zilongwang/ReadingBank huggingface dataset:
For this topic, I can apply and adapt a range of verbs (passer, rester, aller, loger, visiter, aimer, manger…). Listening I can understand the main points of a spoken language, including some extended passages. I can recognise whether an opinion is positive or negative. I can normally understand references to past, present or future. Speaking I communicate in French in class and can ask some questions. I can take part in a simple conversation on this topic and give my opinions. I use adjectives, quantifiers and connectives and my pronunciation is generally good. I can say what is going to happen using the near future tense. Reading I can understand the main points and opinions from short written texts on this topic. I can use context to help me understand some unfamiliar language. Writing I can write 3-4 sentences on a limited number of topics with preparation. I can write for some different purposes (e.g. blog, expressing ideas and opinions, adjectives, quantifiers, connectives and negatives. I can sometimes manipulate vocabulary and grammar with there might be major and minor errors. Reading: Who likes to travel by aeroplane? Who likes hot holidays? Who prefers winter holidays? Why? Who doesn’t like flying? Why? Who doesn’t like sunbathing? Speaking: Photo Card
I write in the present tense but I may show an attempt to write in the past or future tense. I can convey key messages in a simple translation. Qu’est-ce qu’il y a sur la photo ? Aimes-tu les vacances ? Pour quoi ? Où vas-tu en vacances normalement ? Listening I can understand the main points of a short spoken language or dialogue. I can recognise some opinions. Speaking I sometimes communicate in French in class and can ask key questions. I can ask and answer simple questions on this topic. Some answers include an opinion, connectives or adjectives. Reading I can understand the main points and opinions from a short text. I am able to use a dictionary with more confidence. Writing I can write 3-4 sentences on a limited number of topics with preparation, with opinions, adjectives or connectives. I can write for some different purposes (e.g. blog, post-card). I only write in the present tense. I can convey few key messages in translations. Reading: These young people are talking about holidays. What aspect of the holiday are they talking about? Write the correct letter in each box. 1 Je pars à huit heures du soir. Je prends l’avion et j’arrive vers minuit. 2 Ma chambre a un balcon avec une belle vue sur la mer. 3 J’espère qu’il va faire beau. J’adore le soleil et je n’aime pas la pluie. 4 J’aime bien acheter des souvenirs pour mes copains. A: The hotel room B: The weather C: The food D: The nightlife E: The journey F: The cost G: Sports H: Shopping Speaking:
“Our challenge ahead is transport and logistics,” says Josef Malan. “Say you pack 32 pallets an hour and the packhouse is working through the night, that’s 640 pallets per day and to move that, you’re talking approximately 30 trucks. So you need 30 trucks at the packhouse, 30 on the road and another 30 on their way back, in other words 90 trucks in circulation for one packhouse.” That is, assuming that everything goes well at the harbour. A recent strike of harbour workers caused a delay, as do mundane things like insufficient reefer plug points at the harbour or long queues of trucks at the harbour. “The trucks back up into the surrounding roads and traffic officials are forever writing out tickets for our truck drivers,“ Lucille says. “At the harbour the trucks can’t offload quickly enough. They stand and wait if there aren’t enough cool rooms available.” The height of the avocado season coincides with that of citrus, which places further strain on cool facilities at the harbours. The choice of harbour for Naranja Packers depends on cultivar, timing and destination. If fruit go to Cape Town Harbour, almost double the trucking cost from Burgersfort, it’s in the European market a week earlier, while Durban Harbour provides good opportunities for return journey freight (although the recent listeriosis scare affected that). It takes about 45 to 50 days for their soft citrus to complete its journey from the orchard to its receivers overseas. For more information: Josef Malan Naranja Packers Email: Publication date: 8/22/2018 Author: Copyright:
hands of government and previously disadvantaged individuals (PDIs), representing 25 million hectares. To put it into further context, using the potential and the economic value of the land, this amounts to 29.1% of total agricultural land value in South Africa and 46.5% of the total potential of South Africa’s agricultural land. PDI: Previously Disadvantaged Individual The reason that land now held by black emerging farmers represents so much of South Africa’s agronomically high potential land, is because of high black land ownership in eastern provinces like KwaZulu-Natal, Eastern Cape as well as Limpopo. Furthermore, the audit found that twice as many black emerging farmers had obtained their land through private purchases (4.3 million ha) than beneficiaries of the government’s land reform programme (2.2 million ha), reinforcing their view that the private sector can speed up the efficiency of land transfer processes. “The most successful black farmers are those that have bought their own land,” says Christo van der Rheede, deputy executive director. “For instance Coloured fruit farmers in the Western Cape. A big part of their success is due to their affiliation with Hortgro.” However, emerging farmers have a universal concern: lack of secure tenure and lack of access to capital for farming operations and growth. A major stumbling block is that farmers who are based in traditionally communal (‘tribal’) lands where private land ownership is forbidden, are therefore disqualified from accessing commercial credit. “We propose a new strategy for sustainable agrarian reform. A lack of access to capital is the single biggest inhibitor to emerging farmers at the moment,” Omri van Zyl says. “We suggest subsidisation of interest rates from government. Through commercial funding mechanisms we can leverage more from government. We believe we can transfer property at double or quadruple the rate that it is done currently.”
Accountant Actor Acupuncturist Angler Animator Architect Astrologer Astronaut Astronomer Ballet Dancer Basketball Player Biologist Bird Watcher Book Writer Boxer Cardiologist Carpenter Celebrity Chemist Children’s Nurse Computer Programmer Cook Dancer Dentist Dietician Driver Drug Rep English Teacher Entertainer Explorer F1 Driver Farmer Funeral Director Geologist Golfer Grocer Groundsman Historian Hotel Manager Illustrator Interior decorator Inventor Journalist Lawyer Lecturer Librarian Macdonald’s Worker Mafia Don Manufacturer Mathematician Meteorologist Miner Monk Movie Star MP Musician Naturalist Newsreader Nuclear physicist Numerologist Oceanographer Olympian Painter Pharmacist Philosopher Photographer Physician Pilot Plumber Policeman Politician Printer Professional Footballer Refuse Collector Restaurant Owner Sailor Scientist Sculptor Skier Sociologist Soldier Story Teller Tabloid Editor Tennis Player Terrorist Theatre Travel Rep Traveller TV Host Warehouse Manager Weather Person Wine taster Zoo Keeper
Mushrooms (Oyster, abalone) Pleurotus spp. n/a All countries Mushrooms (Paddy straw mushroom, straw mushroom) Volvariella volvacea (syn. Agaricus volvacea) n/a All countries Mushrooms (Pholiota) Pholiota nameko n/a All countries Mushrooms (Pied de mouton, Shepherd foot) Hydnum repandum n/a France Mushrooms (Poplar, Velvet pioppini) Agrocybe cylinracea n/a All countries Mushrooms (Porcini) Boletus edulis n/a France, Italy, Poland, South Africa Mushrooms (Princess matsutake) Tricholoma bakamatsutake n/a All countries Mushrooms (Saffron milk cap) Lactarius deliciosus n/a France Mushrooms (Shimeji) Lyophyllum spp. n/a All countries Mushrooms (Shittake) Lentinus edodes n/a All countries Mushrooms (Singer matsutake) Tricholoma matsutake (syn. Tricholoma nauseosum) n/a All countries Mushrooms (White matsutake) Tricholoma magnivelare n/a All countries Nectarine Prunus persica var. nucipersica n/a China, New Zealand, United States of America (California, Oregon, Washington and Idaho only) Okra Abelmoschus esculentus n/a Fiji Olives Olea europaea n/a New Zealand, United States of America (all states except Hawaii) Onions Allium cepa n/a Netherlands (Ijsselmeer polders only), New Zealand (from the following districts only: Ashburton, Blenheim, Hawke's Bay [pest free sites of production], Horowhenua, Katikati, Manawatu, Nelson, Northland, Opiki, Rangitiki and Waikato), United States of America (from the following states
make the most of one of the practice rooms in college. The band room is beneath the JCR and has a drum kit, keyboards, guitars, amps, microphones and music stands – it can be booked by asking the porters at the lodge and is one of the few practice rooms that can be booked in advance. If you are organising an event, be it inside or outside of college, you can borrow equipment from the band room by getting in contact with me. At the beginning of term, I'm going to be looking into what equipment needs to be replaced and what else we need to purchase, so if you have any suggestions, please let me know! Wine Stewards - Amelia Hart and James Dayman Pronouns: She/Her (Amelia) and He/Him (James) Bio: Hi, we are this year’s wine stewards - come and visit us in the only student-run wine cellar in Oxford to pick up a bottle from our range! We aim to provide good quality wines at all price points, and whilst the Old-World classics of France and Spain will continue to be well represented, we will be looking to introduce newer and more unusual offerings for you to try. James is a second-year PPE student, and Amelia is a second-year historian; both of us have a love of all things vinous so do not hesitate to approach us for wine chat, advice or any special requests. In addition to opening the cellar several nights a week before formal, we will be hosting wine-related events throughout the year, starting with a classic ‘wine and cheese’ night in Michaelmas. Make sure to drop in to the cellar before family formal at the end of Freshers’ week! Image Description: There is a photograph of a person wearing a jacket with his arm around a person wearing a black top. There are houses in the background and another person on the right at a different table. The accompanying text reads ‘Wine Stewards!’ Bike Rep - Samuel Luxa Pronouns: He/Him Bio: Hiya guys, I’m Sam, JCR Bike Officer! The JCR has a small number of bikes which are free for you to borrow, and it’s my job make that happen. So, whether you need to race between classes on drawer
R65 each for 24 or more R97,50 each for 12 to 24 R130 each for 1-12 Paper Mounted on a twisted paper stem (150mm x 110mm) Party Protea Light-weight protea with fringed centre. Suitable for function décor. Smaller buttonhole version available. R40 each for 100 or more R60 each 50-100 R80 each 1-25 Plain white or book print paper. Mounted on a wooden cocktail stick. Small additional charge for coloured paper (130mm x 130mm) Origami Lily Classic origami bloom. Petals may be rolled or folded. Made up and flat-packed
Shipping - Price excludes cost of postage and packaging. We prefer to courier and can send paper flowers world-wide. Arrangements can be made for local Durbanites to pick up their orders to save on shipping costs. Variations and Inspiration – Please visit our website to see some of the many variations we have created. Bespoke – We may be able to create other paper products to meet your specific needs. Chat to us.
The Interdisciplinary Studies Program (ISP) FALL 2018 Courses for Freshmen ISP is a vibrant student-faculty learning community. First-year students take ISP100 plus two additional courses, one of which can be a special ISP-only ENG 101 class. Your advisor will help you select the courses that best suit your needs and interests. Time Monday Tuesday Wednesday Thursday 8:10am - 10:40am ISP 122:01 Those People! Stereotyping in America Montano / Dominguez [US Experience] ISP 112: 01 Travel and Transformation Haw / Perez [World Cultures] ENG 101: ISP1 9:25-10:40am Dalisay [College Composition I] ENG 101: ISP1 9:25-10:40am Dalisay [College Composition I] 11:00am - 1:30pm ISP 100 Justice: Who’s In and Who’s Out? FY39: Crowder / Carter FY40: Haw / Scott FY41: Montano / Sarna FY42: Brulin / Perez [Justice I] ENG 101: ISP2 10:50-12:05 Rosenberg [College Composition I] ISP 147:01 Life Stories Madrazo / Williamson [Individual and Society] ENG 101: ISP2 10:50-12:05 Rosenberg [College Composition I] ENG 101: ISP3 12:15-1:30 Rosenberg [College Composition I] ENG 101: ISP3 12:15-1:30 Rosenberg [College Composition I] 3:15pm - 5:30pm ISP 145:01 Why Gender Matters Turan / Wilson [Individual and Society] ISP 122:02 Those People! Stereotyping in America Montano / Dominguez [US Experience] ISP 110:01 When Nature Roars: Global Catastrophe and Human Responsibility Turan / Carter [World Cultures] ISP 112: 02 Travel and Transformation Haw / Perez [World Cultures]
Office of General Education A-218C 160 Convent Avenue New York, NY 10031 GENERAL EDUCATION ASSESSMENT REPORT FRENCH 22600: Date of report: January, 2018 Course: French 22600 Date/semester of assessment: Fall 2017 Assessment Team Members: Maxime Blanchard Coordination / Oversight: Professor Vanessa Valdès Assessment Findings Learning outcomes Learning outcome assessed this round? If yes, brief description of methodology Brief description of findings Meeting expectations Express verbally ideas with the vocabulary covered in simple sentences and demonstrate proficiency of the present, past, future tenses and of the most common subjunctive forms. In groups of 2 partners, students were asked to have a discussion about a film they had seen in class (and discussed in class). The film was Zazie dans le métro, a 1962 adaptation by Louis Malle of Raymond Queneau’s eponymous novel. All students received a passing and a good grade. The lowest grade was a B. I found that this format (oral exam in groups of 2) make students shine. They prepare well (with my instructions on how to prepare). Most students exceeded my expectations. Comprehend ideas expressed within the framework of the vocabulary and grammatical structures presented in listening exercises as well as in class and demonstrate this with an appropriate verbal response. Students are instructed to use vocabulary they know, and to keep it simple. They are also warned against literal translations from English (which is the main problem, but often avoided with guidance from the professor). Finally, they are advised to speak in a somewhat formal manner (quite a challenge for English-speaking students) Students were mostly successful. They avoided translations by using simple structures. However, since the lack of awareness of registers is a problem in English, it then becomes a problem in French… Most students were above average. Comprehend ideas expressed within the framework of the vocabulary and grammatical structures presented in written Students have to write down their conversations, and they are allowed to have their notes during the oral exam. They are not allowed to read. Writing down the I do not grade the written version of the conversation because I find that students are too concerned about the written part of the exam All students wrote a script of the conversation.
Leçon B --- Vocabulary of la nourriture. Page 274. --- The partitive article. Page 279. Examples : Je prends du lait. Nous achetons de la confiture. --- The partitive in negative sentences. Page 282. Example: Christine ne mange pas de fraises. --- Expressions of quantity. Page 283. Examples: Un pot de confiture. Un kilo de raisins. Leçon C --- Vocabulary of les fruits. Page 289. --- Comparative of adjectives. Page 293. Examples: Jules et plus grand que Jim. Monique est aussi intelligente que Patricia. Ces pommes sont plus délicieuses que ces pêches. Révision de fonctions. Pages 303-304. Vocabulaire. Page 305.
Staff Intake Process For Office Use Only Application Checklist BOGW A B SEP (current – 2 sem) Enrollment (6+ units) CRC transcript Other transcripts CalFresh verification Date received: ____________ Educational Qualifications Math Assessment____________________ English Assessment__________________ Non High School Graduate or GED Below 2.50 GPA Remedial Enrollment__________________ Other______________________________ Demographics Educationally disadvantaged Foster youth Veteran Timed-out TANF CalWORKs Transfer degree Staff initial:___________ Current Units Enrolled: ________ Start Term: ________ Assessment made on ____________ (date) by _____________________________ (name of staff) All assessment materials have been collected Assessment indicates that student has skills, interest, and capacity to benefit from Fresh Success. The Pre-Enrollment Form will be completed only after college-based eligibility has been determined. Assessment indicates that student IS NOT appropriate for Fresh Success. Notes: ___________________________________________________________________________________________
Name: Asssessment by: Date: _____ December_____2017 ___________ # FRENCH 8: Oral & Written Celebrities Presentation Male: __________________________________ Female: _________________________________ CRITERIA PERFORMANCE STANDARDS CURRICULAR COMPETENCY that we are working on: Exchange ideas and information using complete sentences orally & in writing: describe people express basic beliefs and opinions Ways I could Improve MEETING What have I done Above & Beyond Uses 12 common sentence structures including être for communicating meaning with accuracy: (number of sentences) Excelling (E) Meeting (M) Approaching (A) Not Yet Demonstrating (NY) ORALLY describing people using adequate volume, pronunciation and fluency basic biographical facts about each person masculine/feminine physical & personality traits) (Il/Elle est…joli(e)/ bavard(e)e) (Il/Elle a …les yeux bruns) Excelling (E) Meeting (M) Approaching (A) Not Yet Demonstrating (NY) In WRITING shows understanding of vocabulary & sentence structure used to describe each person basic biographical facts about each celebrity; masculine/feminine physical & personality traits Excelling (E) Meeting (M) Approaching (A) Not Yet Demonstrating (NY) Using effective visuals to communicate & highlight meanings of descriptions of each person PowerPoint Poster Role Play Mixed Media Excelling (E) Meeting (M) Approaching (A) Not Yet Demonstrating (NY) Teacher Comments: OVERALL ASSESSMENT on French Oral & Written Celebrities’ Presentation Excelling (E) Meeting (M) Approaching (A) Not Yet Demonstrating (NY) What I want you to know or notice:
North East Essex, Suffolk Pathology Services Patient Notes Transfer Capita CitySprint Courier Police Requests Suffolk Constabulary Norfolk Constabulary Corononer reports Suffolk Coroners Service Quality, performance, payment and safety reports ACE East Anglian Diabetic Eye Screening Provide CQRS NHS England IESCCG Public Health Provision of IT Systems and Support NELCCG Provision of clinical system Docman https://www.docman.com/ EMIS Web https://www.emishealth.com/products/emis-web Infectious Diseases Anglia Health Protection Team Staff Pension NEST Telephone System APR http://www.aprtelecoms.co.uk/ Cleaning Minster
9:00 – 9:30 Registration Morning session 9:30 – 9:45 Welcome Taking the lead in improving air quality Wendy Hyde Chair, Cross River Partnership Elected Member, City of London Corporation 9:45 – 10:00 London’s transport and air quality strategy: A role for electric freight vehicles Oliver Lord Deputy Air Quality Manager Greater London Authority 10:00 – 10:15 FREVUE: Deploying 80 electric freight vehicles across Europe. What have we learnt? Tanja Dalle-Muenchmeyer FREVUE Co-ordinator Cross River Partnership 10:15 – 11:00 Technical: Are electric freight vehicles suitable for urban logistics? 10:45: Moderated discussion with fleet operators Terje Tretvik Senior Research Scientist, SINTEF FREVUE research partner Heineken Breytner Transport 11:00 – 11:30 Coffee 11:30 - 12:15 Economics: Can the deployment of electric freight vehicles be economically viable? 12:00: Moderated discussion with fleet operators Hans Quak Senior Scientist, TNO FREVUE research partner SEUR, DPD Group TNT 12:15 – 13:00 Social and environmental: Benefits and impacts of electric freight vehicles in urban logistics. Let’s look at the evidence. John Polak and Yanjie Dong Centre for Transport Studies Imperial College London FREVUE research partner 13:00 – 14:15 Networking lunch Electric Freight Vehicles on display in the Guildhall Courtyard
Afternoon session 14:15 – 15:15 Policy and governance: What changes are required? 14:45: Moderated discussion with policy stakeholders Nina Nesterova Scientist/Researcher, TNO FREVUE research partner Tim Ward, Transport for London invited, tbc The City of Oslo, Norway 15:15 – 15:45 Case study: How FREVUE shaped long-term vehicle policy at UPS London Peter Harris Director of Sustainability, EMEA, UPS 15:45 – 16:00 Looking forward: Declaration of Intent Guidelines and recommendations FREVUE City Leads Tanja Dalle-Muenchmeyer FREVUE Co-ordinator Cross River Partnership 16:00 – 17:30 You are cordially invited to the networking reception to meet with presenters, stakeholders and your peers Drinks and canapés
CONTENTS INTRODUCTION Prevention Procedures Support to Children Preventing Unsuitable people Working with Children Other Related Policies Senior Management Team Safeguarding responsibilities APPENDICES Appendix A - STANDARDS FOR EFFECTIVE SAFEGUARDING PRACTICE IN SCHOOLS Appendix B - CHILD ABUSE – SIGNS AND SYMPTOMS Appendix C - PROCEDURE FOR WORKING WITH A CHILD ABUSE DISCLOSURE Appendix D – TYPES OF ABUSE AND NEGLECT – (Keeping Children Safe in Education 2016) Appendix E - SAFEGUARDING REFERRAL FORM Appendix F - SAFEGUARDING RECORD OF ADVICE FORM Appendix G - ACTION PLAN FOR INTERNAL INVESTIGATION OF SAFEGUARDING CONCERN Appendix H - INVESTIGATION RECORD FORM Appendix I – SAFEGUARDING CHAMPIONS Appendix J – SAFEGUARDING AND LADO CONTACTS
Slide 64: Each of the 9 Essentials wakes up the brain and potentiates it to perceive differences better and faster Slide 65: In other words the Essentials are powerful drivers for positive brain change and learning Slide 66: The brain of the child with visual impairment works the same way that any other brain works Slide 67: The Essentials can be used to help the brain of the child with visual impairment overcome the real challenges that their condition creates in the motor, cognitive and interpersonal levels Slide 68: The Nine Essentials Figure 19 Image of the brain. Movement with Attention Slow Variation Subtlety Enthusiasm Flexible Goals The Learning Switch Imagination and Dreams Awareness Slide 69: Over many years of working with adults and children with transformational outcomes that were not supposed to happen, I kept asking myself: “What is happening in the brain?” “What about what I do works?” The 9 essentials are the eventual answer They now are validated by brain plasticity research. Slide 70: “Scientists have defined the “rules” governing brain plasticity. Anat Baniel, working in parallel along a completely different path, has defined almost exactly the same rules and interprets them
Friction Foldable Project Name ___________________________________ Date ___________ Phys. Science Period _____ Making the foldable: Use a plain piece of paper and fold it in half lengthwise (hotdog style) and give it a good crease then unfold it. Next, fold the paper in half TWICE (hamburger style)! You should have four (4) sections (keep it folded hotdog style), and cut a small slit into each crease; this will leave you with 4 flaps. Friction is…. Type of Friction Definition Example with Picture (Labeled) Type of Friction Definition Example with Picture (Labeled) Type of Friction Definition Example with Picture (Labeled) Type of Friction Definition Example with Picture (Labeled) Student Name & Period _____/1 point Friction Definition _____/2 points Types of friction _____/4 points Total Points Earned _____/25 points Definitions of types of friction _____/12 points Examples/Pictures _____/4 points Neatness, Creativity, Color _____/2 points Final Grade: _____%
Braking on a bicycle produces hardly any friction, which makes movement slow down or stop Skateboarding Ice skating not much Ten pin bowling Oiling a bicycle chain a little movement keep going or speed up Riding a bike with a flat tyre Skidding on snow a lot of Ten pin bowling Substitution table 3
Braking on a bicycle produces low friction, which is useful. Turning a rusty key Skateboarding Skidding on snow Sailing Ice skating Opening a bottle Rubbing sticks to make a fire Writing on sand high Isn’t Slipping on a banana skin Oiling a bicycle chain Riding on a bicycle with a flat tyre Striking a match Ten pin bowling Running in trainers with rubber soles Using a rope and pulley
Static Friction Static friction is caused by the interaction of the surface of the object and the surface the object is sitting on. Once static friction is overcome, the sliding and rolling friction begin and are usually less than the static friction. Instructions: Create an experiment that will show how the static friction changes with changes in texture and weight. Write your procedure, results, and conclusion on a separate sheet of paper. Fluid Friction: Gases and water are both considered fluids because they both create resistance on objects that are moving through them. Instructions: Create an experiment that will show how fluid friction changes with changes in an objects size and shape. Write your procedure, results, and conclusion on a separate sheet of paper. Lab Summary How does understanding friction forces make space exploration possible?
Students’ Names ___________________________________________________________________________________ Investigating Friction Data Form Ramp Drawings: Push #1: Distance and speed on cardboard surface Distance: Time: Speed: Push #2: Distance and speed on cardboard surface Distance: Time: Speed: Push #3: Distance and speed on cardboard surface Distance: Time: Speed: Average speed of car Speed: Hypothesis of movement on sand paper Faster or Slower Push #1: Distance and speed on sand paper Distance: Time: Speed: Push #2: Distance and speed on sand paper Distance: Time: Speed: Push #3: Distance and speed on sand paper Distance: Time: Speed: Average speed of car Speed: Hypothesis of movement on wax paper Faster or Slower Push #1: Distance and speed on wax paper Distance: Time: Speed: Push #2: Distance and speed on wax paper Distance: Time: Speed: Push #3: Distance and speed on wax paper Distance: Time: Speed: Average speed of car Speed: Hypothesis of movement on bubble wrap Faster or Slower Push #1: Distance and speed on bubble wrap Distance: Time: Speed:
Support services for disabled students Disability Support Form Enter your name: Enter your OU personal identifier: Please give the name of your disability, health condition, mental health difficulty or specific learning difficulty here: Please tell us how your disability affects you: Tick here Sight - you are blind or partially sighted. Hearing - you will need to be able to communicate with your tutor and occasionally you may need to take part in face to face or online discussion groups. Mobility - your mobility is restricted. Manual skills - for example, this may include difficulty handling items such as books. Speech - you have a speech impairment. Specific learning difficulty (such as dyslexia or dyspraxia). Please indicate if you have had a full assessment after the age of 16. If possible, send a copy of this assessment to your Student Support Team as soon as you can. If you are in the Open Programme and have not yet registered for a module, you may send the assessment once you are contacted by your support team. Yes, I have been assessed for a specific learning difficulty No, I have not been assessed for a specific learning difficulty Mental health - you need support because of mental health issues. Fatigue (extreme tiredness) or pain - you need support because of extreme tiredness or pain. Unseen disability - for example, this may include diabetes, epilepsy or asthma.
Music lessons with Vanessa this week PLEASE NOTE that due to Staff training there will NOT be a Netball Afterschool club this evening. Afterschool Club – Mrs Dreaves – iPad Club Messy Church 3.30-5pm. *Please inform school if your child is attending,* Wednesday 19th Class 3 Music Lessons Lunchtime - Drama with Miss Verity R - Y6 Skip 2 B Fit with Mrs Kirby – Y3 – Y6 Afterschool Club – Mrs Dreaves – Film Club 6:30pm Friends AGM – all welcome- Barton School Hall EH Football with Mike Layfield (am) all classes Multiskills Lunch time club Class 3 Music Lessons am Thursday 20th EH Multiskills with Mrs Harris – R, Y1, Y2 Afterschool Club – Mrs Dreaves – Science Experiments Club Flu vaccinations for Years 1,2 & 3, 10am. *please note change of date from 23rd Nov* Friday 21st EH pm Landing Pad "Before I was born" Netball Tournament Richmond 10-12pm School closes for half term Harvest festival Barton Church – all welcome 6pm EH am Landing Pad "Before I was born" School closes for half term County Music Guitar lessons Diary Dates – Week beginning 31st Oct EH = Executive Headteacher Barton Ravensworth Monday 31st EH am World Book Week Back Pack Project Collection Lunchtime reading Club with Mrs Allan-Hooks Football with Mr Weighman Y3 – Y6 girls and boys all welcome EH pm World Book Week Back Pack Project Collection 1.30pm
deadline for return slips Thurs 20th October. follow deadline for return slips Thurs 20th October. Wednesday 9th November Parents evening 3.40pm – 5.20pm Parent's evening 5.00 - 7.00pm Individual letters to follow deadline for return slips Thurs 20th October Saturday 12th November 10am – 2pm Friends of Barton School Autumn Fair in Barton Village Hall Monday 14th November Anti- Bullying week Anti-Bullying week Last opportunity to purchase any books from Travelling book fair. Friday 18th November Messy Church 2:30pm Children in Need Friday 2nd Dec Xmas disco for all pupils arranged by School Friends 4pm-6pm Tuesday 13th Dec Class 1 Nativity 2pm Wednesday 14th December Noon – Community Christmas Lunch Thursday 15th Dec Carols on village green 11am – all welcome. Xmas party afternoon – all classes Monday 21st November Influenza Y1 – Y3 (with consents) 1pm –1:30pm Thursday 24th November Advent Prayer Space Friday 2nd December Christmas Disco 4pm to 6pm Monday 5th December Back Pack Project Collection Georgian Theatre Trip – Whole School Back Pack Project Collection Friday 9th December Christingle making 2:30pm Sunday 11th December Christingle Service St Mary's Barton 3:30pm Tuesday 13th December Nativity 2pm - Wednesday 14th December Community Christmas Lunch noon Silent Night – Barton Church 2pm
Class Feeling of the week Star pupil R Lowry Dekota Ameera R Pank David Zahra R Turing Tyrelle Kmaiya 1 Lowry Muskaan Damilola 1 Pank Modele Ali 1 Turing Manha Leventica 2 Pank Kelson Amalia 2 Turing Sara D Siham 3 Lowry Kelvin Ahmed 3 Pank Alinah Ester 3 Turing Patricia Helena 4 Lowry Denisa D Khalil 4 Pankhurst Harry Ubaid 4 Turing Malaika Joshua 4 Perry Ibrahim Saif 5 Lowry Tabraize Mohamed 5 Pank Easha Emma 5 Turing Harryad Maha 6 Lowry Tahamid Finley 6 Pank Abbie Adam 6 Turing Joel Aziza Ms Wilkinson Latifa Subhan
Friday 5th February 2016 Stanley Grove Primary Academy FUN AT MALHAM TARN The Year 4 children, along with selected Year 3 children, enjoyed a fantastic night away in the Yorkshire Dales on Monday night. The children worked on their team building by taking part in various activities. They also enjoyed a spooky night walk and a hot chocolate before bed. Thank you to our wonderful staff, who have again given up their own time to allow our children to enjoy these fantastic opportunities. E:admin@stanleygrove.manchester.sch.uk W: Well done to all the children who came in on time this week. School starts at 08.45am and the gates are locked at 9am sharp. Don’t be late! KEEPING YOU INFORMED! Just a reminder as to how we communicate here at Stanley Grove especially for those families who are new to our school: Follow us on Twitter or our website for up to date news: @StanleygrovePA
Perryfields Junior School Friday Flyer Week 7th May – 11th May 2018 Pupil of the Week King-Smith: Ibrahim Mohamed Fine: Aditi Harikumar Walliams: Cooper Saltmarsh Lewis: Natalia Ciobanivc Dahl: Lola Saunders Rowling: Daniel McManus Tolkien: Henry Jackson Pullman: Annika Begum Morpurgo: Lily Francis-Wood Potter: Amelia Wickham Our other awards to go to … Mrs Ayling’s Award for Outstanding Manners Lilly Bye – Dahl Louis Brown – Lewis Mr Curtis’s PE Award Abigail Atkins-Pullman Mrs Siddall’s Attendance Award King-Smith 97.1%
So, the enthalpy change for the production of 0.05 moles of NaCl in the above reaction would be: -2717 J for each 0.05 moles NaCl, or -2717 J/.05 moles = 54,340 J/mole = 54.34 kJ/mole Summary of the terms and symbols Quantity Symbol Unit Meaning heat q J Energy transfer that produces or results from a difference in temperature temperature T oC or K Measure of the kinetic energy of molecular motiom temperature change ΔT oC or K Difference between the final and initial temperatures for a process mass m g Amount of material present heat capacity C J oC-1 or J K-1 Heat required to change the temperature of a substance one degree specific heat capacity s J oC-1 g-1 or J K-1 Heat required to change the temperature of one gram of a substance one degree
Course Description: Students will study a variety of communication techniques and develop a wide array of communication skills. The course will focus on speechmaking and rhetorical theory with an emphasis on controlling speech anxiety, how to structure and organize information and how to present to a variety of audiences. Course Title Microsoft Applications for Business Grade Level 9-12 Term Offered 1 Semester Credit Value .5 Prerequisite(s) None Course Description: Microsoft Office software is utilized where students use real world situations to demonstrate a thorough application of Office basics/file management, Excel, Word, Access, PowerPoint and Publisher. The use of electronic spreadsheets, word processing, presentations and publisher are the core of the course. Students will learn how to manage files, prepare spreadsheets using formulas, formal letters and various documents. Students will develop projects within Excel, Word, Publisher and PowerPoint. Course Title Multimedia and Design Grade Level 9-12 Term Offered 1 Semester Credit Value .5 Prerequisite(s) None Course Description: The student will acquire multimedia and graphic computer skills including desktop publishing skills, multimedia presentation development abilities, and computer graphic design. Students will learn to use industry standard software applications including: Adobe Illustrator, Photoshop, Indesign, Fireworks and Flash. Evaluation will consist of projects. Course Title Web Page Design Grade Level 10-12 Term Offered 1 Semester Credit Value .5 Prerequisite(s) Multimedia and Design or Practical Applications for the Computer
5. Bissinger writes of one Permian parent, “…it was clear to him that girls had to ‘dumb down’ at Permian or else run the risk of being excluded from dating and parties because the boys considered them too smart.” Is this social pressure on girls to hide their intelligence in order to be popular present here at our school? 6. How does the way Permian High school budgets money for sports vs. academics reflect its priorities? 7. Why has the Odessa High vs. Permian game come to be so important to Odessa High’s fans? 8. Analyze the comments in italics made by the Permian coaches the day after Permian stomps Odessa High 35-7 (p. 169). How does Bissinger use these as a means of indirect characterization of the coaches? Extended Response: Answer the following questions in a complete paragraph. What do Bissinger's descriptions of classroom activity and teacher's behavior at Permian High School reveal about the role of education in the lives of the students and adults of Odessa? Write a TIEDIED paragraph using specific evidence from the text to support your answer.
Reasons for approval: The departure of the minimum erf size of 500m² as prescribed by the SDF will not have a negative impact on the character of the area as it has a mixed density character. This application is a form of densification which is supported by the PSDF and SDF. The subdivision will result in the optimal use of space and services. There are no physical restriction that prevent the subdivision from being approved. No objections were received from affected property owners in the surrounding area.
These results have important policy implications. The YRP was authorized in August 2008 and put into effect the following July 2009. But final regulations from the Department of Education were not published until October 2009. Even though it was officially authorized, this uncertainty might have been correlated with the low take-up in the first year of the program. This holds true for the last year of the YRP program as well. The YRP was eliminated in April 2011, effective July 2011 but students could still receive the YRP if they had remaining eligibility from the 2010-2011 year. Results show that the effects for 2010 are still positive, but are smaller than the effects for 2009. Thus, it is plausible that the news and media attention surrounding the elimination of the program might have discouraged students from receiving the grant (or campus personnel from suggesting it). President Obama’s proposed budget for the 2017-2018 fiscal year includes a proposal to reinstate the YRP program. Overall, results from this paper show that the YRP had a positive significant effect on the number of summer units enrolled and earned, for students with a $0 EFC. It had a positive, albeit not significant, effect on the overall summer enrollment of at least six units. But the differential results by year highlights the importance of timing and information dissemination in the roll-out of new policies and programs. Overall, these results suggest that the YRP Grant did not increase the number of students enrolling in the summer term, but did encourage students to enroll in more units. More research is needed to determine if the YRP had positive effects on its intended goal to “accelerate” student trajectories, including degree completion and time-to-degree. References
Friedrich Nietzsche Beyond Good and Evil Reading Guide Part One. On the Prejudices of the Philosophers Nietzsche’s Beyond Good and Evil is considered one of his mature works in ethics. As the title makes clear, he has philosophical questions about the distinction between what is considered good and evil, and he is trying to move beyond past ways of conceiving of the distinction. The book is quite on a first reading. In order to understand the text, some background will be helpful. Part of the background that is needed is an understanding of the history of Western culture—especially as it takes shape in the classical period of the Greeks. Another part of the background that is needed is an understanding of the history of philosophy in the Western tradition. Nietzsche suggests that a number of the problems that philosophers consider to be “timeless” questions about the truth are really best understood in terms of the particular questions that arose in a culture at some point in its history. For instance, questions about the nature of truth itself and whether it has some timeless character arose within Greek culture in the writings of Plato, Aristotle and others. There are reasons that these questions were pressing for the classical Greek philosophers, and we need to understand those reasons in order to appreciate the questions they were trying to answer. Here is some background for understanding what Nietzsche is doing in Beyond Good and Evil. If we look at the history of Western cultures, we see different cultures coming into ascendency and then dissipating at different historical especially
Colander, D. (2003) Are Institutionalists an endangered species?, Journal of Economic Issues, 37, pp. 111−122. Colander, D. (2009b) How did macro theory get so far off track, and what can heterodox macroeconomists do to get it back on track? In: Macroeconomic Policies on Shaky Foundations - Whither Mainstream Economics?, ed. by E. Hein, T. Niechoj, and E. Stockhammer, Marburg: Metropolis, Forthcoming. Colander, D. (2010) Moving beyond the rhetoric of pluralism: suggestions for an inside the mainstream heterodoxy, in: R. F. Garnett Jr, E. Olsen & M. Starr (Eds) Economic Pluralism (London: Routledge). Colander, D. (2012) “What makes a good economist?” in Diane Coyle, What is the Use of Economics? London: London Publishing Partnership. Colander, D., Holt, R. P. F., & Rosser, J. B. (2004a) The Changing Face of Economics (Ann Arbor: University of Michigan Press). Colander, D., Holt, R. P. F. & Rosser, J. B. (2004b) The changing face of mainstream economics, Review of Political Economy, 16, pp. 485−499. Colander, D., Holt, R. P. F. & Rosser, J. B. (2007−08) Live and dead issues in the methodology of economics, Journal of Post Keynesian Economics, 30, pp. 303−312. Colander, D., Holt, R. P. F. & Rosser, J. B. (2010) How to win friends and (possibly) influence mainstream economics, Journal of Post Keynesian Economics, 32, pp. 397−408.
3.1.1 30 Jan 2018 Generator Information Sample of the ‘questions table’ in new portal to be distributed to FPRG. Matt Marston (AEMO) March 2018 Closed 3.1.2 30 Jan 2018 Generator Information Tadipatri Prasad to discuss upcoming projects off line Tadipatri Prasad (NSW Govt.) Nicola Falcon (AEMO) Closed 5.1.1 30 Jan 2018 Integrated System Update Discussion of ISP details to be held offline. Nicola Falcon, Craig Price (AEMO) Craig Oakeshott (AER) 10 February 2018 Closed 1.4.1 19-Sep-17 Summer Analytics Program Chat with Ausnet Services regarding the ARENA project with Solcast. GS Update – Spoke with Luke at Solcast – insights to be released in future. Commitment from Siro for 1 resource. 20/11 Update – Yet to commence program. 30/01 Update – Vivian Mai, Price and Consumer demand behaviour and Song Li, Climate/Heatwaves will present on in the coming months. 27/02 Update – Song Li presented on Climate/Heatwaves. Greg Staib (AEMO) 24-Oct-17 Open
ATTACHMENTS Attachment A – Intellectual Property Attachment Attachment B – Donor Review Process Attachment C – Donor Recognition Plan Attachment D – Friends Group Articles of Incorporation Attachment E – Friends Group By-laws Attachment F – IRS Determination Letter Check if included at the time of execution of this Friends Group Agreement [__] Attachment G – Standard Form Property Use Agreement Check if included at the time of execution of this Friends Group Agreement [__] Attachment H– Standard Form Endowment and Investment Account Agreement Check if included at the time of execution of this Friends Group Agreement [__] Attachment I – Annual Work Plan Check if included at the time of execution of this Friends Group Agreement [__] ATTACHMENT [ ] – INTELLECTUAL PROPERTY The NPS and Friends Group agree that: A. Specific Authorizations to Use Intellectual Property 1. As used herein, "Marks" means all trademarks, service marks and corporate and brand identification and indicia, including without limitation word marks, logos and other picture marks, phrases, composite marks, institutional images, look and feel, and identifications of each party, whether registered or not. The parties grant to each other use of their respective Mark(s) during the term of this Agreement, for use solely in connection with this Friends Group Agreement (Agreement), and only in the form described and depicted in exhibits to this Attachment A. This Attachment A may be amended to include new exhibits. The license to use Marks does not include the right to use or incorporate the Mark(s)
I’m going to remember : DON’T ALWAYS talk to ONLY ONE friend. TALK TO DIFFERENT FRIENDS. And, it is a good idea to ask a friend too. Like, “would you like to _____?” If they say ‘not right now’ that is fine with me because there are many kids in my school!
Center Friends include representatives from the following organizations: Airam Press Company Ltd Almso Steel Products Anchor Manufacturing Group Apple Case Western Reserve University Crown Equipment Corporation Daubert Chemical Dayton Progress Corporation Dayton Rogers of Ohio Emerson Climate Technologies ESI Honda of America Houghton International Interlaken Technology IRMCO KTH Parts Industries Nucor Corporation Nucor Steel Praxair Surface Technologies Quaker Chemical Roll Forming Corporation Schoch Strategic Severstal NA TE Connectivity The Lubrizol Corporation Tower International TribSys LLC Tru-Chem Yachiyo of America To join Friends of the EWI Forming Center visit
The Friends of Lane is an all-volunteer, parent-driven, Lane Tech community organization and registered 501(c)(3) non-profit. We offer parents and guardians an avenue to stay involved in their student’s education and be a part of Lane Tech. Our goals are to build community, raise funds, and support Lane Tech parents, teachers, students, administrators and staff. Friends of Lane Activities Include: Keeping You Informed Supporting Lane Tech Building Community Monthly Meetings with Parent Relevant Topics Weekly E-blasts Monthly Newsletters College Panel Parent/Student Directory Facebook Page Annual Appeal Gala and Auction Small Event Fundraisers Lane Tech Apparel Store Volunteer Assistance at Events throughout Year Welcome Events for Incoming Freshman Parents Staff Appreciation Activities Social Gatherings Awarding Grants to Teachers, Teams and Clubs Welcome to Lane Tech! High School is a precious time in your child’s life. Don’t miss this opportunity to be involved. The time goes by so fast! Click here to become a member and receive our updates: Visit us at Email us at Follow us on Twitter at Follow us on Facebook at
Marketing Report: Erica Puorro presented the Marketing update, highlights included: There were 12 additional likes on the Friends’ Facebook page bringing the total to 363. Erica continues to work with Theo on updates to the Friends web page. The platform of the website will be updated in the next 3-6 months, which will allow for more flexibility with content and design. Old Business Goal Planning for 2016: The Friends decided to move forward with ordering both bags and stickers with the new logo. The Friends would like to offer interested local businesses a corporate sponsor level membership, including a featured logo on the website. Donation Box: The board approved the purchase of a donation box to be placed on display during sponsored events. New Business Nevertheless Writers: Elizabeth Atkinson from the “Nevertheless Writers” approached the Nicole Harry to host a Valentine’s Day event. The theme of the event is Love and Chocolates, and the authors will perform brief readings followed by an author Q&A panel. The event is scheduled for Thursday, February 11, 2016 and is being promoted by both the friends and the writer’s group through social media, press release, and the local Chamber of Commerce. PayPal Account Crystal MacKay will coordinate the creation and setup of a PayPal account to accept online and credit card donations and membership payments. Library News: The Friends have requested that the “Library News” brochure be distributed to the Friends when it is made available. Membership Month: Membership month events ideas discussed included: Silent Auction Flatbread Community Night Wine and/or beer tasting Bake Sales Free book Day General promotion of the Friends to create awareness Adjourn: The next Friends of the Amesbury Public Library meeting is March 7, 2016 at 7:00 PM.