zilongwang/ReadingBank huggingface dataset:
Culminating Writing Task Prompt During the time of slavery in our country, unfair laws were passed to benefit one group to the detriment of other groups. Discuss the implications of the Fugitive Slave Act of 1850 on the following groups of people: the Southerners, the Northerners, and the Slaves. How did this act benefit or harm these groups? Teacher Instructions Students identify their writing task from the prompt provided. Students complete an evidence chart as a pre-writing activity. Teachers should remind students to use any relevant notes they compiled while reading and answering the text-dependent questions. Evidence Quote or paraphrase Page number Elaboration / explanation of how this evidence supports ideas or argument “The commissioners were then ‘authorized and required to exercise and discharge all the powers and duties conferred by this act’” and these “commissioners also had the right to arrest and return alleged fugitives.” 157 This quote shows how the act forced all parties involved into certain roles to uphold the law. Section 5 explains that any US Citizen could be deputized as a marshal and “do whatever was necessary to apprehend an alleged fugitive.” This marshal could not refuse this service despite it being against their rights. 157 This quote shows how all men were expected to uphold this law; therefore, any could be deputized and forced to arrest fugitive slaves when necessary. The alleged fugitives are the Slaves that have “supposedly fled” from their territory or state. (p. 157) The fugitive was alleged because he/she had not been convicted, however, due to the extreme biases within this act, an “alleged” fugitive was 157-158 This quote shows how the slaves were guilty before they even reached a justice system. They were not “alleged” fugitives, they were fugitives.
Meaning can be learned from context titanic charred pelted silhouette quivered decay preoccupation bough sheathing oblivious brittle frantically paranoia perished bounded psychopathic Meaning needs to be provided linoleum horrid solvent capillaries shrapnel sublime cavorting tremulous whims Culminating Writing Task Prompt
Tier II/Academic Vocabulary These words require less time to learn (They are concrete or describe an object/event/ process/characteristic that is familiar to students) These words require more time to learn (They are abstract, have multiple meanings, are a part of a word family, or are likely to appear again in future texts) Meaning can be learned from context glowers saturate goad confound enterprise commenced wallowing Meaning needs to be provided *inaugurating *exhilarates Sprightly hulling *dilapidated *paraphernalia Squander *carnage *suffuse Wager *definition given in text sacrilegious conspiracy *prosaic chastising Renegade *disposition *definition given in text
implementation of community legislation on the environment (e.g plans and programmes linked to waste management or water protection). Holwell Neighbourhood Plan. (2) Characteristics of the effects and of the area likely to be affected, having regard, in particular, to: a) The probability, duration, frequency, and reversibility of the effects. It is anticipated that the plan period will be 15 years. Whilst some effects of the plan may be irreversible, it is not considered probable that the plan will have significant effect since it is only likely to bring forward in the region of 6 additional dwellings, above the 20 dwellings which already have consent, and possibly a village hall and recreational facilities over this period. No b) The cumulative nature of the effects. The Cerne Valley Neighbourhood Plan area is located approximately 600m to the southwest of the site. The Cerne Valley Neighbourhood Plan extends the development boundary to the north and west of Cerne Abbas resulting in a modest amount of development. It is therefore considered unlikely that the degree of development proposed through the Cerne Valley Neighbourhood Plan, when considered in combination with the proposals likely to come forward through the Holwell Neighbourhood Plan and the Local Plan, will introduce significant environmental effects. No c) The transboundary nature of the effects. The transboundary impacts, beyond the Holwell Neighbourhood Plan area, are unlikely to be significant in light of the nature and scale of the proposals. No d) The risks to human health or the environment (e.g due to accidents). The Holwell Neighbourhood Plan is unlikely to introduce significant risks to human health and the environment, for example due to accidents, in light of the scale and type the development. No
effects, such as reflection and symmetry within a graphics piece. To be able to recognise that by choosing an appropriate file type such as a gif or jpeg file format, can affect the size of the saved file. To be able to resize graphics and text to suit the document I am making for my audience. To be able to make an information poster applying the graphic skills to good effect. Multimedia (Powerpoint) To be able to create a presentation of 3 -5 slides that is fit for purpose including text and images. To be able to ensure that my presentation moves on with the click of a mouse. To be able to put some animation with support into my presentation. To be able to make multimedia presentations which contain basic sound, transition animation between slides and buttons (click of the mouse) to navigate with some support. To be able to capture my own simple sounds, videos and images. Show the children a simple PowerPoint presentation and discuss the features and how this can be improved. Demonstrate how to put an image or graph into a PowerPoint Demonstrate how to add text and alter it through use of insert text box and the backspace key. Ask the children to create a simple PowerPoint based upon a topic Year 4 Model to the children using word package to show how to change font size and how to use bold to emphasize important text. Model how cut and paste can be used to reorder a piece of text (letter or a poem)? Model to the children on how to amend text, using delete and find and replace – children to choose better vocabulary Demonstrate the use of the spell check in how it can be an effective tool to support correct spelling use but not replace spelling knowledge. To use suggested programmes to polish/edit a piece of text e.g letter, instruction or list. To ensure that a range of writing is produced to meet the needs of an audience. Paint Explain that some of the same ICT features, such as cut and paste, can be used to develop pictures Collect some wrapping paper that uses repeated patterns, discuss how the patterns and talk about the background colours used within these. Compare how the stamp function can replicate this. Discuss work of Seurat and his use of dots. Demonstrate how to alter the size and pattern of the brush tool to produce a ‘pointillist’ effect. Demonstrate how different areas of the screen can be selected, copied and resized.
DATE: THURSDAY, MARCH 29, 2018 MASS OF THE LORDS SUPPER 11AM REHEARSAL TIME: 7:00PM LECTOR: JEAN ALVARADO EME: MARY WALSH ALTAR SERVERS: 1. RYAN HERATY 2. GEORGE CUKAJ 3. FRANCESKA CUKAJ 4. DESLYN SLATER FOOT WASHERS: 1. OLIVIA VOLLMER 2. KATHY DOHERTY 3. TERRI POWERS 4. MAUREEN MCHUGH 5. LAURA SCAMPOLI 6. FRAN COCUZZA 7. CHRIS MERENDA 8. DENNIS MCCORMACK 9. PATTY O’MARA 10. LOOKING FOR VOLUNTEER 11. LOOKING FOR VOLUNTEER 12. LOOKING FOR VOLUNTEER DATE: FRIDAY, MARCH 30, 2018 GOOD FRIDAY TENEBRAE TIME: 9:00AM ALTAR SERVERS: JUSTIN LARIOS DATE: FRIDAY, MARCH 30, 2018 MASS OF THE LORDS PASSION 11AM REHEARSAL TIME: 3:00PM LECTOR: OLIVIA VOLLMER EME: KELLY SMITH ALTAR SERVERS: 1. ROISIN ALEXIS 2. DAVID DEVITO DATE: FRIDAY, MARCH 30, 2018 STATIONS OF THE CROSS WITH VENERATION TIME: 7:00PM ALTAR SERVERS: 1. FRANCESKA CUKAJ 2. GEORGE CUKAJ 3. DESLYN SLATER 4. JIMMY GORMAN DATE: SATURDAY, MARCH 31, 2018
EASTER VIGIL MASS 11AM REHEARSAL TIME: 7:30PM LECTORS: ELIZABETH TESTA CHRIS MERENDA EME: LINDA HUNT ALTAR SERVERS: 1. JOEL MUKKATT 2. JES MUKKATT 3. PATRICK SCHOELLIG 4. ROISIN ALEXIS 5. GIANNAROSE PUGLIESE DATE: SUNDAY, APRIL 1, 2018 EASTER SUNDAY TIME: 7:30AM LECTORS: DAVID PALMER EME: ANN MULVEY KEITH OR CINDY SLADE ALTAR SERVERS: 1. KATY KISH 2. CHRISTOPHER KISH 3. LOOKING FOR VOLUNTEER DATE: SUNDAY, APRIL 1, 2018 EASTER SUNDAY MASS TIME: 9:00AM LECTORS: MAUREEN MCHUGH EME: JOYCE PFIRMAN PAULA TULLO JOHN MCGIVNEY MARYANN MCGIVNEY ALTAR SERVERS: 1. JAKE SCHULHOFF 2. KYRA SCAMPOLI 3. JUSTIN LARIOS 4. JIMMY GORMAN DATE: SUNDAY, APRIL 1, 2018 EASTER SUNDAY MASS TIME: 10:30AM LECTORS: JEAN ALVARADO EME: LORI CASSIDY BONNIE WIEGARD TERRI POWERS SUZANNE D’AGOSTINO LORRY THORNE ALTAR SERVERS: 1. CAITLIN KROOHS 2. RYAN HERATY 3. AIDEN DIPALERMO 4. GEORGE CUKAJ 5. FRANCESKA CUKAJ DATE: SUNDAY, APRIL 1, 2018
Holy Cross Outside School Hours Care 31 Kincumber Street, Kincumber NSW 2251 T: 0481 602 034 E: oshc.kincumber@catholiccaredbb.org.au W: Enrolment form All correspondence will be made via email unless otherwise specified. Please select primary email address for the family? Parent/Guardian 1 Parent/Guardian 2 Select days requested Monday Tuesday Wednesday Thursday Friday Before school care After school care Occasional care for special circumstances/emergency Staff only: Child Family name: Given name(s): Preferred name: DOB: / / Place of Birth: Gender: Male Female Address: Religion: Cultural background: Aboriginal Torres Strait Islander N/A Child's CRN (if applicable): Language(s) spoken at home: Name of school attending: Year at school and class: Parent/Guardian 1 Parent/Guardian 2 Full name: Full name: Relationship to child: Relationship to child: DOB: / / DOB: / / Address: Address: AH: M: W: AH: M: W: Email: Email: Preferred method of contact: AH M E Preferred method of contact: AH M E Occupation: Occupation: Employer: Employer: Work days/hours: Work days/hours: Ethnic/cultural background: Ethnic/cultural background:
7. The governing body of Holy Spirit Catholic No 5 local shall be a general meeting of its members, 10 per cent of whom shall constitute a quorum. In the absence of a quorum, business from the general meeting shall be carried over to the next local council meeting. 8. A general meeting of this local shall be held at least once a year to hear reports and deal with same, and other matters as may arise. Local Council 9. There shall be constituted a local council of this local consisting of (a) all members of the executive committee; (b) school representatives, other than executive committee members, one representative per school, shall be elected by each staff in September; (c) three ARA representatives; the president, economic policy committee chair, and one member elected from and by local council; (d) one representative of the substitute teacher group; (e) chairs of standing committees if not members of the executive committee, or school representatives; (f) convention representative(s) if not included in (a) to (e); (g) representative of Lethbridge Area Field Experiences Committee; and (h) one representative of the local principal’s group. 10. Members of this local other than members of the local council may attend council meetings, may speak with approval of the meeting but may not vote. 11. The duties of the local council shall be (a) to administer the affairs of the local association, including presentation of an audited annual financial statement and recommendation of an annual budget to a general meeting for approval; (b) to elect/appoint membership to standing and ad hoc committees unless otherwise specified in the constitution or approved committee frames of reference; (c) to approve frames of reference for each of its committees; (d) to hear reports from committees and decide on action to be taken, if any; (e) to elect or appoint representatives to events requiring local representation on an ad hoc basis, (f) to deal with other matters not inconsistent with this constitution or the General Bylaws of The Alberta Teachers’ Association, and (g) to elect or appoint representatives to the district convention association no later than March 31. 12. The local council shall meet once a month, September through June. 13. A majority vote of those present shall govern the decisions of the local council unless rules and regulations otherwise decree.
Name: Name: Address: Address: Telephone Number: Telephone Number: Email: Email: Relationship to you: Relationship to you: Rehabilitation of Offenders Act 1974 All posts involving direct contact with vulnerable children are exempt from the Rehabilitation of Offenders Act 1974. The amendments to the Exceptions Order 1975 (2013) provide that certain spent convictions and cautions are ‘protected’. These are not subject to disclosure to employers and cannot be taken into account. Guidance and criteria on the filtering of these cautions and convictions can be found on the Disclosure and Barring Service website. Have you ever been convicted of a criminal offence which is not ‘protected’ YES/NO If you have answered yes, supply details of all convictions in a sealed envelope marked ‘confidential’ and attach to this form. If your application is successful, this information will be checked against information from the Disclosure & Barring Service before your appointment is confirmed. 7. Other Information Do you consider yourself to have a disability? Yes No If yes, would the provision of any aids or modification assist you in carrying out the duties of the post? Is there anything we need to know about your disability in order to offer you a fair selection interview?
Date of birth: Gender and Marital Status Female ☐ Male ☐ Transgender ☐ Single ☐ Married/Civil Partnership ☐ Widowed ☐ Divorced ☐ Ethnic Origin (mark one box only) White Mixed Asian or Asian Black Black or Black British Other Ethnic Groups British ☐ White & Black Caribbean ☐ Indian ☐ Caribbean ☐ Chinese ☐ Irish ☐ White & Black African ☐ Pakistani ☐ African ☐ Any other ethnic group ☐ Any other White background ☐ White & Asian ☐ Bangladeshi ☐ Any other black background ☐ Any other mixed background ☐ Sexual Orientation Bisexual ☐ Gay ☐ Hetrosexual ☐ Other ☐ Prefer not to say ☐ Please state any particular assistance or facilities you may require in attending an interview.
Holy Trinity Primary School Prospectus 2017-18 “Aiming for excellence through faith and learning.” For I know the plans I have for you’ declares the Lord,’ plans to prosper you and not to harm you, plans to give you hope and a future.’ Jeremiah. 29:11 A letter from our Headteacher:
Principles and Strategies At the start of the academic year staff will agree standards of behaviour that will be applied consistently through the school. New staff will discuss this as a part of the induction process. In order to ensure consistent development in the behaviour of pupils commensurate with their age and experience the following strategies are used: Encouragement Support Rewards Clearly stated and understood sanctions Engagement of positive parental support Consistency of approach Ownership of rules by children At Reception and key stage 1 the behaviour management and reward structure is based on a sunshine chart that is clearly displayed in the classrooms. Children’s names move from cloud to cloud so that there is a clear visual reminder of the behaviour. Sun stickers are rewarded to children that get on the sunshine and a house point is given. There is a sanction of missing 5 minutes play for going to the black cloud. At key stage 2 classes will discuss and agree their rewards and sanctions so they are known by the whole class and they fit within the parameters of this policy, whilst suiting the needs of the particular group. Each new parent receives a Home/School agreement (See Appendix A) in their induction pack with an attached contract, which needs to be signed by the parent when the child starts school. The golden rules, developed by staff, will be shared with the children at the start of the academic year. These will be displayed prominently around the school and used to support and promote good behaviour. They are: DO be gentle, DON’T hurt anybody DO be kind and helpful, DON’T hurt other people’s feelings DO be honest, DON’T cover up the truth
Holy Week Time table 聖週禮儀時間表 Santa Sabina College, 90 The Boulevard, Strathfield Holy Thursday 8:00pm Lord’s Supper Adoration to Holy Eucharist 主的晚餐 朝拜聖體 14/4 Good Friday 主受難日 Fasting & abstinence 當日須守大小齋 Youth at Society of St. Paul by 9:45am﹐ cnr. Meredith St & Broughton Rd. Homebush 10:00 am to 2:30 pm Retreat Including Light lunch, Reconciliation, Station of the Cross Speaker:- Fr. Michael Goonan 青年組避靜包括午餐, 修和聖事，拜苦路 Parent drop off their kids and collect them by 2:30pm if join Passion at Santa Sabina College 3:00-4:30pm Passion (English) St. Dominic’s Parish Church (Opposite to Flemington Station) Parent consent form must be submitted for those under the age of 16. Parent has to collect them from St. Dominic Parish Church at 4:30pm Adult at Santa Sabina College Joseph Yim 10:00am– 2:30 pm 拜苦路﹐隨後避靜﹐修和聖事及午餐-備有麵包/飲品 Station of the Cross and reconciliation Lunch-bread and drink to be provided group: 10:00am– 2:30 pm Station of the cross and activities to be led by Sr. 3:00-4:30pm Passion, Veneration of the Cross 苦難禮儀, 朝拜十字聖架 15/4 Holy Saturday 聖週六 6:30 pm Easter Vigil Mass with Baptism 主復活前夕彌撒暨聖洗聖事 All above liturgy will be held at Santa Sabina College, 90 The Boulevarde Strathfield Sabina Celebrant: Fr. Joseph Yim and Fr. Lucas Leung, ofm 由閻德龍神父及梁加恩神父主禮 Holy Saturday Strathfield 大三元海鮮酒家 @$40.00 訂位 On-line or 各中心,或0490 026 379 Email:
No morning Mass Mass of the Lord’s Supper at 7.30pm followed by Watch and Pray Vigil at the Altar of Repose 9.00-10.00pm Good Friday 25th March Outdoor Way of the Cross at 12.00 noon Celebration of Our Lord’s Passion at 3.00pm Stations of the Cross at 7.30pm Holy Saturday 26th March Celebration of Easter Vigil at 8.00pm Easter Sunday 27th March Mass at 9.00am (as Gaelige), 10.00am, 11.30am No evening Mass on Easter Sunday Confessions Good Friday - After the celebration of the Passion at 3.00pm and again after the Stations at 7.30pm. Holy Saturday - 11.00am-11.30am We invite you to join us for the Holy Week ceremonies,so that our faith as a community may be renewed and we may share the joy and hope of Easter with others. The priests of the Glasnevin Grouping of Parishes and the Parish Pastoral Council wish you every Easter blessing! Church of St. Thomas the Apostle – (Jobstown grouping Springfield/Brookfield) Holy Thursday 24th March 7.30pm – Jobstown/Springfield/Brookfield Mass Good Friday 25th March 3.00pm Springfield Passion 3.00pm Jobstown Passion 3.00pm Brookfield Passion 7.30pm Springfield Stations 7.30pm Brookfield Stations Holy Saturday 26th March 8.00pm – Springfield/Brookfield/Jobstown Vigil Mass
B*720* Y* C* D* B*141* B*600* B*142* 0* B*550* B*230* F* B*510* Z* I* 8* 4* B*239* B*121* H* M* J* K* L* P* U* V* W* X* 1* 9* RENT ANNUITANTS ASSISTANT SUPERINTENDENT ATHLETICS BUSINESS & FINANCE COMMUNITY SERVICES HUMAN RESOURCES INSURANCE MEDICAID NEGOTIATIONS and LATERAL MOVES OPERATIONS RETIREMENT CREDIT SCHOOL COMMITTEE SCHOOL HEALTH SPECIAL EDUCATION STUDENT SERVICES SUBSITTUTUES - LONG TERM AS NEEDED SUPERINTENDENT TECHNOLOGY CENTER FOR EXCELLENCE DEAN TECH DONAHUE HOLYOKE HIGH KELLY PECK WHITE D N N
3. EMPLOYMENT HISTORY – continued Employment Dates Name and Address of Employer Job Title and Brief Summary of Main Responsibilities of the Position Reason for Leaving From (mm/yy) To (mm/yy) Please continue on a separate sheet, if necessary.
particular. One of their initiatives included commissioning a well-known cartoonist to produce a comic book called SPIN. This became a tremendous success amongst young people to try and normalise mental health. Similar resources are planned for the future with a focus on online technologies to reach more young people. 3.4.5 England In the UK there has been a 6% increase in the number of suicides – from 5,377 deaths in 2007 to 5,706 in 2008 among those aged over 15 – this may reflect a link between the economic downturn and self-harm. Examples of good practice – England Time to Change – an anti-stigma England-wide campaign by mental health charities Mind and Rethink. Through campaigning and training this work has seen a 4% drop in reported discrimination against people suffering with mental illness and 9% drop in discrimination when looking for a job. Funded until 2015 through the Big Lottery Fund, Department of Health and Comic Relief this project will continue to work towards changing attitudes and empower individuals to tackle discrimination. 3.4.6 Scotland Choose Life Campaign - There were 781 deaths by suicide in Scotland in 2010 (deaths from intentional self harm and events of undetermined intent). This equates to an age-standardised rate of 14.7 per 100,000 population. ‘Towards a Mentally Flourishing Scotland’ is the Scottish Governments policy and action plan for mental health improvement for 2009-2011. This includes a Choose Life campaign which has been implemented since 2008 in each of the 32 local council areas and a Choose Life Coordinator has been appointed in each area. Their target is to reduce suicide by 20% by 2013. Based on rolling averages there was a 15% fall in suicide rates between 2000-02 and 2008-10 in men and a 9% fall in women. Training and raising awareness is a key aspect of suicide prevention in Scotland. The Choose Life national training team provides a range of essential services and support to ensure that suicide prevention training is delivered across Scotland and the quality is maintained. As part of their anti-stigma and raising awareness work they run a national campaign and work with Samaritans to ensure that the media adhere to guidelines when reporting a death by suicide. Another key element to their suicide prevention programme is to ensure regular evaluation takes place. The national programme provides advice and support to local areas to put in place evaluation to ensure that they are achieving their outcomes.
FREE GO FREE GO FREE GO FREE GO Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking Flexibly Thinking About Thinking (Metacognition) Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Gathering Data Through All Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Thinking and Communicating with Clarity and Precision
Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Taking Responsible Risks Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking Flexibly Thinking About Thinking (Metacognition) Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Gathering Data Through All Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Thinking and Communicating with Clarity and Precision Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Taking Responsible Risks Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking Flexibly Thinking About Thinking (Metacognition) Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations
Gathering Data Through All Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Thinking and Communicating with Clarity and Precision Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Taking Responsible Risks Persisting Managing Impulsivity Listening with Understanding and Empathy Thinking Flexibly Thinking About Thinking (Metacognition) Striving for Accuracy Questioning and Posing Problems Applying Past Knowledge to New Situations Gathering Data Through All Senses Creating, Imagining, Innovating Responding with Wonderment and Awe Thinking and Communicating with Clarity and Precision Finding Humor Thinking Interdependently Remaining Open to Continuous Learning Taking Responsible Risks
Monday Tuesday Wednesday Thursday Friday 1 Write Here 2 Write Here 3 Write Here 4 Write Here 5 Write Here 8 Write Here 9 Write Here 10 Write Here 11 Write Here 12 Write Here 15 Write Here 16 Write Here 17 Write Here 18 Write Here 19 Write Here 22 Write Here 23 Write Here 24 Write Here 25 Write Here 26 Write Here 29 Write Here 30 Write Here
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Project location for each property: Address (attach map showing location) Legal Description: Census Tract/Block No.: If located in a priority area, indicate which priority area. Project targeting: Fill out the form below. The Median Family Income (MFI). (Appendix A) Housing Activities Total # of Units (All funding sources) For Households w/income 30% or less of AMFI # of Units For Households w/income over 30% - 50% or less of AMFI # of Units For Households w/income over 50% - 80% of AMFI # of Units Special Needs (Indicate category) Number of Units E=Elderly H=Homeless M=Mentally Challenged P=Physically Challenged L=Large family (5+ family) O=Other________________ Rehab – Single Family (SF) Owner Rehab – SF Rental Rehab – Multi-family (MF) Rental New Construction – SF Owner New Construction – SF Rental New Construction – MF Rental Lease – Purchase Acquisition Other, specify Project Implementation: Please fill out the following form. TASK RESOURCE Staff, Non-profit Organization, For Profit Firm, Consultant, etc. State the name of the org. if known PROJECTED START & COMPLETION DATES Predevelopment Acquisition Construction Construction Management Interim Financing Permanent Financing Marketing Client Intake & Prequalification Tenant/Homebuyer Counseling Property Management (Rental) Other, specify
Help People with Special Needs Visit a rehabilitation center. Learn about patients with special needs. Volunteer to help Tour local stores and see if they are accessible to people with special needs. If they are, contact store owners and thank them. If they are not, contact store owners and ask them about plans to make them accessible. Hold an invention contest to see who can make the best, most creative, and most useful invention for people with special needs. Promote Tolerance Make posters, murals, etc. that promote tolerance and understanding of differences. Display them in your school and around your community. Plan ethnic awareness days. Spotlight each group on its special day with food, readings, plays, etc. Start a club to promote tolerance and understanding Give awards for the friendliest people in your school Hold a contest for the best ideas for promoting tolerance and understanding in your school, neighborhood or community. Put the ideas into action Invite notable people from many different groups and backgrounds to speak to your school
As per the norms extended by ‘The National Council for Teacher Education, New Delhi and in accordance to curriculum prescribed for DLD, the primary education ( grades 1 to 8 ) is used to conduct pre-service course in DIETs.The separate provisions for staff are made to teach this course. IN-SERVICE TEACHER EDUCATION: To implement the ‘in-service teacher education programs’ in an effective way through DIET, the functions of the departments as categorized below: The following tasks/ functions/ assignments are mainly implementedunder the departments listed below – In-service teacher trainings Seminar / Workshop Spreading /dissemination Research Publications The provisions for teaching staff for the two structures (pre-service and teachers)has been assignedas per norms by the ‘Ministry of Human Resource Development’ (MHRD),The Government of India and the ‘National Council for Teacher Education’ (NCTE). In accordance, the provisions are approved for teaching staff which includes principal, vice-principal, senior
CONFIRMATION OF THE APPLICATION This is to declare that we confirm the application of the below academic staff to teach at Middle East Technical University (METU) within the framework of Erasmus+ International Credit Mobility Program. We hereby declare that the below staff is affiliated with our institution and we agree with the teaching programme proposed by the applicant. They have been selected according to the EU Commission’s principle that requires a call for application that addresses all potential participants and a selection process which is fair, transparent, objective and documented, ensuring equal opportunities to participants eligible for mobility (ICM Inter-Institutional Agreement, Part D). All calls, announcements, applicant lists and selection records are kept available upon demand. This certificate is issued upon the applicant’s request to be used only as a requisite for the applied mobility program. Please have the form signed and stamped by your University’s / Institution’s International Office staff, and send it to METU International Cooperations Office along with your application documents. To be Completed by the Applicant: Surname: First name: Sending Institution: Program/Department: To be Completed by the Sending Institution Signatory Name Function Phone number E-mail address Place, Date Signature Stamp
Linkages & Referrals Linkages & Referrals Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Positive Parenting Practices Reductions in Child Maltreatment Reductions in Child Maltreatment Reductions in Child Maltreatment Reductions in Juvenile Delinquency, Family Violence & Crime Reductions in Juvenile Delinquency, Family Violence & Crime
Assessment Describe the importance of perception Describe the US Consumer Product Safety Commission Describe the Injury Matrix Activity: Practice using the injury matrix Factors Understand the role of the US Consumer Product Safety Commission Understand and use the injury Matrix Understand how perception influences injury assessment Break 15 minutes Section 2: Infant Safe Sleep Discuss how best practices have changed over the years Describe SUID definitions Describe data about SUID Describe risk and protective factors for SUID Activity: Use the injury Matrix to asses a case related to SUID Describe coping and soothing strategies for a crying baby Activity: discuss challenges in promoting safe sleep 2 hours Understand why parenting advice changes Define suffocation, undetermined causes and Sudden Infant Death Syndrome (SIDs) Understand the burden and importance of preventing Sudden Unexpected Infant Death Syndrome (SUID) Understand risk and protective factors for SUID Identify an unsafe and safe sleep environment Understand and communicate soothing strategies Lunch 1 hour Section 3: Home and Community Injury Prevention Describe risk and protector factors as well as strategies to prevent injuries related to: Choking and Strangulation Drowning Electrocution Falls and Falling Objects Fires and Burns Insects and Animals 1.5 hours Identify risks and protective factors as well as strategies to prevent injuries related to: Choking and Strangulation Drowning Electrocution Falls and Falling Objects Fires and Burns Insects and Animals
There are many organisations in the statutory, voluntary, community and private sectors that have done invaluable work to make the home environment safer. This strategy sets an agreed strategic direction and is intended to achieve further progress through closer and more effective coordination and information-sharing between the agencies concerned. This strategy should not be seen in isolation; it is intended to complement a wide range of strategies and policies such as the new public health strategic framework (due to be published shortly; see consultation document Fit and Well: Changing Lives 2012-2022 (), Transforming Your Care (), Building Stronger Bones (), Active Ageing () and recommendations from the European Child Safety Alliance. (). Home Accident Prevention Strategy and Action Plan 2004-2009 The first Home Accident Prevention Strategy and Action Plan 2004 – 2009 ( ) was published in November 2004. The Strategy identified four key areas for action: Policy Development Improving Awareness Improving Training Accident Information The actions required concerted collaborative actions from a number of Northern Ireland Civil Service Departments and Health and Social Care Boards, Trusts and agencies including the non-statutory sector. A review to assess the impact of the 2004 – 2009 Strategy () concluded that significant progress had been made, with the majority of the Strategy’s actions being achieved. Many of the programmes and pilots were extended and rolled out. Other pilots and initiatives demonstrate good practice and have the potential for regional implementation. The review noted that actions on accident information had not been addressed, i.e. to agree a minimum data set, and to develop a central service for the collection, analysis and dissemination of home accident data. The standardisation of home
Form: Home-Based Students – Refund Application School Student Name Date of Birth / / Residential Address Postcode: Phone No. Fax No. Mobile No. Email Enrolment Date / / Refund Application Date / / Year Level Parent/ Carer Name Postal Address Postcode: Important Information: Provision for part refunds is detailed in Section 69A Education (General Provisions) Regulation 2006 (Qld) at: . Applications for refund of part of the fees will be considered for a person no longer enrolled in a program at a State School of Distance Education. Applications for refunds must be received prior to the end of Semester 1 of the school year stating the reasons for the application (i.e. change to the person’s personal circumstance). No refunds are available for students who were enrolled at the beginning of Semester 2. Refunds are calculated in accordance with the departmental policy for calculating the refund. Further information on the distance education enrolment fee and the calculation of part refunds is available at: . Reasons for the application Please explain the circumstances relevant to your refund application. Please refer to the procedure: for further information regarding the distance education enrolment fee and the provision of a part refund. Privacy Statement The Department of Education and Training (DET) is collecting the information on this form for the purposes of:
dominate the streetscape. AO1.4 The home based business results in no noise or odour extending beyond the site. AO1.5 Signage is limited to one sign no greater than 1 metre in length and 0.3 metres in height and is not illuminated. AO1.6 No goods or equipment associated with the activity are stored or displayed where they are visible from outside the site. AO1.7 Development does not involve any source of power other than an electric motor of no more than 400 watts. PO2 Vehicles associated with the home based business do not cause nuisance to surrounding properties or adversely impact on the amenity of the surrounding area. AO2.1 Not more than one vehicle associated with the home based business is garaged or parked on the site. AO2.2 Any vehicle associated with the home based business does not exceed 4 tonnes gross vehicle mass (GVM). AO2.3 Loading and unloading of deliveries is undertaken within the site. PO3 Vehicle movements generated by the home based business are of a level reasonably expected for dwellings within a residential area. AO3.1 The home based business results in no more than: (a) 4 business related visits per day; (b) 1 business related delivery per day. Bed and breakfast
Data collection information Data collections comprise data management systems and data sets. Data collection name Data management system Data set Reporting cycle Service delivery tracking (SDT) FAC/SAMS2 SAMS/Service delivery tracking data set Monthly Percentage of young people in placements (> six months) on family reunification, care by Secretary or long-term care orders contracted to the provider CRISSP Monthly CRISSP CRISSP Monthly Key documents Mandatory Home-based care performance and reporting requirements Child Protection Practice Manual <http://www.cpmanual.vic.gov.au/> Program Requirements for Home-Based Care in Victoria <http://www.providers.dhhs.vic.gov.au/program-requirements-out-home-care-services> To receive this publication in an accessible format, email <sacomms@dhhs.vic.gov.au> Authorised and published by the Victorian Government, 1 Treasury Place, Melbourne. © State of Victoria, Department of Health and Human Services, 1 July 2017. Where the term ‘Aboriginal’ is used it refers to both Aboriginal and Torres Strait Islander people. Indigenous is retained when it is part of the title of a report, program or quotation. ISSN 2207-8347 (online) Available on the <https://www.dhhs.vic.gov.au/policy-and-funding-guidelines>
Counting rule The daily average occupancy refers to the total delivered placement days in the reporting period, divided by the total number of days within the reporting period. Particular counting rules apply to the calculation of daily average occupancy reporting in the service delivery tracking system. These counting rules are detailed in the Home-based care performance and reporting requirements policy. Monitoring frequency Monthly Data source(s) collection Agencies enter information on CRISSP database. Service delivery tracking process Definition of terms Approved carers are accredited through a registered community service organisation, are registered on the department’s Carer Register, have their details recorded in CRISSP and are in receipt of a care allowance. Performance measure 2: Percentage of the total number of children and young people in placements greater than six months who are on custody or guardianship orders that are contracted to the provider Definition This performance measure provides information about the number of longer-term contracted placements in the intensive category (> six months) as a proportion of all placements. Aim/objective To monitor the percentage of the total number of children and young people in placements greater than six months who are on custody or guardianship orders that are contracted to the provider. Target 80 per cent Type of count Non-cumulative Counting rule Identify and count the number of clients contracted to the provider on custody or guardianship orders whose placements have been > six months for each day over the reporting period Count all clients contracted to the provider on custody or guardianship orders who are placed for each day over the reporting period Take the count of client numbers from 1) Divided by The total number of clients To obtain the proportion of clients in placements > 6 months For example: For 1st Qtr each financial year: Counting Rule 1) Day 1 Client A < 6 months (= 182 placement days) Client B < 6 months Client C > 6 months Client count = 1 Day 2 Client A > 6 months (= 183 placements days) Client B < 6 months Client D > 6 months Client count = 2 Total client count (day 1 and 2) = 3
Counting rule 1) Identify and count the number of clients contracted to the provider on family reunification, care by Secretary or long-term guardianship orders whose placements have been > 6 months for each day over the reporting period 2) Count all clients contracted to the provider on family reunification, care by Secretary or long-term guardianship orders who are placed for each day over the reporting period Take the count of client numbers from (1) Divided by The total number of clients To obtain the proportion of clients in placements > 6 months For example: For 1st quarter each financial year: Counting Rule (1) Day 1 Client A < 6 months (=182 placement days) Client B < 6 months Client C > 6 months Client count = 1 Day 2 Client A > 6 months (=183 placements days) Client B < 6 months Client D > 6 months Client count = 2 Total client count (Day 1 & 2) = 3 Counting Rule (2) Day 1 Client A – placed Client B – placed Client C – placed Client D – placed Client E – not placed Total clients placed = 4 Take the count of clients from counting rule (1) – 3 clients Divided by Total number of clients from counting rule (2) – 4 clients (3/4) x 100 = 75% Monitoring frequency Monthly Data source(s) collection Service delivery tracking CRISSP agencies Definition of terms Placement refers to the accommodation provided. > 6 months refers to placements > 182 days Contracted means case management or case management functions, formally agreed by DHHS and the service provider, undertaken by the service provider.
¼ cup for children and ½ cup for adults (USDA recommendations) *************************************************************************** Pretzels 4 pretzels for children and 7 for adults (USDA recommendations) Cheese (cubes or sliced block cheese) (1/2 of 1 pound block=8 servings) 1 oz. for children and 2 oz for adults (USDA recommendations) Makes 8 servings ½ sandwich for children and 1 sandwich for adults. & Makes 7 servings ¼ cup for children and ¼ cup for adults Pour mixture into baking dish top with bread crumbs and bake for 30 minutes at 350.
Describe your initial and on-going training program(s) for supervisors, coordinators, and staff/direct care workers. Include a list of topics for orientation. Describe the tracking system for ensuring mandatory training is complete and up-to-date, including the persons responsible for this. Describe how training is documented and where training documentation is maintained. Attach a copy of your in-service training calendar for the current calendar year and the previous calendar year. IV. SERVICE CAPABILITY List the ASAP areas that you are able to serve. For each ASAP area that you are unable to fully serve, list the specific cities and towns or areas that you are able to serve within that ASAP area. Provide a detailed description of your agency’s ability to serve people with disabilities, elders, and persons from diverse ethnic, linguistic, and socio-economic backgrounds. List the Days and Hours of Operation of: Main Office Satellite(s) Other A.M. P.M. Days Describe in detail the after-hours back up for both routine and urgent consumer needs. As necessary, include information specific to each service provided.
Compulsory Questions Aboriginality (If yes please provide evidence) Yes No Experience working in an aboriginal organisation Yes No Do you hold a NSW current drivers license Yes No Relevant tertiary qualifications Yes No If Yes please list Do you acknowledge that undertaking a police (criminal records) check is a requirement of undertaking this position and that a working with children background check will also be required? (Answer yes or no) Yes No Do you confirm that everything you have provided is true and correct Yes No When would you be available to commence in this position? An applicant's race is a genuine occupational qualification and authorised by Section 14(d) of the Anti-Discrimination Act 1977 Please contact Loretta Anderson HR Officer on (02) 6591 2418 or email for any further enquiries.
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17 Oregon Road, Southborough HOME FEATURES Exterior Grounds Driveway – Paved Asphalt, 12’ wide Front Walk – 3x4 Dropped Blue Stone Front Steps – Pressure treated framing with composite material with granite step Exterior Lighting – Supplied by Builder Exterior House Foundation – Poured concrete, damp proofed with perimeter drain running to daylight Basement Floor – 4” poured concrete Insulation – Walls: 3 ½” fiberglass with vapor barrier/R-21; Ceiling: 9”/R-38; Basement Ceiling: 6”/R-38 House Wrap – Tyvek or equal Siding and Trim – Architectural vinyl siding with accents Windows – Vinyl, low E, double hung tilt-out, awnings or casement where applicable, integrated grilles and screens Deck (Homes with walkout basements only) – 12’ x 12’ deck constructed of pressure treated framing with composite deck and rail system, crushed stone under deck. Bluestone Patio – (Homes without walkout basements only) – 12’ x 12’. Water Spigots – Two in total, with one each placed in the front and rear Exterior Electrical – Two in total, double weatherproof outlet on deck and front of house. Frame Construction – 2” x 6” exterior wall construction and 2” x 4“ interior wall construction with ½” sheathing on walls and roof. ¾” tongue and groove sheathing on floors. Roof – 30-year architectural fiberglass-based roof shingles over asphalt paper and ½” sheathing, ice and water shield placed 36” around perimeter, and all valleys and cheek/dormer walls. Front Door – Thermo Tru Fiber classic entry door, side lights where applicable. Interior