zilongwang/ReadingBank huggingface dataset:
In addition to eye protection, gloves, labcoat/gown/apron, check the required personal protective equipment (PPE) and safety equipment for handling the chemical agent: Booties Safety Centrifuge/Blender Face shield Respirator, Type: Chemical Fumehood Building: Room location: Biological Safety Cabinet Building: Room location: Other (specify): Have the laboratory personnel been informed and trained in the use of PPE when handling this chemical agent? No Yes Describe the manner of labeling the secondary container(s) to identify the chemical as a hazardous agent (e.g. carcinogen, toxic): Are the following readily available? Eyewash No Yes Emergency Shower No Yes Fire Extinguisher No Yes Have personnel been trained in the use of this equipment? No Yes Are chemical spill kits available in the laboratory appropriate for the chemical agent and volume of agent routinely in use? No Yes Have personnel been trained in the use of these chemical spill kits? No Yes Method for hazardous materials disposal: Describe the plan for storage or disposal of the chemical agent and contaminated materials, including any unused agent and the location of storage: Chemical agent to be picked up by Environmental Health & Safety (EHS) On-site neutralization, then chemical agent to be picked up by EPM (describe neutralization process below) On-site neutralization and pour safely down drain (describe neutralization process below) Other (describe): Describe the method used for on-site neutralization of the chemical agent:
When Would Applications be Made? Under the Council’s proposals, applications for the initial HRO order would need to be made prior to an offender’s earliest release date (usually the parole eligibility date) unless new adverse evidence about an offender’s risk became available (in which case the application would need to be commenced prior to the end of the offender’s sentence). This would allow the offender’s risk to be more intensively managed during the remainder of his or her sentence. The initial HRO order would commence upon the expiry of the offender’s sentence or order. Interim Orders The court would also have the power to make an interim order in circumstances where it considers an offender’s sentence (or an existing order) may expire before the application is determined and where it is in the interests of justice to make an interim order, taking into account the reasons why the application was not before the expiry of the offender’s sentence or order. Eligibility for an HRO Order To be eligible for an initial HRO order an offender would need to: have been found guilty of a serious sexual offence against a child or an adult (such as rape, sexual penetration of a child or committing an indecent act with a child), murder, manslaughter or attempted murder; and be serving a custodial sentence for one of the relevant offences; and be aged 21 years or over at the time the application is made. The Council believes the inclusion of homicide offences— while a point of difference with other existing Australian schemes—would be appropriate given the gravity of harm caused, and the impact of these offences on victims and their families.
The bidder shall have available to the present project an on-site with no less than three (3) years of experience completing projects of scope. The name of the on-site the bidder proposes to assign to the project, along with from at least three (3) projects. Include: Project name Project size Project starting and ending dates Contact name, title, and phone number and/or e-mail address Bidders with concerns about the relevancy or restrictiveness of the Supplemental Bidder Responsibility Criteria specified above may submit a request to the Owner to modify the criteria. Such requests shall be in writing, shall describe the nature of the concern(s), and shall propose specific modifications to the criteria that will, in the opinion of the make the criteria more relevant and/or less restrictive of competition. Bidders are to submit such requests to the Owner’s Contact and to Buyer Lisa Irwin () no later the close of business on Tuesday, January 17, 2017. In the event that the Owner determines that the responsibility criteria should be changed, an addendum to the solicitation will be issued. SUBMISSION OF BID PROPOSALS The Bid Proposal Form shall be submitted in a sealed envelope addressed to the Buyer as specified in the Advertisement for Bids by 3:00 p.m. on Thursday, February 2, 2017. The envelope shall have printed on the outside: Identification as a bid proposal The project number and title The name and address of the bidder The following components must be included with the bid submittal either with the Bid Proposal Form or in an accompanying package(s): Product and/or process submittals (as specified in Section 0.04, above) Bid guarantee Construction Outreach Plan Form Prior to the bid opening, the Owner will designate the official bid clock. Any part of the bid proposal or bid modification not received prior to the time specified, per the bid clock, will not be considered and the bid will be returned to the bidder
MATHEMATICS As students embark on their high school careers, they should carefully select their mathematics courses considering the level of skills they have achieved in middle school. This decision should consider their future goals, which could be greatly influenced by the math courses that they are able to complete during their high school career. In most instances, the skills learned in their math classes are a prerequisite for the next course. Therefore, it is necessary for students entering 9th grade to begin at an appropriate level, and to pass their math class each year in order to remain on target for graduation. Class of 2022 (one diploma—4 units required) High School Mathematics Courses Started in 9th Grade The Georgia Mathematics Curriculum focuses on actively engaging students in the development of mathematical understanding. Thus, class of 2019 students will either follow a regular CCGPS series of four math courses or the accelerated math courses ending with an Advanced Placement course plan. Please note that students who need support in math may be required to take support math courses. GRADE 9 GRADE 10 GRADE 11 GRADE 12 GSE Algebra I* GSE Geometry* GSE Algebra II GSE Pre-Calculus *A mathematics support class may be required for students who need additional time during the school day in mathematics. End-of-Course Milestone Assessments Students enrolled in certain courses will be required to take an End-of-Course Milestone assessment as mandated by the state. This testing will impact students enrolled in the first two math courses as well as the first two accelerated math courses. GSE Algebra I Prerequisite: Successful completion of 8th Grade Mathematics. 27.0990000 GSE Algebra I is the first course in a sequence of three required high school courses designed to ensure college and career readiness. The course represents a discrete study of algebra with correlated statistics applications. The high school standards for this course allow students to gain a foundation in linear, quadratic, and exponential functions before they are brought together to be compared/contrasted at the end of this course. As key characteristics of functions are introduced, and revisited, students gain a deeper understanding of such concepts as domain and
Recommended Preparation: Electronics, shop/tech core classes College Articulation: Sierra College or American River College Entry-level instruction focused on engine performance, engine repair, automotive maintenance, electrical systems, transmissions and drivelines, brake and front end service, suspension, emissions and tool safety. Hands-on involvement in automotive services takes place in the high school auto shops. AUTOMOTIVE STUDIES, ADVANCED Course Availability PUHSD RJUHSD RUSD WPUSD Placer County Charter Schools YES NO NO NO NO Class Location: Foresthill HS Grade Level: 11-12 Length of Course: Full school year Internship Included: No Recommended Preparation: Electronics, shop/tech core classes, Automotive Services or the permission of the instructor College Articulation: No Advanced instruction in transportation, energy, and automotive technologies. Hands-on instruction includes on-board computer testing; engine overhaul and automotive machine technologies; transmission and front wheel drive systems; smog control testing procedures; diagnostics; and ASE training in brakes, engine performance and electrical systems. AUTOMOTIVE TECHNOLOGY Course Availability PUHSD RJUHSD RUSD WPUSD Placer County Charter Schools YES NO NO NO NO Class Location: Placer HS Grade Level: 11-12 Length of Course: Full school year Internship Included: Yes. Self-provided transportation required. Recommended Preparation: Electronics, computer classes, shop/tech core classes Prerequisite: Auto Services and recommendation of instructor Advanced instruction in all A.S.E. (Automotive Service Excellence) areas including: introduction to on-board computers and testing; smog control testing procedures; and engine overhaul and advanced automotive technologies. Internship opportunities may include: auto dealerships, automotive repair or body shops, retail parts businesses, machine shops, brake and front end shops, motorcycle repair shops or specialty shops. DENTAL CAREERS
Economics: Quarter 2 Curriculum Map Scope and Sequence Unit Length Anchor Text Unit Focus Content Connections Unit Outcomes/Assessed Standards Q2, Unit 1 The Role of Government 3 weeks Prentice Hall Economics Students will understand the roles of government in a market economy are the provision of public goods and services, redistribution of income, protection of property rights, and resolution of market failures This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. E.33, E.34, E.35, E.36, E.37, E.38, E.39, E.40, E.41, E.42 Q2, Unit 2 National Economic Performance 2 weeks Prentice Hall Economics Students will understand the means by which economic performance is measured. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. E.43, E.44, E.45, E.46, E.47, E.48, Q2, Unit 3 Money and the Role of Financial Institutions 1 week Prentice Hall Economics Students will understand the role of money and financial institutions in a market economy. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. E.49, E.50, E. 51, E.52, E. 53 Q2, Unit 4 Trade 3 weeks Prentice Hall Economics Students will understand why individuals, businesses, and governments trade goods and services and how trade affects the economies of the world. This unit aligns with English Language Arts Standards in Writing, Reading Informational Text as well as Speaking and Listening. E.54, E.55, E.56, E.57, E.58, E.59, E.60, E.61
22. P.E. …………………………………………………………………………………………………………………….…………10
2018-2019 High School Open House Dates School Date Time Notes Website Phone No. Alternative High Please contact Ginette for information on intake process. Fridays Phone Ginette at Bowness High Thursday, January 17 9:00 am – 12:00 pm for guided school tour OR 6:30 – 8:30 pm for Open House Please phone Student Services 403-286-5092 to be added to the guided tour roster. Centennial High Thursday, November 22 7:00 – 9:00 pm AP meeting 8:00 PM RAP meeting 8:30 PM. Central Memorial High Thursday, November 29 7:00 – 9:00 pm Open House Crescent Heights High Thursday, November 15 6:00 – 7:30 pm AP Information session Dr. E. P. Scarlett High Tuesday, November 27 6:30 – 9:00 pm Grade 9 Open House Ernest Manning High Thursday, November 22 7:00-9:00 pm Open House Forest Lawn High Wednesday, November 28 6:00-8:00 pm Grade 9 Open House Henry Wise Wood High Thursday, November 01 7:00 pm Grade 9 IB information night. Thursday, December 06 TBD: Refer to website Open house Jack James High Wednesday, November 28 5:00 – 7:00 PM Grade 9 Information Evening
DAILY SCHEDULE Monday Tuesday Wednesday Thursday Friday 7:00 0 Period 60 min 8:00 7:00 0 Period 60 min 8:00 7:00 0 Period 60 min 8:00 8:00 PLC/Off Hrs 55 min 9:00 7:00 0 Period 60 min 8:00 8:05 1st Period 51 min 8:56 8:05 1st Period 51 min 8:56 8:05 1st Period 85 min 9:30 9:05 2nd Period 85 10:30 8:05 1st Period 51 min 8:56 9:01 2nd Period 54 min 9:55 9:01 2nd Period 54 min 9:55 9:35 3rd Period 85 min 11:00 10:35 4th Period 85 min lunch 12:30 9:01 2nd Period 54 min 9:55 10:00 3rd Period 51 min 10:51 10:00 3rd Period 51 min 10:51 11:05 5th Period 85 min lunch 1:00 12:35 6th Period 85 min 2:00 10:00 3rd Period 51 min 10:51 10:56 4th Period 51 min 11:47 10:56 4th Period 51 min 11:47 1:05 7th Period 85 min 2:30 2:00 Teacher Plan 65 min 3:05 10:56 4th Period 51 min 11:47 11:52 5th Period 51 min lunch 1:13 11:52 5th Period 51 min lunch 1:13 2:30 Teacher Plan 35 min 3:05 11:52 5th Period 51 min lunch 1:13 1:18 6th Period 51 min 2:09 1:18 6th Period 51 min 2:09 1:18 6th Period 51 min 2:09 2:14 7th Period 51 min 3:05 2:14 7th Period 51 min 3:05 2:14 7th Period 51 min 3:05 LUNCH SCHEDULES Monday-Tuesday-Friday Wednesday 1ST LUNCH 11:47 – 12:17 1ST LUNCH 11:05 – 11:35 2ND LUNCH 12:15 – 12:45 2ND LUNCH 11:45 – 12:15 3RD LUNCH 12:43 – 1:13 3RD LUNCH 12:30 – 1:00 Thursday 1ST LUNCH 10:35 – 11:05
Effingham County School System High School Summer School 2017 →→ Monday Tuesday Wednesday Thursday Friday 6/1 Algebra I A 6/2 Algebra I A 6/5 Algebra I A 6/6 Algebra I A 6/7 Algebra I A 6/8 Algebra I A 6/9 Algebra I A 6/12 Algebra I A 6/13 Algebra I A 6/14 Algebra B 6/15 Algebra B 6/16 Algebra B 6/19 Algebra B 6/20 Algebra B 6/21 Algebra B 6/22 Algebra B 6/23 Algebra B 6/26 Algebra B 6/27 No Class 6/28 EOC Algebra I Monday Tuesday Wednesday Thursday Friday 6/1 6/2 6/5 6/6 6/7 6/8 6/9 6/12 6/13 6/14 6/15 6/16 6/19 6/20 6/21 6/22 6/23 6/26 6/27 No Class 6/28 EOC Algebra I EOC Geometry Walk-In Registration for Mathematics courses: Students will need to report to Effingham County Middle School at 7:45 AM on Thursday, June 1 to begin face-to-face mathematics instruction. No registration is required. Monday Tuesday Wednesday Thursday Friday 6/5 6/6 6/7 6/8 6/9 6/12 6/13 6/14 6/15 6/16 6/19 6/20 6/21 6/22 6/23 6/26 Last Day 6/27 No Class 6/28 EOC 6/29 EOC 6/30 Walk-In Registration for Online Coursework: Students will need to report to Effingham County Middle School at 7:30 AM on Monday, June 5 to begin online instruction. No pre-registration is required. Parents are not required to be present to register the student. Students should be prepared for long lines. The doors will open at 7:30 AM. Students will be enrolled in the courses as first-come, first-served. If a class, semester or session is filled, you may request to be put on a wait list. Being placed on a wait list does NOT guarantee you will be placed in a class or session. If space becomes available, wait listed students will be contacted in the order in which they were placed on the waiting list. Sessions A & B – We will have two online sessions 8:00 to 11:00 and 11:00 to 2:00.
Refer to chart below when entering assignment due dates in gradebook SCHOOL NAME-Assignment Due Dates Quarter 1 Quarter 2 Quarter 3 Quarter 4 Semester 1 Semester 2 Full Year Reporting Term Grades Stored by School Grade Verification by office staff After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term After cut-off date as indicated in reporting term Report Cards Go Home Dates to Print Progress Reports Teachers Print Progress Report Progress Reports Go Home
Character Diary Consider the viewpoint of one of the main character’s in the novel. Write a diary from their perspective during the major events of the novel. Include possible dates, times, and settings. What are they thinking, feeling, etc? How does this relate to the theme of the novel. Current Events Select five current news or feature stories from television or news magazines that you think your character would be interested in. Then, explain how your character would responsd to each of the stories and the opinions your character would have about what was happening in the story. **Free Choice** Create a project; explain to me the goals, guidelines, and grading necessary and I will approve it. You MUST get projects approved by me before you complete them. Create a Timeline Create a timeline of major events in a character’s life, including his/her age at the time and short description of the milestone. Project the timeline into the character’s future, after the book has ended. Talk Show Create and perform a talk show around one of the major issues or themes in the novel. For example, nonconformity. Include people to represent several points of view on the issue. You might include characters from the book, a social worker, a police officer, a gang member, etc. Scrapbook Think about all the kinds of mementoes you would put in a scrap book if you had one. Then, create a scrap book for your character, cutting our pictures from magazines or drawing the mementos he or she would have in the scrapbook.
Letter Exchange Create a letter exchange between a character and the author or write a series of letters from several characters on what the character learned about himself, others, and life. A Pamphlet Think of an issue that was very important to your character. Then, create a pamphlet aimed at persuading others of the importance of the issue. Include factual information, testimonials, pictures, graphics, etc. Character Monologues Select an event in the story that characters have different views on. Then, write up two or three characters’ opinions on the same event in the form of a monologue (one person talking to him or herself. ] Stargirl Tic-Tac-Toe Project Objective : To create a summative project which shows varying degrees of understanding and higher level thinking skills in relation to the novel, Stargirl, by Jerry Spinelli. **Your grade will be based on a combination of all three projects (not broken down separately) but will be based on the following guidelines. _____/20 – Neatness – Projects are typed, well written, grammatically correct, neat and organized. _____/20 – Content – The actual content of the project. Following guidelines, providing specific textual support to help preserve ideas. Presentation of projects. _____/20 – “The Next Level” – This project should show your hard work, creativity, and higher level thinking skills. Please put the utmost effort into your work. This is the “above and beyond” section. Synthesize, draw some conclusions. Please put your best effort into your work or you will lose points. Total Project Grade: _____/60
financial strategies, re-thinking our financial goals, and taking those first, disciplined steps to make wiser financial choices. Whatever, small steps can and do yield a larger reward. As the Yiddish proverb states: א א א – A little and a little makes a full bowl. But I must also share with you some counterintuitive Jewish financial advice. There is a popular saying: You always remember your first time. Well, during the course of my rabbinic education, I took numerous Talmud courses, but the Talmud course I remember most vividly is the very first one I took, during my first semester of rabbinical school. We were studying the fourth and third chapters of the tractate Megillah, which deals with the laws of Torah readings and synagogues. In the middle of one class the professor went off on a tangent and began to discuss tzedakah, giving charity. He said – and I will never forget his words – “I have found that whenever I give tzedakah God finds a way of paying me back usually more than I gave.” He then shared with us that he had recently noticed that whenever he has given tzedakah, shortly afterwards he would receive invitations to give a guest lecture, or serve as a scholar-in-residence, or was awarded a fellowship. He realized that this was God’s way of rewarding him for sharing with others by donating tzedakah. Of course, as he emphasized to us, one must not give tzedakah in expectation of, or as a quid pro quo for, receiving a more munificent reward from God. But nonetheless, he stressed, if we give tzedakah out of the goodness of our hearts, God will do His share to make sure we do not suffer any loss thereby.
Htp di Nsw Wsir Xnty-imntyw nTr aA nb pt [nb] AbDw Gb iry-pat nTrw &m [nb] Iwnw Inpw im(y)-wt nb tA Dsr.f Wsir nb anx di.f pr-Hrw 1000 m tA 1000 m Hnqt 1000 m ka 1000 m Apdw 1000 m snTrw 1000 m mnx Ss 1000 m Htpw nb Hssy DfAw nb 1000 m irp 1000 m irt 1000 m xt nfr wab 1000 Hssy n kA n Wsir nTr Nb(t) pr TA di imny niwt mAa [xrw] xr nTr aA [Hry] nTrw nb… nsi … … … Htpw Nb DfAw nb…irp irt xt nb… … … An offering Which the king gives to Osirs great god lord of the sky [lord] of Abydos Geb, hereditary prince of the gods, Atum Lord of Heliopolis Anubis Who is in the ‘wt’ lord of the Sacred land, Osiris lord of life So that he may give a voice offering of 1000 loaves of bread 1000 jars of beer, 1000 joints of beef 1000 Fowl, 1000 serving of incense 1000 bolts of fine linen 1000 Offerings all pleasing provisions 1000 jars of wine 1000 jars of milk 1000 of everything good And pure, 1000 of everything Pleasing for the ka of the Osiris Mistress of the House Tcha-Di- Ameny-Niwet before The great god chief of the gods Lord… … … … … All Offerings, all Provisions All…wine Milk, everything… … … R2. Htp di Nsw Wsir Xnty-imntyw nTr aA nb pt [nb] AbDw Gb iry-pat nTrw &m [nb] Iwnw Inpw im(y)-wt nb tA Dsr.f Wsir nb anx
Haggarty, G 2007c ‘The evidence for 18th century Creamware and Pearlware production in the Forth littoral’ in Creamware and Pearlware Re-Examined’ A collection of papers presented at a Colloquium held by the English Ceramic Circle at the Victoria and Albert Museum, Kensington 4th and 5th June 2005, 218-230. Haggarty, G 2008 ‘Portobello Potteries’ A Ceramic Resource Disk in’ The Northern Ceramic Society Journal 24 (2007-8). Haggarty, G 2010 ‘The Belfield Pottery Production Site Ceramic Resource Disk: The Northern Ceramic Society Journal Vol 26 (2009-10), 142-3 + CD ROM. (Haggarty forthcoming 2012, Verreville pottery from a riverside dump at the Broomielaw Glasgow. Haggarty, G R Hall, D & Chenery, S 2011 ‘Sourcing Scottish redwares’ Medieval Pottery Research Group, Occasional Paper 5 Kelly, H E 1993 Scottish Sponge Printed Pottery. Glasgow. Kelly, H E & Leishman, D A 1999 Scottish Ceramics. Atglen USA. Kelly, H E 2005, Shards from Verreville Pottery’ Scottish Pottery Historical Review Vol 23 (2005) Kinghorn, J & Quail, J 1986 ‘Delftfield A Glasgow Pottery 1848-1823’. Glasgow Museums and Art Galleries. Riley, N 1991 Gifts For Good Children-The History of Children’s 190-1890. Somerset.
However, the number of Statutory Assessment requests from parents has increased over the same period. Schools identified that the drivers of parental concerns were regarding transition to secondary school, access to some therapy services and wanting a specialist school placement. Schools felt that parents need to be confident that their child’s special educational needs will be met by any mainstream school without the need for Statutory Assessment or a specialist placement and that they fully understand what benefits an EHCP can and can’t bring to their child’s provision. The majority of children being issued an EHCP in primary schools remain in mainstream schools. Therefore, Kent needs to ensure mainstream schools have access to appropriate whole school training and specialist advice/ support to enable them to use their ‘best endeavours’ to provide the most appropriate provision and meet the SEN Outcomes of these children and any others with severe and complex needs. The Distribution of HNF Kent is committed to ensuring that high needs funding is appropriately allocated to support the delivery of the more expensive provision for the children with the highest level of need. Schools also stated that they want the system to be as fair and equitable as possible and to hold all schools accountable for the use of this element of public funds. High needs funding needs to be specific to the provision required to meet the needs of individual children. The staffing of this provision should be with regard to the Educational Endowment Foundation guidance on the use of Teaching Assistants. The Use of HNF Schools identified variations in how they utilise their normally available resource before requesting top up funding. Therefore, Kent needs to be clearer as to what is meant by normally available resource and quality first teaching (QFT) and how this underpins the criteria for HNF. Schools cited planning using the ‘assess, plan, do and review’ cycle in partnership with parents and pupil, as paramount to effective provision. The class teacher provision mapping to plan SEN provision and monitoring the pupil’s progress was also identified as an essential element to good practice. Application Process The application form has evolved over the last two years in response to feedback from schools but schools felt that it still can be time consuming to complete and requires the duplication of information on personalised/ provision plans. Schools also wanted to be able to fully utilise the pre-existing
High-poverty, high-achieving schools share a number of characteristics, including: Academic press for achievement Availability of instructional resources Belief that all students can succeed at high levels Caring staff and faculty Clear curriculum choices Coherent, standards-based curriculum and instructional program Collaborative decision making Dedication to diversity and equity Emphasis on reading skills High expectations Ongoing data collection and formative assessments Orderly climate Regular assessment of student progress combined with feedback and remediation Regular teacher-parent communication Shared mission and goals Strategic assignment of staff Strong focus on student achievement Structure (including student goals and class management) Support for teacher influence (teacher aides, paraprofessionals) Teacher’s acceptance of academic achievement, with a no-excuses mindset Use of assessment data to improve student achievement and instruction Jensen, E. (2005). Teaching with Poverty in Mind: . Alexandria, VA: ASCD
SCHOOL CONTACT PERSON TEL. WEBSITE / EMAIL ADMISSIONS ENTRANCE EXAM BURSARY / SCHOLARSHIP RONDEBOSCH BOYS’ Alison van Rensburg Caroline Fowler (marketing) 021 686 3987 Ext 7925 Email: caroline.fowler@rondebosch.com Application form on website. Closing date: 17 March 2017 Open Day: 06 March 2017 N/A Scholarships are offered – application forms on website in early February. Academic Scholarship Exam 25 March Closing date for Scholarship Exam entries: 17 March SACS Irene Innes Barry Van Selm (marketing) 021 689 4164 Ext 107 Email: vanselmb@sacollege.org.za Application form on Website. Closoing date 24 March 2017. Open Day 25 January 2017. N/A Scholarships available for Grade 8. Closing Date for applications: 16 January 2017 Written Exam: 17 January 2017 SOMERSET COLLEGE Patricia McNaught Davis Nicky Whall (marketing) 021 842 8005 www.somersetcollege.org Email: n.whall@somcol.co.za Application form on website. Open day by appointment – contact Patricia McNaught Davis. Grade 8 - 11 Written as part of the application process Scholarships available for Grade 8. Scholarship exams on 3 March 2016. Limited bursaries for students from disadvantaged backgrounds. ST ANDREW’S COLLEGE Lynne Mullins Craig Hatches (marketing) 046 603 2310 Email: C.Hatches@sacschool.com Application form on website. Open day: contact Lynne Mullins. N/A Closing date for scholarship applications: Friday 10 February 2017. Scholarship exam on Thursday 2 March 2017. Scholarship application form on website. Bursaries available: Please contact Lynne Mullins. WESTERFORD Louise Berry 021 689 9154 Email: Collect application form from office Closing date Friday 24 March 2017. Open days:13, 14 and 15 February 2017, 15.30 – 17.00. Parent information evening Monday 20 February 2017 at 19.00. Consult website for details. N/A N/A WYNBERG BOYS’ Shireen van der Rheede 021 797 4247 Ext102 www.wbhs.org.za Email: shireenv@wbhs.org.za Online Application form on website. Closing date: 24 March 2017 Open day: 07 February 2017 N/A Maths scholarship closing date: 16 February 2017 Maths scholarship exam: 20 February 2017 Other scholarships available: see website for details.
High School Developmental Characteristics Grades 9-12 Physical Continuing through puberty stages Teens often appear older than their age Development of both fine and large motor skills Body and mind work together Cognitive Achieved formal operational stage, can think abstractly and need fewer concrete examples to understand complex thought Increased attention span Internally and externally motivated Thinking and discussion is often future-oriented More open to other’s perspectives and able to see other’s point of view Enjoy when learning provides opportunity to apply knowledge/skills Social/Relational Interested in co-educational experiences Prefer adults to take supportive role in their education Sense of care for consciousness (opportunity for service learning) Need opportunities for Value peer input More open-minded (may begin to open their social group to include others who they were once uncomfortable with) OLDER TEENS • have a strong desire for independence. • may have complex lives. • feel pressured to conform. • feel stress. • want to succeed. • may be lonely. • want to belong and feel secure. SO TEACH THEM BY • offering a safe environment for expressing doubts and asking questions. • equipping students to make decisions based on anti-bullying principles • remembering who they are; don’t confuse their grownup bodies with emotional maturity. • remembering that many students have been bullied themselves at some time and so although they can have compassion for the target, they may be wary of standing up to the bullies themselves
After High School Goals : College or University: Job / Career Goals: Degree Needed to Match Goal: Colleges Offering Degree: High School Goals: GPA: Course Plan: ACT/SAT Scores: Other: Evaluation of Current Status: Date/Current GPA: Course Plan: Current ACT/SAT Scores (if applicable) Needs: Attached College Requirements, CCP Information, etc.
Weighted grading rubric Category Poor Below Average Average Good Excellent Sentence Variety (10) Consistently repeats sentence structure (0–2) Repeats sentence structure several times (3–5) Repeats sentence structure only once or twice (6–7) Never repeats sentence structure (8) Demonstrates natural flow between sentences; never repeats sentence structure (9–10) Other (6) (0–2) (3) (4) (5) (6) Appearance (5) Is damaged and has numerous corrections (0–1) Shows numerous corrections (2) Shows several corrections (3) Shows only one small correction (4) Is clean and shows no corrections (5)
a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do. Organize your response: Students Related content already learned Related skills students already have What the students are learning to do related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural and language backgrounds and practices, and interests? Organize your response: Students Students’ everyday experiences related to the learning segment Students’ cultural and language backgrounds related to the learning segment Students’ cultural and language practices related to the learning segment Students’ interests related to the learning segment Class as a whole Students with IEPs Students with 504 plans Other groups of learners Notes: Stay positive – discuss your students’ assets Keep the learning segment in mind – only discuss student assets related to the learning segment
Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Organize your response: Description of assessment or assessment adaptations The students(s) for whom the assessment was designed or adapted How does this assessment allow this student(s) to demonstrate his/her learning? Instruction Commentary Thinking Organizers and Helpful Hints (Secondary Mathematics Version) Please note: The purpose of this thinking organizer is to help you gather and organize your thoughts in preparation for writing your instruction commentary. You will still need to write your answers in paragraph form in the official edTPA instruction commentary template. 1. Which lesson or lessons are shown in the video clips? Identify the lesson(s) by lesson plan number. Sentence starters: “The lesson shown in the clips is Lesson #_______” OR “The lesson shown in Clip 1 is Lesson _______ and the lesson shown in Clip 2 is Lesson ________.”
Focus student 1 Focus student 2 Focus student 3 Individuals with specific needs Groups with specific needs Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. Next step for instruction What learning need is this in response to? Why did you choose this as your next step for instruction? What research supports this instructional choice? How does this research support this instructional choice?
Entry Form Please provide full name, position and preferred contact details (inc. phone number) for Staff Members Male Competitors – Year 9 and 10 (Under 16) SLSC Member Age Rec’d 1 2 3 4 Male Competitors – Year 7 and 8 (Under 14) SLSC Member Age Rec’d 1 2 3 4 Female Competitors – Year 9 and 10 (Under 16) SLSC Member Age Rec’d 1 2 3 4 Female Competitors – Year 7 and 8 (Under 14) SLSC Member Age Rec’d 1 2 3 4
Hertz: 50/60. Operator: Minimum 0.75 horsepower. Motor and gearbox designed for high cycle operation with built-in gearbox failure door stop safety device Hand Chain: Manual brake disengagement pull switch and hand chain which allows door to be manually opened and closed during a power outage and installation. Limit System: Magnetic type providing absolute positioning with push to set and remote setting capabilities. Limit system shall remain synchronized with the door during manual operation and supply power interruptions. Timer to Close: Each door to have automatic closing controlled by an adjustable hold open time delay. Control System: Microprocessor based with variable frequency drive controller, capable of variable speed control in both up and down directions. System incorporates a Liquid Crystal Display (LCD) to display the system status. Capable of monitoring and reporting on a variety of operating conditions, including: Current operating status, Current command status, Current error status (if applicable), Hoist interlock status (if applicable), Service reminder status, and 24VDC status. Control system is housed in a NEMA 4X panel with built-in push buttons and main power padlock-able rotary disconnect switch. Activation Devices: Provide for condition of exposure and for long-term, maintenance-free operation under normal traffic load for type of occupancy indicated. Coordinate activation and safety devices with door operation and door operator mechanisms. Pedestrian Type Activation Devices: Single Push Button Switch: Push to open, timer to close.
Prepare surfaces using the methods recommended by the manufacturer for achieving the best result for the substrate under the project conditions. INSTALLATION Install in accordance with manufacturer's instructions. Use anchorage devices to securely fasten assembly to wall construction and building framing without distortion or stress. Securely and rigidly brace components suspended from structure. Secure guides to structural members only. Fit and align assembly including hardware; level and plumb, to provide smooth operation. Coordinate installation of electrical service with Section 16150. Complete wiring from disconnect to unit components. Coordinate installation of sealants and backing materials at frame perimeter as specified in Section 07900. Install perimeter trim and closures. Instruct Owner’s personnel in proper operating procedures and maintenance schedule.
STARTUP SERVICE Engage a factory-authorized service representative to perform startup service. Perform installation and startup checks according to manufacturer's written instructions. Test and adjust controls and safety devices. Replace damaged and malfunctioning controls and equipment. ADJUSTING Test for proper operation and adjust as necessary to provide proper operation without binding or distortion. Adjust hardware and operating assemblies for smooth and noiseless operation. Adjust seals to provide tight fit around entire perimeter. CLEANING Clean curtain and components using non-abrasive materials and methods recommended by manufacturer. Remove labels and visible markings.
Adjust hardware and operating assemblies for smooth and noiseless operation. Adjust seals to provide tight fit around entire perimeter. CLEANING Clean curtain and components using non-abrasive materials and methods recommended by manufacturer. Remove labels and visible markings. Touch-up, repair or replace damaged products before Substantial Completion. DEMONSTRATION Engage a factory-authorized service representative to train Owner's maintenance personnel to adjust, operate, and maintain high performance overhead coiling doors. PROTECTION Protect installed products until completion of project. SCHEDULES
Motion Sensor: BEA Falcon, microwave scanner, field adjustable wide angle. Differentiates between pedestrian and vehicular traffic. Prevents false activation from cross traffic, Remote control for set-up. Vehicular Type Activation Devices: Motion Sensor: BEA Falcon, microwave scanner, field adjustable wide angle. Differentiates between pedestrian and vehicular traffic. Prevents false activation from cross traffic, Remote control for set-up. Loop Detector: Detects ferrous metal objects via an inductive field for activation. Requires a channel to be cut into floor to install inductive loop wire. Pull Cord: Pull to open - Timer to Close. Pull Cord: Pull to Open – Pull to Close. Radio Control Activation: Near proximity portable push button remote control programmable to individual doors or multiple doors in common. One Button Remote Control. Four Button Remote Control. Safety Devices: Provide for condition of exposure and for long-term, maintenance-free operation under normal traffic load for type of occupancy indicated. Coordinate safety devices with door operation and door operator mechanisms. Door provided with two sets of Through Beam Photo Eyes located in plane or as close as possible to travelling path of the door curtain. Door provided with monitored failsafe electric safety edge. Controller must indicate if the safety edge is not operable. Connections between safety edge and controller shall be fully wireless. No coil cords allowed.
High Teas Available daily from 4.30pm-6.30pm Beefsteak Pie Roast of the Day (GF) (DF) Local Haddock (Battered, Breaded or Grilled) (GF) (DF) Fried Liver & Onions (GF) (DF) Sweet & Sour Chicken (served with Rice) Chicken Pork Chops, Egg & Beans (GF) Chef’s Salad (GF) (DF) 6oz Rump Steak (£2.50 supplement) Venison Sausages with Haggis Mash Redcurrant & Port Gravy (GF) Buchan Bacon Cheese Burger with Salad Chick Pea & Mushroom Curry (with Rice)(GF) (V) £13.25 Served with Tea, Coffee, Toast & Cakes High Teas Available daily from 4.30pm-6.30pm Beefsteak Pie Roast of the Day (GF) (DF) Local Haddock (Battered, Breaded or Grilled) (GF) (DF) Fried Liver & Onions (GF) (DF) Sweet & Sour Chicken (served with Rice) Chicken Pork Chops, Egg & Beans (GF) Chef’s Salad (GF) (DF) 6oz Rump Steak (£2.50 supplement) Venison Sausages with Haggis Mash Redcurrant & Port Gravy (GF) Buchan Bacon Cheese Burger with Salad Chick Pea & Mushroom Curry (with Rice)(GF) (V) £13.25 Served with Tea, Coffee, Toast & Cakes
All questions in section 1 are compulsory and the pupils will be required to: Analyse the information given and identify the business problems. Identify constraints Devise solutions and make recommendations Justify recommendations. Section 2 – Extended Response Questions (50 Marks) The main purpose of this section will be to assess knowledge and understanding and problem solving skills. Pupils will be required to answer 2 questions from a choice of 5 questions. Each question is worth 25 marks and questions are usually divided into 3-5 parts. Progression Successful completion of the course will normally lead to study at the following levels: Advanced Higher Business Management
Innovative and sustainable pathways that allow currently employed ECE professionals to earn ECE industry-recognized credentials (i.e., CDA, associate's or bachelor's degree, a Pennsylvania Pre K-4 instructional certificate) and that reduce barriers to accessing such credentials: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Higher Education Faculty prepared to coach currently employed ECE Professionals to improve professional practice: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Availability of high quality ECE-Based practice experience: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies)
Expected Outcomes: Program revisions that: Integrate Pennsylvania’s standards for early learning infants and toddlers and pre-kindergarten into early childhood development courses and degree programs; Develop coaching strategies for higher education faculty that improve professional practice of ECE professionals; Incorporate effective teaching and learning practices in one or more core academic subjects; and Enable currently employed ECE professionals to use various types of data, including formative assessments, to strengthen classroom instruction and make program improvements. Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Local capacity developed to improve Early Childhood instruction: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies)
Expected Outcomes: On-Going support for Current Early Childhood Practitioners: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Evaluation: Goal Number(s) Description of Goal(s) Objective Number(s) Format: #.## Description of Objective(s) Activity Number(s) Format: #.## Description of Activity(ies) Expected Outcomes: Reporting:
(b) £158 2. 7% 3. (a) Mrs E: = £8.40 Mr D: = £8.80 Mr D (b) = £76.50 4. (a) 6.29% (b) 2800 5. Carry’s by £2.75 6. 4 years 7. Yes 4008.46 or 2.0042..
04-CV-6740 (S.D.N.Y.) Student admitted herself to a medical center after suicide attempt When she returned to the dorm, the locks were changed She was allowed to remove her belongings only in the presence of a security guard - not allowed to return to school even after her doctors determined that she was not a danger to herself or others Suit filed under the ADA, Rehab Act and Fair Housing Act. Settlement (reached in 2006): $65,000 payment to student Reviewing/modifying “suicide policy” to require individualized assessments Press release: Slide 66: Dismissals Based on Mental Health DOJ Agreement: Quinnipiac University Student sought mental health counseling; diagnosed w/ depression Student placed on a mandatory leave with no tuition refund DOJ found that the University failed to modify its mandatory leave policy to permit student to complete course work while living off campus or attending classes online or in person Settlement: Modify policy to consider accommodations other than leave Pay over $32,000 in damages DOJ: “[U]niversities like Quinnipiac cannot apply blanket policies that result in unnecessary exclusion of students with disabilities if reasonable modifications would permit continued participation.” Slide 67: Dismissals Based on Mental Health St. Joseph’s College OCR Letter and Resolution Agreement (No. 02-10-2171) Student engaged in inappropriate conduct toward another student Tried to kiss him; refused to let him go; insisted that they were married; had to be physically removed by a security guard Returned after receiving clearance from her psychiatrist – incident happened again - suspended with no opportunity to appeal College had a disciplinary process w/ due process (notice, hearing, opportunity to present evidence) – not here or similar incidents OCR Resolution Agreement: Will no longer use a separate disciplinary process in situations seemingly to mental health Slide 68: Dismissals Based on Mental Health Bazelon Center for Mental Health Law: Model Policy
Total for all UK HEIs 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 6 year % change Total Staff costs as a % of Total expenditure 56.60% 56.20% 55.50% 55.20% 55.40% 54.90% 54.60% -3.66% Total Capital expenditure £3.61 billion £3.73 billion £2.79 billion £3.11 billion £3.90 billion £4.28 billion £4.58 billion 26.87% Total Income £26.80 billion £27.56 billion £27.92 billion £29.14 billion £30.74 billion £33.20 billion £34.74 billion 29.63% Surplus/Deficit for the Year £0.82 billion £1.20 billion £1.11 billion £1.08 billion £1.18 billion £1.58 billion £ 2.34 billion 185.37% Total reserves £12.33 billion £14.64 billion £14.75 billion £17.90 billion £19.44 billion £21.24 billion £40.48 billion 72.30% Income The most recent AUDE report headlines “UK university income grows by £2bn in one year, reaching a record £30bn” highlighting the financial health of the sector. Income from tuition fees is up by over 8% an extra £1.269 billion a year compared to 2014/15 Total income is up 3.6% compared to 2014/15 Staff costs and expenditure Staff costs as a % of expenditure is down to 54.6%, a further reduction from 54.9% in 2014/15 and a reduction of 3.6% since 2009. Capital expenditure is in excess of £4.58bn, a growth of 7.0% on last year External Examiners