 Supervisor Observation 4 Instructional Commentary Observation lesson 9 Student Work Samples/Evidence of Feedback 10 Mentor Observation 2 Seminar 4 Assessment Commentary Checkpoint self-analysis submitted to checkpoint assessors. 11 Supervisor Observation 5 Complete edTPA submitted Lesson observation 12
Course Outline Week Topic Activity/Assignment Due Date 1 2 Seminar 1 3 Supervisor Observation 1 Context for Learning 4 Mentor Observation 1 By this week Students will Complete OBR Module assessing knowledge of the Resident Educator Licensure Program, and the Value-added Progress Dimension Modules in preparation for Seminar discussions. 5 Seminar 2 Behavior Intervention Plan 6 Supervisor Observation 2 7 Midterm triads held by the end of week 8 8 Seminar 3-- Plans completed for Work Sample assignment 9 Supervisor Observation 3 Instructional Videotaping 10 Co-teaching begins (occurs during weeks 10-14) Mentor Observation 2 Seminar 4 IEP/IFSP 11 Teaching for Unit Plan/Work Sample assignment 12 Supervisor Observation 4 Refined Philosophy 13 Seminar 5 Unit Plan/Special Education Teacher Work Sample 14 Taskstream checkpoint portfolio* (Taskstream summative checkpoint self-assessment) 15 Final triads completed Finals
COUNTRY Name Position ESTONIA Julia Koger (Member) European Territorial Cooperation Unit, Regional Development Department, Ministry of Finance Eduard Odinets (Deputy member) Department of Finance, Ministry of Culture Margarita Golovko (Member) European Territorial Cooperation Unit, Regional Development Department, Ministry of Finance Ms Mai Hion (Deputy member) Political Department, Division for Eastern Europe and Central Asia, Ministry of Foreign Affairs Olga Gnezdovski (Member) Foreign Financing Department, Ministry of Environment Ms Krista Tõnissoni (Deputy member) Foreign Financing Department, Ministry of Environment Mare Uiboupin (Member) Foreign Funding Department, Ministry of Economic Affairs and Communication Miia Mänd (Deputy member) Foreign Funding Department, Ministry of Economic Affairs and Communication Jana Pavlenkova (Member) Development and Planning Department, Ida-Viru County Government Tiina Beldsinsky (Deputy member) Development Division, Planning and Development Department, Harju County Government Mati Jõgi (Member) Development and Planning Department, Lääne-Viru County Government Triin Pobbol (Deputy member) Planning and Development Department, Järva County Government Britt Vahter (Member) Development and Planning Department, Võru County Government Ivar Unt (Deputy member) Development and Planning Department, Valga County Government RUSSIA Roman Bogatikov (Member) Unit for coordination and legal support of regional and cross border cooperation, Department for Regional and Cross Border Cooperation Development, Ministry of Economic Development
Svetlana Bibichkova (Deputy member) Unit for Regional and Cross-Border Cooperation Development, Department for Regional and Cross Border Cooperation Development, Ministry of Economic Development Angelina Stebakova (Member) Department for Regional and Cross Border Cooperation Development, Ministry of Economic Development Igor Kapyrin (Member) Department for European Cooperation, Ministry of Foreign Affairs Alexey Sazhinov (Deputy member ) Department for European Cooperation, Ministry of Foreign Affairs Andrey Mikheyev (Member) State Pskov region Committee for Economic Development and Investment Policy Natalia Goleva (Deputy member) Unit for External Economic Relations, State Pskov region Committee for Economic Development and Investment Policy Sergey Nikolaev (Member) International Cooperation Unit, Committee for External Relations of St. Petersburg Veronika Spiridonova (Deputy member) International Relations Unit, Committee for External Relations of St. Petersburg Ekaterina Rudakova (Member) Unit for International Programmes, Cross-Border and Bilateral Relations, Committee for External Relations of Leningrad Region Svetlana Myasnikova (Deputy member) Unit for International Programmes, Cross-Border and Bilateral Relations, Committee for External Relations of Leningrad Region
Select to print labels returned in the search To Be Process 3 This process is largely the same as the As Is Process but without the need to preview the labels prior to printing. Justification – Justify why the proposed changes should be implemented The time required to generate, assign and print labels is not practical Impact of not implementing Current inefficiencies will continue Alternatives – Provide up to three alternatives that could be implemented instead of the proposed change. Refer to resolution sections above. 2.1 Change Request Analysis Check each that apply PROJECT: Project Scope Project Costs Project Schedule INFRASTRUCTURE: Hardware/Network Configuration Item Documentation SOFTWARE: WDL Client WDL PDA Application Reports Other IMPACT/RISK ASSESSMENT – Describe the impact/risk/dependencies for each of the items checked. <FalconData to complete> <FalconData to complete> 2.2 Items to Purchase Item Description Quantity Price Ea. Total Support/Maintenance <FalconData to complete> TOTAL 2.3 FalconData Resources/cost Resource Type Estimated Days Rate Cost Possible Expenses <FalconData to complete> TOTAL 2.4 Customer Resource Requirement Resource Type Estimated Days Comments <FalconData to complete> 2.5 Associated Documentation Class (Specification, Test Plan, etc.) Title <FalconData to complete> <FalconData to complete> 2.6 Change Request Analysis Completed by Name Title Date 3.1 Change Authorisations Date Name & Role Signature Recommendation <Customer To Complete> [DATE]
System: Coherent Instructional System Structure: Planning for Quality Instruction Process Name: Establish Planning Foundation School-level District-level Purpose of the process: To create a framework, set expectations, and provide resources for effective, interdependent school team planning. Who is responsible for monitoring this process? Assistant Principal of Instruction Action Step Position Responsible Link to applicable tool(s)/resource(s) Action Step Completion Date Establish or review schoolwide vision, mission, and collective commitments for planning teams Principal Developing a Comprehensive Professional Learning System: A Workbook for State and Districts (Learning Forward) Getting Started: Reculturing Schools to Become Professional Learning Communities (Book authored by Robert Eaker, Richard DuFour, and Rebecca DuFour) Determine which planning teams need to be created (grade level, common course, vertical, department, leadership, etc.) Leadership Team Chair (Microsoft Partners in Learning) Communicate planning team membership structure Assistant Principal Create master schedule that incorporates planning team schedules Assistant Principal of Instruction Establish schoolwide instructional framework Leadership Team Chair GaDOE Standards-based Classroom Instructional Frameworks: 1. a. 2. Mathematics 3. 4. Establish planning team expectations, schoolwide Leadership Team Chair
ADA, FMLA, & Workers’ Compensation Laws When an employee with a compensable injury also meets the criteria for protections under the ADA or FMLA, it is important to understand these laws and how they relate in a return to work context. Employers should seek expert legal advice when making decisions involving the coordination of RTW programs, the ADA, and FMLA. Americans with Disabilities Act (ADA) was enacted to protect people from discrimination on the basis of disability. ADA requirements in a rehiring situation: ADA requires employers to rehire employees with a disability (a physical or mental impairment that substantially limits a major life activity such as walking, breathing, performing manual tasks, working, etc.), who can, with or without reasonable accommodation, perform the essential function of the job. Employers must provide accommodations unless doing so would create an undue hardship on the business. Examples of accommodations include: Making the work environment accessible to and usable by the individual with the disability. Restructuring the job functions to match the abilities of the worker (but not creating a new job). Modifying work schedules. Reassigning injured employees to vacant positions. Acquiring or modifying equipment or devices used. Employers must try to accommodate the impairments or limitations of injured employees with a disability and cannot have a policy of only taking employees back when they are 100%. The vast majority of workers’ compensation injuries do not result in a “disability” under ADA. Family Medical Leave Act (FMLA) was enacted to provide job security to employees with serious medical conditions or those who have personal and family obligations of tending to vital needs at home. Requires employers to provide up to 12 weeks of unpaid, job protected leave to eligible employees for certain family and medical reasons including a serious condition of the employee. Cannot force employee to return to work in a modified position if they request FMLA. An employer is required to place a returning employee (from FMLA) in the job previously held or in an “equivalent position with equivalent employment benefits, pay, and other terms and conditions of employment.” Reasonable accommodation may be necessary if an employee is returning from FMLA with a disability covered under ADA. Building Blocks to Establishing a RTW Program
Table 13: Guidelines for using the Plan Do Study Act (PDSA) cycle Process Questions Generate ideas Gain consensus What to do before the next step Plan Identify an opportunity and plan for change. How can we get to where we want to be? What do we do first? What’s the best way to do it? May include ideas on: how to solve the problem; how to implement solutions; and how to monitor & evaluate the trial improvement Agree on a design and implementation plan for a trial improvement Agree on criteria for evaluating the trial Brainstorm possible improvements. Analyse strengths and weaknesses. Establish criteria for selection. Establish timelines and a plan for monitoring and evaluating the trial. Do Implement the change on a small scale. Document problems and unexpected observations. Study Use data to analyse the results of the change and determine whether it made a difference. Have we implemented the trial improvement correctly? Have we followed the monitoring plan? Are we improving? What are we learning? Agree on effectiveness of trial. Evaluate improvement trial using established criteria. Compare results with desired state. Check for new problems. Decide to implement change system-wide or return to root cause analysis to search for other sources of variation. Act If the change was successful, implement the plan and continuously monitor results. If the change didn’t work, start the process again. Should we implement system-wide change? Does management support the change? If not, should we continue to search for other root causes? Develop ideas for planning change. (Implement action based on what you learned in the study step. If the change did not work, go through the process again with a different plan, using what you learned in the study step.) Agree to a new plan for system-wide change. Agree to return to root cause analysis and start the process again. Prepare to report results of the project. Communicate results throughout the organisation. Continue to monitor. Source: Adapted from VAADA (2012)
The Australian Government will release its decision on how Australia’s first Open Government Multistakeholder Forum will be appointed, structured and run via the OGP Australia website, ahead of a nominations process to commence the week of 29 May, 2017. A Multistakeholder Forum will be established by the of June 2017. Appendix A: Models considered for Australia’s first Multistakeholder Forum Model Structure of group Selection of members Currently exists? Issues Civil Society Network: Coalition of civil society organisations and individuals. Steering Committee of 5 – 9 members. Convener responsible for administering the network. Open to any individual or civil society organisation. Civil society selfselects. Yes – Australian Open Government Partnership Civil Society Network. Breadth of membership. Difficulties engaging government. Hub-and-spoke: Network of smaller forums (e.g. broken down by sector, thematic areas or commitments), which may be coordinated by a central committee. Government provides secretariat support. Government selects based on set criteria based on expertise and/or by invitation. Rotating chairs. No. May be difficult to bring views together. Requires additional administrative support. Public interest peak body: Peak, non-government structure to coordinate dialogue on public interest issues. Independent from Government and business. Membership and modus operandi should be decided through consultation across civil society. No. Similar to the Business Council of Australia. May have too broad a remit to be able to undertake all the functions required by the OGP. Government’s role to establish a peak group? Single forum model: Convenes government and civil society in one formally Equal government and representation. Members selected based on set criteria. Government and Yes – Interim Working Group. This group could be extended or Breadth of membership. May lack subject matter expertise on some topics. Need
6 March 2012 – 9:30am Riverway, Measham Meet at Robins Nest, Eagle Close 7 March 2012 – 10:00am Greenhill Estate inc Bradgate Drive, Willn Close, St Ives, Clarke Road, Smith Crescent etc Greenhill Community Office, Cropston Drive 7 March 2012 – 9:30am Worthington and Newbold Shop on St Matthews Avenue, Worthington 7 March 2012 – 9:00am Willesley Estate, Ashby de la Zouch At top of Ridgway Road 8 March 2012 – 10:00am Ibstock inc Sunnyside, Pretoria Road and Brookside Church View, Ibstock 13 March 2012 – 9.30am Coalville and Whitwick inc Meadow Lane, Hall Lane (Coalville End) & Sharpley Ave The Green in 13 March 2012 – 9:30am Oakthorpe, Donisthorpe and Appleby Oak Leisure Centre 14 March 2012 – 10:00am Greenhill Estate inc Haslyn Walk, Cropston Drive, Peldar Place, Northfield Drive etc Greenhill Community Office 14 March 2012 – 9:30am Kegworth Sutton Road 14 March 2012 – 9:00am Northfields and Mill Bank, Ashby de la Zouch Top of Northfields 15 March 2012 – 10:00am Ellistown and Hugglescote Near the Church on St Christophers Road, Ellistown 20 March 2012 – 9.30am Coalville inc Central Court, Central Central Court
Estate & College Close 20 March 2012 – 9:30am Snarestone, Swepstone and Newton Burgoland The Green, Newton Burgoland 22 March 2012 – 10:00am Ibstock Start near 198 Leicester Road, Ibstock 27 March 2012 – 9.30am Coalville inc Margaret Street, Marlborough Flats, Ravenstone Road & Western Ave Car park
Pecuniary legacies: Children with Leukaemia 200.00 Brian Hughes 300.00 Residuary estate carried forward 188,177.32 Residue of estate Janet Bloggs 188,177.32 SIGNED……………………………………….. Janet Bloggs (Personal Representative) SIGNED……………………………………….. John Bloggs (Personal Representative)
Pecuniary legacies: Children with Leukaemia 500.00 Brenda Hird 500.00 Residuary estate carried forward 211,995.90 Residue of estate Peter Smith 211,995.90 SIGNED……………………………………….. Peter Smith (Personal Representative) SIGNED……………………………………….. Julie Smith (Personal Representative)
Pension Plans Pension Plans (Includes, defined benefit, money purchase or defined contribution, DPSP or group RRSP, Canada Pension Plan, etc.) 1. Company: Phone No: Plan Type: Individual___ Employer___ Government____ Beneficiary: Value $: Notes: 2. Company: Phone No: Plan Type: Individual___ Employer___ Government____ Beneficiary: Value $: Notes: 3. Company: Phone No: Plan Type: Individual___ Employer___ Government____ Beneficiary: Value $: Notes: 4. Company: Phone No: Plan Type: Individual___ Employer___ Government____ Beneficiary: Value $: Notes:
PERSON SPECIFICATION The person specification provides a list of essential and desirable criteria which a candidate should possess to be able to perform the job. Each of the criteria listed below will be measured through one or a combination of the following: A = Application form; I = Interview; D = Documentation; R = References; T = Test. FACTORS ESSENTIAL DESIRABLE HOW IDENTIFIED Experience Experience of managing premises and facilities management Experience of project management and coordination of work by contractors Experience of corporate procurement and purchasing practices. Experience of Health & Safety legislation and good working practices including risk assessment and fire management regulations Experience of managing budgets Experience of working within the voluntary/charitable sector. Experience of supervising and supporting staff/volunteers/placements A I R Knowledge & Understanding Knowledge of corporate procurement and purchasing practices. Knowledge and experience of Health and Safety legislation and good working practices including risk assessment and fire management regulations. Knowledge of understanding the needs of victims of domestic violence. Knowledge of the voluntary / charitable sector A I R T Skills & Abilities Excellent numerical competencies and ability to manage and review budgets. Excellent skills in project management and communication with the ability to demonstrate excellent analytical and creative problem solving abilities in a business environment. Ability to collect and review performance management information with a view to ensuring continuous improvement is achieved within the Service. Demonstrate excellent communication skills both verbal and in writing including report writing skills. Have proven interpersonal skills. Negotiation and persuasive skills when dealing with staff, volunteers, service users, contractors, public figures and representatives from other agencies. Good ICT skills including knowledge of e-commerce to meet efficiency and cost benefits. Knowledge and awareness of environmental issues. A I R