zilongwang/ReadingBank huggingface dataset:
Safe Guide Submitted by Megan Loessl – Deputy Provincial Safe Guide Adviser There are so many great activities to do with our girls that sometimes it is hard to know what paperwork is required for each activity, so we thought we’d give you a few ideas for planning some fun winter activities! Dogsledding Level Yellow - TPSP Forms to Parents SG.1, SG.2 Forms to Submit SG.1, SG.3, SG.4 (SG.7 if required – see Notes) When to submit At least 14 days before the activity Participants All branches Notes Level may change depending on distance from EMS. Use the Third Party Service Provider Activity Guide – Activity Specific Procedures on page 73 to assess whether an SG.7 needs to be completed. Family BBQ/Weiner roasts - adults only cooking Level Green Forms to Parents Permission given on registration Forms to Submit None When to submit N/A Participants All branches Notes SG.4 to be shared with all adults. Family BBQ/Weiner roasts – girls cooking Level Yellow – girls cooking over fire Forms to Parents SG.1, SG.2 Forms to Submit SG.1, SG.3, SG.4 When to submit At least 14 days before the activity Participants All branches Notes All adults attending must be listed on SG.3. SG.2 and H.1 required for all minors. Parade Floats Level Yellow Forms to Parents SG.1, SG.2 Forms to Submit SG.1, SG.3, SG.4 When to submit At least 14 days before the activity Participants All branches Notes Ensure that the owner of the vehicle has adequate insurance and driver is licensed. Skiing – Cross Country Level Green Forms to Parents Permission given on registration Forms to Submit None When to submit N/A Participants All branches Notes Level may change depending on distance from EMS. Notify parents and commissioner. SG.4 to be shared with all supervisors. Skiing /Snowboarding– Downhill Level Yellow – conditional activity Forms to Parents SG.1, SG.2, SG.5 Forms to Submit SG.1, SG.3, SG.4, SG.5, SG.7 When to submit At least 14 days before the activity Participants All branches Notes Helmets recommended. Must take place at reputable commercial ski hill. A copy of $2 Million Certificate of Insurance must be provided from the TPSP and kept on file at the unit. Sledding/Tobogganing
The Committee identified the following key performance indicators for measuring electronic use in terms of State wide reporting No. of workstations connected to the internet No. of Public Access Internet sessions No. of hours used No. of wireless sessions No. wireless hours used Website visits No. of fulltext journal titles No. of fulltext book titles No. fulltext video titles No. database searches No. of fulltext downloads No. digitised items No. downloads of digitised items All of the above data elements are currently included in the annual statistical survey. The committee suggested a number of strategies to improve reporting and analysis of this data- The State Library encourage greater reporting of the above data sets in a letter to all NSW public library services Clearer guidelines are provided on some areas of reporting. Eg consortia purchased ebook collections, who reports the ownership and circulation statistics of these collections A standard on electronic resource use is developed and included in the next edition of Living Learning Libraries. While other measures such as bounce rates and average time spent on the website were considered important performance measures at a local level they were not considered useful for developing a state wide picture of electronic resources use. Leanne will circulate the link to the Beta Benchmark framework 2012 Cameron Morley Leanne Perry Cameron Morley and Leanne Perry Leanne Perry 7. Submissions to the PLNRC A submission from PLNSW examining the career paths of librarians in the network was received. The submission will be circulated out of session for comment. Leanne Perry 8. Other Business
. Actual signs in place at “Upper and Lower Trailheads”. Photos of mtn biker and view from “Sac Pass Trail”. View of “Wheeler Peak” from lower camp ground loop, old shade structures will be replaced. Typical use. One of four new camp spots at “Upper Campground”. New double vault pit toilet at “lower campground”. New Shade structures being installed on lower campground loop. New concrete sidewalk poured around new double vault toilet at lower campground. Picnic area at lower trailhead. Register at lower trailhead. New shade structure and concrete at fully accessible site on lower campground loop. New site at upper campground loop. New shade structure and concrete at fully accessible site at upper campround. Rails for equestrian use.
MA in Mental Health Counseling (MAMH) PLOs x Student Learning Outcomes in the 2009 Standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) for a specialization in Clinical Mental Health Counseling MAMH PLOs Clinical Mental Health Counseling Student Learning Outcomes 1. Demonstrates mastery of skills for individual and group settings at an accomplished level, including the ability to articulate the theoretical foundations upon which these models are built. CMHC A.5 Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision. CMHC A.6 Recognizes the potential for substance use disorders to mimic and coexist with a variety of medical and psychological disorders. CMHC A.9 Understand the impact of crisis, disasters, and other trauma-causing events on people. CMHC A.10 Understands the operation of an emergency management system within clinical mental health agencies in the community. CMHC C.1 Describes the principles of mental health, including prevention, intervention, consultation, education, and advocacy, as well as the operation of programs and networks that promote mental health in a multicultural society. CMHC C.2 Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. CMHC C.3 Knows the models, methods, and principles of program development and service delivery (e.g. support groups, peer facilitation training parent education, self-help). CMHC C.4 Knows the disease concept and etiology of addiction and co-occurring disorders. CMCH C.6 Understands the principles of crisis intervention for people during crises, disasters, and other trauma-causing events. CMHC C.7 Knows the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning.
PILOT AIRCRAFT REGISTRATION DATE FROM TO DISTANCE FLIGHT TIME FROM TO MSA DIST TAS TRK (T) W/V HDG (T) GS VAR HDG (M) ALT TIME ETA ATA NAV START COMMS FREQ FUEL FUEL LOG L R DESTINATION ALTERNATE + 10% 45 MINS TOTAL REQUIRED TOTAL CARRIED ENDURANCE DEPARTURE DETAILS ATIS Departure Clearance: QNH QFE RUNWAY WIND TAKE OFF TIME ARRIVAL DETAILS ATIS Arrival Clearance: QNH QFE RUNWAY WIND ARRIVAL TIME NAV FREQ IDENT Flynqy Pilot Training, Cornwall Airport Newquay, TR8 4RQ Tel: 01637 861744 Email: fly@flynqy.co.uk
PLEASE SUPPLY AND FIX A PLAQUE ALONG THE HOLY CROSS MEMORIAL WALK Please write legibly in BLOCK CAPITALS and ensure you check all dates etc, as mistakes cannot be rectified afterwards. Kerb Plaque applications: Any vases/tokens placed behind the Kerb Plaque should not exceed 6 inches (the width of your plaque). Please do not encroach on neighbouring spaces. No fences or surrounds permitted. Line 1 Line 2 Line 3 Line 4 Cheques via post only payable to: NORTH TYNESIDE COUNCIL
PLEASE SUPPLY AND FIX A PLAQUE IN THE WHITLEY BAY GARDEN OF REMEMBRANCE Please write legibly in BLOCK CAPITALS and ensure you check all dates etc, as mistakes cannot be rectified afterwards. Kerb Plaque applications: Any vases/tokens placed behind the Kerb Plaque should not exceed 6 inches (the width of your plaque). Please do not encroach on neighbouring spaces. No fences or surrounds permitted. Please note the Kerb Plaque will be sited on the Memorial Walk and not in the Garden of Remembrance. Rose Plaques/Bushes are no longer available for purchase. Line 1 Line 2 Line 3 Line 4 Cheques via post only payable to: NORTH TYNESIDE COUNCIL
thorough curriculum planning and review is in place. understanding and overview of PL teaching. Wider opportunities including the international dimension The school is pro-active in making links to languages in a range of in-school events such as special assemblies or celebrations. The school holds the British Council International School Award Foundation Certificate* The school arranges for special visitors or guest speakers to come to school. The school holds the British Council International School Award Intermediate Certificate or Full Award level. Language learning opportunities outside school are part of the curriculum offer. The school holds the British Council International School Full Award. Transition, continuity and progression. Assessment data for student achievement in languages is shared with the pupils’ destination school(s). Teaching across key stage 2 provides a good foundation for study for key stage 3. The school has formed links with outside agencies including local secondary schools. The school shares additional information (as appropriate) such as schemes of learning. The school has regular contact and collaboration with local secondary schools (e.g., Strategic Learning Network membership, bridging projects, Y6 visits to secondary schools etc.). You will need to provide evidence that you can meet the requirements of all criteria for each level of award. The award levels are cumulative (therefore to apply for the Silver award, the criteria for the Bronze award must also be met). For further information and support, please contact: Yvonne Kennedy [] HERTS FOR LEARNING Robertson House Six Hills Way Stevenage SG1 2FQ September 2014 *https://schoolsonline.britishcouncil.org/accreditation-and-awards/international-school-award
Oct 17, 4-6 Data Analysis & Reporting Fundamentals of Healthcare Improvement, Chapter 7 November (TBD) Project meeting with mentor, student, and course faculty Dec 12, 4-6 Scholarship, Dissemination, Human Subjects (IRB) “SQUIRE 2.0” QI and IRB Considerations Stanford QA QI Facts Jan 16, 4-6 Sustainability 1. IHI White Paper Sustaining Improvement (pp. 4-8) Feb 20, 4-6 Spread Fundamentals of Healthcare Improvement, Chapter 9 Mar 20, 4-6 Symposium Practice and Preparation “How to Give a Killer Presentation” Apr 24, TBD Student Symposium Present ‘17-‘18 project experience
9.00 Physical training exercises Energy & Health Energy & Health 9.45 Sound First Focus & Consistency Dream Selling, Fostering Inter Team Collaboration, Passion & Fun 10.15 Introduction / Teams and Flags creation/ Haka Passion & Fun Different types of teams, personality types, team member relationships, stages in team building, team roles, responsibilities 10.45 Do or Die Dream Selling, Fostering Inter Team Collaboration Leaders will plan, delegate, brief and prepare for the mission, Performing tasks beyond perceived limitations whilst facing changes in the environment 11.30 Lady /Lion /Hunter One sound One goal Effective Planning, Dream Selling, Communication 11.45 Ice Bucket Empathy & Team goal Ability to recognize one's own and other people's emotions 12.00 Key Punch Dream Selling, Fostering Inter Team Collaboration Delegation, motivation, inspiration, direction, coaching 12.30 Yurt Circle Trust in the team Motivating others, encouraging, communicating, negotiating for conflict resolution 1.45 Tower Building Personality types, team member Motivating others, encouraging, communicating, negotiating for conflict resolution 2.00 Swimming Time Fun & Energy Fun & Energy 2.30 Lunch Break 3.00 Bridge Building Effective Planning & Delegation Effective Planning, Dream Selling, Skill Identification, Encouraging Hearts, Leadership, Role Allocation, Effective Delegation Task Orientation 4.00 Pass the ball Team Effectiveness factors influencing team effectiveness, achieving results 4.15 Polo Passing Fun & Energy Fun & Engagement 4.30 Knowledge sharing Learning through mistakes Learning through Mistakes/Presentation
Will I hear about the results of this project? [Describe how you intend to disseminate the results of the project to participants, and academically.]. What will happen to information about me? [Describe the measures in place to protect the confidentiality of information about participants. Explain what will happen to participants’ data after the research project ends (i.e. how long it will be retained, whether it might be used again for future research and if so who would have access.) List any further data storage considerations for and/or photographic materials]. [If applicable] Is there any potential conflict of interest? [Disclose any potential or actual conflicts of interest for any of the researchers, sponsors (if applicable), or institutions and explain how they will be managed. If there are no potential or actual conflicts of interest, omit this section]. [If applicable] Who is funding this project? [Disclose the amount(s) and source(s) of any external funding for this research project. If there is no external funding, omit this section]. Where can I get further information? If you would like more information about the project, please contact the researchers; [Responsible Researcher] [contact], or [Researcher] [contact]. Who can I contact if I have any concerns about the project? This research project has been approved by the Human Research Ethics Committee of The University of Melbourne. If you have any concerns or complaints about the conduct of this research project, which you do not wish to discuss with the research team, you should contact the Manager, Human Research Ethics, Research Ethics and Integrity, University of Melbourne, VIC 3010. Tel: +61 3 8344 2073 or Email: All complaints will be treated confidentially. In any correspondence please provide the name of the research team or the name or ethics ID number of the research project.
Measurable Course Performance Objectives (MPOs) (continued): 2. Identify and describe the legal team: 2.1 identify and describe roles and responsibilities of employment for a paralegal; 2.2 identify, describe, and discuss the types of law practices; and 2.3 describe law practice organization structures 3. Identify, define, and describe legal administration and technology: 3.1 explain why legal assistants need an understanding of file and law library management; 3.2 explain file management; 3.3 describe filing methods and techniques; 3.4 describe the significance of ethics involved in filing management; 3.5 describe law library management; and 3.6 describe law office and law library technology 4. Identify, define, and explain legal ethics and malpractice: 4.1 identify, discuss, and examine ethical and malpractice considerations; and 4.2 identify, discuss and examine conflict of interest 5. Identify, describe, and explain the significance of client relations and communication skills: 5.1 explain why legal assistants need to foster good client relationships and communicate effectively; 5.2 define, describe, and explain the legal professional’s ethical duty to communicate with clients; 5.3 define, describe, and discuss the legal professional’s client relationships; and 5.4 define, describe, and discuss the importance of communication skills in the legal organization 6. Describe and explain law office timekeeping and billing: 6.1 describe and discuss the difference between timekeeping and billing; 6.2 explain why legal assistants need to know timekeeping and billing; 6.3 describe and discuss the different kinds of legal fee agreements; 6.4 explain value billing; 6.5 describe, discuss, and explain the ethics involved in timekeeping and billing; and 6.6 describe and discuss legal expenses 7. Describe and discuss the significance of client trust funds and law office accounting: 7.1 explain why legal assistants need a basic understanding of law office accounting; 7.2 identify, describe, and discuss the significance of the client funds and the trust/escrow accounts; 7.3 describe and explain budgeting; 7.4 describe the collection process; 7.5 describe the significance of internal controls; and 7.6 explain why lawyers and non-lawyers cannot share fees
Department of Political Science: Master Assessment Plan Department: Political Science Assessment Coordinator: Amir Abedi and Shirin Deylami Departmental Mission: In support of the mission of Western Washington University and the College of Humanities and Social Sciences the Department of Political Science is committed to providing a high quality educational experience for undergraduate students. The department contributes to the overall mission of the University through research, scholarship, and community service. The Political Science Department provides a solid grounding in four fields of Political Science: American politics and policy, international relations, comparative politics, and political theory. The mission of the Department is to train students to think critically and independently about politics and public life. Courses provide an understanding of political concepts and the organization and functioning of political systems. Given this mission the Department is committed to achieving eight specific goals that promote a deep understanding of the practice of politics. Degree: Political Science BA Departmental Student Learning Outcomes: Upon graduation, political science majors will be able to 1. possess substantive knowledge in the discipline 2. exhibit analytical skills in interpreting data 3. demonstrate writing competence 4. engage in independent research 5. demonstrate critical, independent thinking about politics and public life Degree: Political Science/Economics BA Student Learning Outcome (in addition to 1-5): 6. assess the relationship between public policy choices and economic outcomes and the relationship between economic policies and their political consequences Degree: Political Science Politics/Philosophy/Economics BA Student Learning Outcome (in addition to 1-5 and 6): 7. describe and apply the arguments of moral, ethical, and political philosophy and the philosophy of knowledge Degree: Political Science/Social Studies BA Student Learning Outcome (in addition to 1-5): 8. convey substantive knowledge using reading and written and oral communication
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SUMMER READING PROGRAM [New FY15/16] Birth to grade 5 10. Library staff did school/daycare visits to advertise the SRP Yes/No 11. Number of birth to grade 5 registrants The number of registrants in the Summer Reading Program this year who are ages zero through 5th grade. 12. Total SRP/SRC events/programs held for birth through grade 5 The number of events or programs held as part of the Summer Reading Program this year targeted at people age zero through 5th grade. 13. Total attendees at events for birth to grade 5 programs Include attendees of all ages, not just attendees who are age birth to 5th grade. 14. Total juvenile books circulated June 1-August 31 Report the number of juvenile books circulated, regardless of whether you are sure they are associated with SRP. 15. Total minutes read, birth to grade 5 Report the total number of minutes read for SRP participants ages birth through grade 5. 16. Anecdote, age birth to grade 5 Include a story that shows how your program helped a child or family. Details or quotes are helpful. The State Library uses anecdotes for advocacy purposes. Grade 6 through 12
software lodgment permissions were at the level of Software Product and Form and Version (year). Confirmed with ELS take-on. 14/11 – 07 Distribute (on 16th November to all PLS Transition Round Table Participants) a draft of the intended communications for Tax agents about the “extension of ELS”. Deanne McPaul Closed 16 November 2016: Distributed to members via email. 14/11 – 05 Create software based case studies of PLS users (to challenge negative perceptions of PLS by exposing the real experience of agents already using SBR enabled software i.e. highlight good experiences to assist in building confidence in PLS for both agents and developers). Lesley Slevin (Future of the Tax Profession Working Group) Closed 28 November 2016: Based on feedback from practitioners and developers, ATO is aiming to avoid promoting features that are specific to individual software, and as such, do not believe that case studies would be an appropriate communication product at this time. We will continue to promote the benefits of PLS and real experiences through our videos, speaking notes, webcasts and web content. If there are any software-specific case studies established through the engagement activities, we can share these with specific developers for them to promote with their users. August 2016: Measuring tax practitioner engagement with the new PLS transition commenced in mid-July 2016 through our PLS Engagement team’s telephone and site visit contacts with the tax practitioner community. Many practitioners are still in early stages of ‘transitioning’ to PLS. As a result, distinct persona groups and their practical experience with PLS are currently being established. We will begin to develop case study profiles from more comprehensive insights from late September for presentation
Item Time Topic Presented by 1:00pm Welcome and introduction Scott Rumford 1:05pm Previous and Martin Mane 1:15pm ELS minor forms and reports closure dates Andrew Watson Gary Warne 1:30pm Focus group updates Transactions involving cancelled ABNs Generic error messaging and ATO business processes during an incident Craig Woodburn 1:45pm Tax agent communication TBD 1:50pm Platform update Craig Woodburn 2:10pm DSP feedback and readiness Industry 2:25pm Close Martin Mane More information is available at .
Item Topic Presented by Welcome and Introductions Martin Mane Previous and Martin Mane Business matters Transition to PLS Business update Andrew Watson Micro-groups Exploring real-time analytics for tax practitioners Transactions involving cancelled ABNs Generic error messaging and ATO business processes during an incident Joe Maxymenko Craig Woodburn Craig Woodburn PLS Confidence Indicators Review of the latest Ian Scensor Tax Agent Communication and Readiness Summary of communication activities Michael Job Technical matters IITR Fix for Validation Rules VR.ATO.IITR.600015 and VR.ATO.IITR.600016 Lead in time required for EVTE and PROD Refer to advice Yon Halder Issues and Incidents Validation and Transformation Services (VaTS): New issues and incidents Issues and incidents resolved since last meeting Platform, Reporting and Monitoring: Numbers and key themes Issues and incidents resolved since last meeting to known incidents and lists Member Feedback, Matters of Readiness, Pain Points: Opportunity for DSPs to raise any critical issues and / or concerns. Craig Woodburn Craig Woodburn Digital Service Providers PLS roundtable Scope, frequency, standing agenda items etc. Joe Maxymenko
Agenda item: – from the previous meeting were accepted and updates were provided for each of the open action items (as per the updated ). Agenda item: – As of 21 September 2017, over 32% of tax agent lodgments for the month were submitted via PLS. We have received over 1.5 million returns to date through the PLS channel this year including 18,740 lodgments on Monday despite the system outage. Our engagement team have visited 1,153 agents and contacted another 15,300 by phone. The environment appears to have changed in the last month, with increased awareness of PLS and more agents contacting us with questions or for assistance. Agents are also paying attention to communication they are receiving from their DSP. Agenda item: – Exploring real-time analytics for tax practitioners The group met on Friday 15 September 2017 to explore the following three elements: Prior-year messaging – the position was accepted and should be relatively easy to implement. Real-time messaging – it was agreed that this would be valuable as a longer term prospect and could be achieved offline, using a web call, or as part of the pre-lodgment service. We are investigating how this could be implemented and will come back to the group with details around the viability of each option and when we could deliver them. Provision of lower level information – we will be consulting with tax agents to see how this element fits in with their business practices and are looking at how the design may impact ATO policy. We are looking to hold the next meeting in the next fortnight to provide an update on what is possible for Tax Time 2018 and Tax Time 2019. In terms of the lower level information, there are about 122,000 agents that will lodge the work-related expenses schedule for the 2016 year. It is not a mandatory item and we only request it if an agent is required to lodge it as part of an audit process.
9 May 2017: A change request will be raised for the 007 error to be more explicit about the reasons for the error e.g. cancelled ABN rejections should read differently etc. it was noted that DSPs have already shared a lot of information about this issue with the ATO however, further information can be gathered from Mike Behling (MYOB), Michael Wright (Sage) and Kelvin Newton (Xero), if required. Action Item Description Action by Status Update 24/10 – 02 Refine the generation of the to ensure they include all incidents that have been raised plus queries or service requests. Craig Woodburn Martin Mane Closed 21 November 2017: We have made some changes to the incident lists and every incident that has been prioritised by your account manager should be included. The latest version will be published shortly and then every fortnight into the future. 7 November 2017 (out of session): The scope of the report has been expanded to include more incidents. 26/09 – 03 Update the page to ensure DSPs have visibility of the current issues. Craig Woodburn Martin Mane Closed 24 October 2017: The page was updated on 20 October 2017. 26/09 – 02 Explore the difference between VR.ATO.IITR.600015 and the corresponding ELS edit, and work with DSPs to determine a viable release date for PROD. Craig Woodburn Doipayon Halder Joe Maxymenko Closed 20 October 2017 (out of session): Discussed with DSPs following the last roundtable meeting and post-ABSIA meeting in Brisbane. Notification to all DSPs via the SIPO newsletter and details posted on . The change went into EVTE on 12 October 2017 and the PROD change is scheduled for 4 November 2017. Specifications are available on Let’s Talk and the SBR website.
Agenda UNCLASSIFIED Title: Practitioner lodgment service working group Issue date: Venue: WebEx | Meeting number: 571 144 116 Meeting password: PLSWG_2018 Phone only | 1800 888 453 (Australia toll free) Access code: 571 144 116 Event date: Start: Finish: Chair: Facilitator: Contact Contact phone: Attendees: names/section ATO – Industry – Apologies: name/section ATO – Industry – Item Time Topic Presented by 1:00pm Introduction Scott Rumford 1:05pm Action items update Martin Mane 1:10pm PLS business update Andrew Watson
Comprehension DIRECTIONS Answer these questions about “Fish Cheeks.” What is the narrator’s main conflict? She is afraid Robert won’t like her when he sees how her family celebrates Christmas. She wishes she had a slim nose like those of the American girls. She doesn’t like any of the food that her mother is preparing for Christmas Eve dinner. She doesn’t want to spend Christmas Eve with people that she hardly knows. Why is the narrator worried about her mother’s Christmas Eve dinner menu? She doesn’t like any of the foods on the menu. She thinks the food will seem strange to her guests. She worries that her mother doesn’t know how to prepare all the unusual dishes. She wishes that the food choices were healthier. In what part of the plot does the narrator describe the unusual food that awaits the minister’s family? exposition rising action climax falling action In the rising action, which of these events complicates the conflict? The narrator ignores the minister’s son. The narrator cries about Christmas Eve dinner The narrator’s relatives murmur with pleasure. The narrator’s father offers her the fish cheeks. Which of the following would the narrator probably do when she sees Robert at school after Christmas? wave at him and shout hello say something rude to him try to avoid meeting his eyes invite him back to her house The resolution of the plot occurs when The narrator’s father belches The narrator’s mother gives her a miniskirt The narrator is in love with Robert The narrator is an adult In the resolution of the story, the narrator realizes that She never agreed with her mother Her mother was a superb cook She should be proud to be Chinese She preferred Chinese food after all DIRECTIONS Answer these questions about the excerpt from “Piedra.” Why does the other tell her children to get better grades? She wants them to do as well as the tree pruners they saw. She wants them to have better paying jobs than pruning trees. She wants them to be smarter than their friends. She wants them to learn how to run a ranch. What do you learn about the main character in this excerpt? He would like to get good grades. He admires the Griffin ranch. He and his family live in a city. He wants to be a farmer. The rising action of the plot begins when They go through MInkler They drive past Griffin’s ranch The narrator daydreams about girls They climb through the foothills
PLT Dates for April 2019 – March 2020 April 10th 2019 – Wednesday May 23rd 2019 – Thursday June 19th 2019 – Wednesday July 18th 2019 – Thursday September 18th 2019 – Wednesday October 17th 2019 – Thursday November 20th 2019 – Wednesday January 23rd 2020 – Thursday February 19th 2020 – Wednesday March 19th 2020 - Thursday
Our Vision We would like to represent pupil voice and work closely with the Senior Leadership Team on our school values To help improve our school on its journey to Outstanding Task How are we going to do it? What do we need? When will we do it? What are we hoping to achieve by doing it? Evaluation 1. Fundraising for Macmillan Coffee morning. Set up stalls Help with raffle Help to sell and deliver cakes for fundraising Poster, refreshments, cakes September 2017 Raise lots of money for Macmillan Cancer research 2. Deliver weekly Makaton signs during whole school assemblies Learn a new sign weekly Makaton video Weekly The whole school will reinforce Makaton 3. Deliver a school assembly around using our school values in school and in the playground Plan an assembly around the school values Write an assembly to help the children understand how to use the school values Whole School assembly Power point Values puppets October 2017 That children know and uphold the values around school , playtime and lunchtimes
Referral Service PLT POSITION DESCRIPTION This document outlines the type of work you can expect from a PLT Referral Service Placement at Justice Connect. Referral Service Referral Service casework is a central part of Justice Connect’s strategy of delivering access to justice through pro bono. The Referral Service provides PLT students with an opportunity to develop practical and procedural legal experience and skills across diverse practice areas. The Referral Service makes referrals to barristers and solicitors on behalf of individuals experiencing disadvantage and organisations that assist them or where the matter is in the public interest. More information about the Service is available at . The Referral Service team operates in Sydney and Melbourne, and therefore you may carry out work for staff members in either state. What to expect from your placement with the Referral Service Referral Service work exposes PLT students to: the intake of new telephone enquiries; taking information and communicating with clients; file management: inputting and maintaining accurate client information and communications on the Justice Connect Information Management System – PIMS database; providing supervised legal information to clients; supporting the work of Referral Service Lawyers including communicating with lawyers, case workers and the courts/tribunals, and drafting correspondence and referral memoranda; legal research, analysis and problem solving; and participating in team casework meetings. Referral Service work does not involve the provision of legal advice. Applicants may apply using the following URL:
London Major Trauma ODN Steering Group: LD provided feedback: Current focus is on a Pan-London “Management of Surge and Escalation” document. All networks are inputting to this piece of work which will cross over with a major Incident Pan-London response document. PLTNG will continue to input to the steering group. RP will ensure the PLTNG can present developments as and when they are ready for wider consultation. MT and LD discussed the ongoing challenges for departments (ED’s) which sit in-between two ambulances services. LD keen this information is fed back into the Steering Group. MT and LD to liaise after this meeting. Trauma nursing competencies: National re-format of emergency nursing competencies: As above in item 4. Critical care: AM feedback that having looked at the new CC3N adult critical care competencies it was felt there were a lot of gaps with respect to specific trauma related care. Therefore, rather than develop a document which identifies competencies in the CC3N document only, we should continue to develop a suite of trauma specific critical care competencies. Critical care: AM – to draft a set of critical care competencies for review by the group. End of March 2016.
Major Trauma ODN steering group – Update: EC updated group on the new London Trauma System (LTS) website: RP has been asked to liaise with Nicole Skeltys at the LTS to develop the nursing section. EC invited members to look at the web site and suggest additions to their network sub-sections. Website can be found here: Steering group currently focussed on: Development of ‘local measures’ to supplement the national measures. This includes our work on the trauma coordinators descriptors. Reviewing and preparing for the peer review process for this year, essentially: MTC will self-assess TU’s will be peer reviewed Mass casualty incident Pan-Networks policy – work continues on developing the document. Network feedback SW: Update from HL:
Level assessment overview SCQF Level 3 SCQF Level 4 SCQF Level 5 Identify Describe Explain Just a few words – name it – no requirement to justify or analyse Select a correct example, response or resource as relevant to the assessment question Lots of support can be given Relevant photos, drawings etc. are encouraged 100% of the assessed written work (i.e. portfolio pages) can be done in the group Two sentences per example, response or resource as relevant to the assessment question State how the learner has supported and/or recognised their baby’s/child’s development in the area mentioned Include some simple facts and idea Support can be offered, but not all of the time Relevant photos, drawings etc. are encouraged to support the written work It is expected that 40% of the assessed written work (i.e. portfolio pages) will be completed in their own time Three sentences per example, response or resource as relevant to the assessment question Use simple theory to explain how and why it supports their baby’s/child’s development in the area mentioned Include a range of simple facts, ideas and theory Minimal support is required Relevant photos, drawings etc. are encouraged to support the written work It is expected that 80% of the assessed written work (i.e. portfolio pages) will be completed in their own time
Roles and responsibilities Peeple will The IQA will The Peep practitioner (assessor) will The parent/carer will maintain materials, delivery and procedural guidance offer on-going support to Internal Quality Assurance officers (IQAs) and Centres provide a forum on the Peeple website to share practice be responsive to your feedback arrange an annual visit to support your delivery provide you with all materials, delivery and procedural guidance ensure parents/carer have information on the Peep Progression Pathway review your assessments visit your group support the registration of your parents/carer for the Peep Progression Pathway provide parents/carer with Peep Progression Pathway information complete required paperwork deliver the course support parents/carers to complete the unit assess the unit commit to completing the unit complete the portfolios as their own work let you know if there are any problems
PLTs: Independent Enquirer Satisfactory Good Outstanding Bronze Standard I can give myself questions to answer before I start a project. I can make a list of things I have found out. I can collect information. I can sort information into categories. I can use a range of resources. Silver Standard I can make a list of things I have found out. I can collect information. I can sort information into categories. I can use a range of resources. I can produce evidence to answer the original question. I can analyse information and comment on my findings. Gold Standard I can sort information into categories. I can use a range of resources. I can produce evidence to answer the original question. I can analyse information and comment on my findings. I can ask questions that will generate new ones. I am able to take account for a wide range of beliefs and influences.
College/University-Level Grading Instructor Qualifications High School Instructors High school instructors must meet the PLTW instructor requirements for professional development for each PLTW course in order to teach that PLTW course and maintain the high school’s certification. High School instructors must be licensed as a K-12 teacher and qualified to teach in programs that contain PLTW courses. If the Perkins funds are used, the high school instructor must be career and technical education certified. College faculty College faculty must meet the PLTW instructor requirements for professional development for each PLTW course. College faculty must meet college teacher credentialing field qualifications . COURSE ARTICULATION TABLE High School(s) (sending) College or University (receiving) Institution Program Name Program Award Describe program admission requirements (if any) Instructions List all courses that have equivalencies. Credits applied: the receiving institution course credit amount may be more or less than the sending institution credit amount. Enter the number of credits that the receiving institution will apply toward degree completion. Show equivalent university-college courses on the same row to ensure accurate DARS encoding. Equiv/Sub/Wav column: If a course is to be encoded as equivalent, enter Equiv. If a course is to be accepted by the college or university as a “substitution” only for the purposes of this agreement, enter Sub. If a course requirement is waived by the receiving institution, enter Wav. (To add rows, place cursor outside of the end of a row and press enter.) Project Lead the Way Courses and Equivalencies (if any) PLTW Course College/University Equivalent Course Credits E/S Global Challenges Introduction to Engineering Design Principles of Engineering Digital Electronics Aerospace Engineering Biotechnical Engineering Civil Engineering & Architecture Computer Integrated Manufacturing Engineering Design & Development
Matrix of Sketched Ideas Ideas Criteria Ease of build Cost of materials Strength of build Will generate a large amount of energy Total (Type sketch one’s name here) (Type sketch two’s name here) (Type sketch three’s name here) If a 4 person group- (Type sketch 4’s name here”
PLU APSI 2018 Works to Teach The Alchemist Antigone As I Lay Dying As You Like It The Awakening Beowulf Bless Me, Ultima Brave New World Catch-22 The Catcher in the Rye Death of a Salesman A Doll House A Farewell to Arms Frankenstein Going after Cacciato Hamlet Heart of Darkness Henry IV, Part 1 The Importance of Being Earnest Invisible Man The Kite Runner The Life of Pi Macbeth Madame Bovary A Midsummer Night’s Dream Much Ado About Nothing The Namesake 1984 The Odyssey Oedipus Rex The Piano Lesson Pilgrim at Tinker Creek A Portrait of the Artist as a Young Man Pride and Prejudice Pygmalion A Raisin in the Sun The Return of the Native Romeo and Juliet The Scarlet Letter Song of Solomon A Tale of Two Cities The Tempest Tim To the Lighthouse Twelfth Night
Braided water supply lines CR 19 angle stops Escutcheons can be used to give a more finished look 1½" coupling Tail will connect fixture to p-trap 1¼" Slip joint adapter 1½" p-trap with cleanout Figure 10—Connections to a basin Evaluation Guidelines The student: Uses appropriate safety equipment and procedures. Selects appropriate tool(s) for the task. Produces accurately cut piping to meet given dimensions. Assembles fixtures that function correctly. Produces a watertight piping system. Conducts tidy housekeeping.
Figure 23—ABS rough-in (key) Teacher Notes See Figure 24 for further detail. 2" to LAV is necessary for venting of other fixtures. Indicated dimensions are available from manufacturer’s specifications online. Notes/Specifications Fixture schedule (see manufacturer’s documentation for location of drains) WC – American Standard Champion Model 5325010 LAV – American Standard Studio Above Counter Model 0621001 SH – Maax Cyrene Model 300001 Wall Schedule 2 × 4" wall with ½" drywall (actual width of wall will be 3½" + drywall)
Retiree Dental Benefits pay up to $1,000 per calendar year for covered dental services. Following payment of a $50 deductible, covered dental services include 100% coverage for preventive and diagnostic services which include the following: Routine exams (up to two per calendar year) Cleanings (up to two per calendar year) X-rays (bitewings- one per calendar year, full mouth- every six months) Emergency exams & pain relief treatment Following payment of a $50 deductible, covered dental services also include 50% coverage for basic and major restorative services which include the following: Filings (silver (amalgam) and tooth colored (composite) on front teeth) Posterior composites Endodontics and periodontics Oral surgery and general anesthesia (associated with oral surgery) Dentures and bridges Implants Cast restorations- crowns, onlays, post and core Surgical periodontics VISION Retirees or Spouses who elect Pre-Medicare or Medicare-eligible retiree benefits will be automatically enrolled in the Plan’s vision benefit. For eye examinations, the Plan pays up to $40 per examination in any 12 month period following a $10 copayment. For eyeglasses and contact lenses, the Plan pays up to $150 for prescribed eye glasses, frames and prescribed corrective lenses in any 12 month period after a $20 copayment. Eye care benefits are provided as described in the Schedule of Benefits. Participants should use providers participating in the Eye Med Discount Eye Care Program (1-866-723¬0514). This Program permits you to choose a wide variety of eyeglasses and frames that are paid in full under the Plan’s vision benefit. RETIREES AND The Plan pays Hospice Care charges as shown in the Schedule of Benefits. Hospice care is specialized care for terminally ill patients designed to provide physical and psychological comfort for an individual suffering from a terminal illness and for members of the patient’s family. SPOUSES)
PLUMBER TRAINEE – Log of Training Hours Trainee Name: John T. Plumber Certificate Number: PLUMBJT015RL Plumber Training hours earned for the month of: April Year: 2014 Type of Jobsite Categories: 01/Commercial /Industrial 02/Residential Specialty 03/Pump and Irrigation Specialty 03A/Domestic Pump Specialty Date # of Hours Type of Jobsite Contractor Name Contractor UBI or Certificate Number Jobsite Name and Address Name of Supervising Plumber Certificate Number of Supervising Plumber 4/1/14 4 01 ABC Plumbing 987654321/ ABCPLU213CP Cookie Monster Bakery /123 Sesame ST, Lacey WA 98516 John Doe DOE**JJ021MN 4/1/14 4 02 ABC Plumbing 987654321/ ABCPLU213CP John Doe DOE**JJ021MN 4/2/14 8 02 ABC Plumbing 987654321/ ABCPLU213CP John Doe DOE**JJ021MN 4/3/14 8 02 ABC Plumbing 987654321/ ABCPLU213CP Jack Brown BROWNJB015RS 4/4/14 4 01 ABC Plumbing 987654321/ ABCPLU213CP Jack Brown BROWNJB015RS 4/4/14 5 02 ABC Plumbing 987654321/ ABCPLU213CP Jack Brown BROWNJB015RS Note: This is strictly for use of the plumber trainee for record keeping. This sample log is not an acceptable form of documentation for contractors to use for audit purposes or record keeping.
DOPL INFORMATION License Number: * example: 137037-5518 If you are also a contractor and have a separate Contractor License Number, fill out the information below: License Number: example: 5870163-5501 Licensee Name: * example: Smith Construction EMPLOYEE INFORMATION Last Name: * First Name: Middle Initial: Last 4-digits of SSN*: Day Phone: Email: DOPL INFORMATION License Number: * example: 137037-5518 If you are also a contractor and have a separate Contractor License Number, fill out the information below: License Number: example: 5870163-5501 Licensee Name: * example: Smith Construction EMPLOYEE INFORMATION Last Name: * First Name: Middle Initial: Last 4-digits of SSN*: Day Phone: Email: DOPL INFORMATION License Number: * example: 137037-5518 If you are also a contractor and have a separate Contractor License Number, fill out the information below: License Number: example: 5870163-5501 Licensee Name: * example: Smith Construction EMPLOYEE INFORMATION Last Name: * First Name: Middle Initial: Last 4-digits of SSN*: Day Phone: Email: DOPL INFORMATION License Number: * example: 137037-5518 If you are also a contractor and have a separate Contractor License Number, fill out the information below: License Number: example: 5870163-5501 Licensee Name: * example: Smith Construction Registration and Payment Procedures Cost of Courses: Published Price Custom Fit Price Course A: 8 hours $150 $75* Payment: Course B: 4 hours $80 $40* Payment: Total:
Plumbing Industry Partnership Committee First Name Surname Position Organisation Postal Address Telephone (Direct Dial) Mobile No. Email Derek Plimmer (Chair) Owner Plimmer Plumbing Ltd 53 Belmont Terrace Belmont Lower Hutt 04 5651913 027 4426568 derek@plimmer.co.nz Dave Walker Project Manager Aquaheat New Zealand Ltd PO Box 51-031 Tawa Wellington 04 2325179 021 783416 dave.walker@aquaheat.co.nz Bob McCoy Lower North Island Manager Masterlink PO Box 6606 Wellington 04 3847678 Bob.mccoy@masterlink.co.nz Graeme Hawkins Manager Hawkins Pluming P O Box 51135 Tawa WELLINGTON 5249 04 2328251 0274 423432 Peter Reilly Account Manager Specialist Trades. Lower North Island The Skills Organisation P O Box 25293 Panama Street Wellington 6146 04 4719669 027 217 5529 Stu Masson Branch Manager Plumbing World – Lower Hutt P O Box 44104 Lower Hutt 5040 04 5764720 Stuart.masson@plumbingworld.co.nz Paul Golder Wellington Territory Manager GWA Group 027 5831883 Mike Gooch Co-owner E G Glennie & Co (1980) Ltd 274A Taranaki Street Mt Cook Wellington 04 3812303 027 2882017
PLUMBING Bill From Name: ____________ Company Name: ______________ Street Address: _______________ City, ST ZIP Code: ______________ Phone: ________________ Bill To Name: ________________ Company Name: ______________ Street Address: _______________ City, ST ZIP Code: ______________ Phone: ________________ Invoice No. ___________ Invoice Date: ________ Due Date: ________ Description Quantity Price ($) Total ($) Subtotal Sales Tax Other Total Terms and Conditions Thank you for your business. Please send payment within ______ days of receiving this invoice. There will be a ______% per ______ on late invoices.