zilongwang/ReadingBank huggingface dataset:
Enter a school closure record To enter a school closure record complete all of the details indicated in Fig 3 below. Fig.3 shows where to enter the information for a new school closure record. Enter the closure Start Date and Finish Date – each date must be in ‘dd/mm/yyyy’ format otherwise an error message will show when you try to save the closure record. Select a Closure Reason from the drop down list. You must enter a description or enter extra information about the closure in the Description/Information box (maximum 1000 characters, please keep this as brief as possible). After completing the record information and clicking on the ‘Save New’ button the data grid will refresh to show the new school closure record. NOTES: If your school is to be closed for one day then the start date and the end date will be the same. For example, a one day closure on the 15th November 2013 will have a start date and end date of the 15th November 2013. If your school is closed for a ‘Weather related’ reason, the closure period may only be for 24 hours. If your school remains closed for two or more consecutive days because of weather related reasons you must enter a new closure record for each day. You may not enter closures with past dates.
Appendix D EMERGENCY CLOSURE CONTACT DETAILS Radio Station Telephone Number/Email Information Required BBC Radio Stoke 208008 DCSF Number and Password needed RAM Radio 291028 / 07967 052738 news@ramfm.co.uk DCSF Number and Password needed Beacon Radio 01902 461260 newswolverhampton@musicradio.com DCSF Number Radio WM 0121 567 6014 DCSF Number Moorlands Radio 383830 Text on 07745 938220 studio@moorlandsradio.co.uk DCSF Number Radio Shropshire 01743 248321 DCSF Number Heart FM 0121 607 7288 DCSF Number Radio Derby 01332 616161 radio.derby@bbc.co.uk DCSF Number BRMB & Capital Gold 0121 566 5430 snowline@brmb.co.uk news@brmb.co.uk Please send email to both email addresses DCSF Number Password needed Signal Radio 01782 441300 no email address available DCSF Number Centre/Touch FM 01827 318000 / 0845 4501016 tamworth.newsroom@cnradio.co.uk maria.nelson@cnradio.co.uk Please send email to both email addresses DCSF Number LOCAL AUTHORITY CONTACTS Email: schoolclosure@staffordshire.gov.uk If unable to please telephone: Divisional Support Team/DEOs Team Leader Lisa Porter Tel: 01785 278801 Tamworth/East Staffs, Lichfield/Cannock Sharon Cox Tel: 01785 276105 Staffs, Newcastle/Moorlands Jennifer Dix Tel: 01785 278725
Name____________________________________ Incline Plane Lab Procedure: Measure the “hypotenuse”, “opposite side” and “adjacent side” of your inclined triangle. Measure the mass of the cart. Draw a free body diagram. Find the gravitational force and its components, normal force and force of friction. (to find the Ff multiply your spring scale reading by 9.81m/s/s) Show work for one specific mass! Length of sides (m) Mass of Cart (g) Mass of Cart (kg) Added Mass (kg) Total Mass (kg) Fg (N) (N) (N) Normal Force (N) Ff (N) A= 152 O= 152 H= 152 Angle = 152 152
2013 Eviota, Rebecca A. XII Sultan Kudarat Karon, Monera L. XII Sultan Kudarat Linda, Lenith C. XII Sultan Kudarat Loria, Sheryl L. XII Sultan Kudarat Lotilla, M. XII Sultan Kudarat Poblador, Michael A. XII Sultan Kudarat Sumapal, Jelyn R. XII Sultan Kudarat Tagalogon, Gilbert T. XII Sultan Kudarat Valencia, Lorely Anne F. XII Sultan Kudarat 2014 NO EXAM 2015 Anseng, A. XII Sultan Kudarat Bulogon, Danilo B. XII Sultan Kudarat Faeldonia, Raquel Z. XII Sultan Kudarat Lamasan, Eric M. XII Sultan Kudarat Pabilona Jr., Francisco G. XII Sultan Kudarat Remulado, Jerry T. XII Sultan Kudarat Salvador, Roy Y. XII Sultan Kudarat Tomas, Edna T. XII Sultan Kudarat Schools Division: COTABATO PROVINCE YEAR NAME DIVISION Currently holding an Item: YES (please specify what Item) NO (please check) 2010 Ayob, Daton D. XII Cotabato Province
Response to Pre consultation on the Strategy for Looked Children : Improving Children’s Lives Department of Health December 2016 For further information contact Paula Rodgers Policy Co-ordinator, Include Youth, Alpha House, 3 Rosemary Street, BELFAST, BT1 1QA 028 9031 1007 www.includeyouth.org @includeyouth Include Youth Include Youth is an independent non-governmental organisation that actively promotes the rights, best interests of and best practice with disadvantaged and vulnerable children and young people. The young people we work with and for include those from socially disadvantaged areas, those who have had poor educational experiences, those from a care background, young people who have committed or are at risk of committing crime, misusing drugs and/or alcohol, engaging in unsafe or harmful sexual behaviour, or at risk of being harmed themselves. We provide a range of tailored employability programmes for these young people, including programmes in partnership with community based organisations.
What is Your Destination and How Will You Get There? VA Our Destination and Train Looked Like This… Destination: A Comprehensive System of Care for infant & mental health serving children birth to 8 and their families/caregivers/providers Engineer(s): Co-facilitators from two different early childhood agencies Engine: Initially a very small work group and facilitator (from the Virginia Department of Mental Health in the Office of Child and Family Services) Railroad Cars: Strategically expanded initial work group to include a cross representation of state level early childhood and mental health provider agencies, parents and direct service providers. Hand-Out: Current ECMH VA Advisory Board list Your Ideas About YOUR Destination, Engine, Engineer and Railroad Cars… Where do you want to go? Who do you have relationships with and/or who do you want to develop relationships with to grow your committee or project? Who are the key people in your state within early childhood and mental health agencies/programs that should be included? Look at the composition of our Committee and think about who those representatives are in your state. The Fuel that Got Us Started… State Head Start Collaboration funding to hire a Consultant to do a State By State Comparison of other states ECMH efforts Think About YOUR Fuel… What key people in your have access to funding or other resources that can help you get started? i.e. Part C Early intervention, 619 Coordinator, DSS person with access to Block grant funds, DOH etc. that you could add to your train. Could you begin by hiring a consultant to assist you? What would you want the consultant to do? Virginia’s “Tracks”… Initial Brainstorming Session with expanded Committee Action Plan based on ideas from brainstorming session and ideas selected for VA from State by State comparison ECMH Mental Health Provider Survey Established Work Groups within the larger Committee focused on key projects we wanted to move forward TA from National TA Providers to help us Think About YOUR Train Tracks… What could help you set a direction for your project? What activities could help you do this? Could you do any of the same activities we did?
Signature: …………………………………………………………………………………………….... Date…………………………… Acknowledged by Employee Name: …………………………………………………………………………………………………… Signature: ………………………………………………………………………………………………. Date………………………..…
Inclusive Practice The provision of a flexible, innovative and responsive program that supports the learning needs and meaningful participation of all children attending the service. Koorie Early Childhood Education Program Supports Aboriginal children and their families to access and participate in Kindergarten programs. The program consists of three components: a statewide coordinator who provides support, information and assistance to regional KESO – Early Childhood Development KESO – Early Childhood Development the Koori Preschool Assistants program. Preschool Field Officer Program An early intervention, outreach service that is universally available within state-funded preschools for any child with developmental concerns. The primary role of the Preschool Field Officer Program is to assist children with Additional Needs to access and participate in funded Kindergarten programs. Policy Melton City Council is committed to: acknowledging and respecting the rights of all children to be provided with and to participate in a quality early childhood education and care program creating an environment that supports, reflects and promotes equitable and inclusive behaviours and practices creating a sense of belonging for all children, families and staff, where diverse identities, backgrounds, experiences, skills and interests are respected, valued and given opportunities to be expressed/developed ensuring that programs are reflective of, and responsive to, the values and cultural beliefs of families using the service, and of those within the local community and broader society working to ensure children are not discriminated against on the basis of background, ethnicity, Culture, language, beliefs, gender, age, socioeconomic status, level of ability or Additional Needs, family structure or lifestyle ensuring that no employee, prospective employee, parent/guardian, child, volunteer or student at the service is discriminated against on the basis of having or being suspected of having an infectious disease or BBV (refer to Definitions) upholding the values and principles of Early Childhood Australia (ECA) and Early Childhood Intervention Australia’s (ECIA) Position Statement on the Inclusion of Children with a Disability in Early Childhood Education and Care (refer to Sources) providing all children with the opportunity to access programs at the service, and recognising that all families are unique and that children in different ways and at different rates consistently updating and supporting the knowledge, skills, practices and attitudes of staff to encourage and ensure Inclusion and Equity complying with current legislation including the Charter of Human Rights and Responsibilities Act 2006, Equal Opportunity Act 2010, Disability Act 2006 and Racial and Religious Tolerance Act 2001.
Target Audience: Cross phase Overview: This workshop will look at: why some students behave the way they do (Primary and Secondary) strategies for supporting students with the most common difficulties accessing external support – who is there to help adapting the curriculum to meet the needs of the most challenging students Ref: 9B Changes that make a big difference Running: 13.40 – 14.30 Leader: Watermoor C of E Primary School Jo Pearce, Headteacher Fox, Inclusion Manager and Deputy Headteacher Target Audience: Primary Overview: We will share with you a brief overview of our key strategies – some smaller than you may imagine – that have made a difference to our pupils’ outcomes at Watermoor. Watermoor School supports a higher than average number of students with specific and complex needs, including a significant group with SEMH difficulties. We hope that after our workshop you will be able to take away a few practical ideas for your setting and have time to reflect upon key principles to influence your future practice. There is no easy answer or no quick fix but we will share our stories with you, including when things haven’t worked! Ref:10B Personalising provision for students Running: 13.40 – 14.30 Leader: Emma Sec SEND GLOS ED Leader, Beaufort Target Audience: Secondary
STUDENT NAME DATE PERIOD STAFF MEMBER ANTECEDENT How was the student when he/she arrived ? □ Upset □ Crying □ Shouting □ Angry □ Asked to leave by teacher □ Used time out card □ Other BEHAVIOUR - What did we do in response? □ Chat/Listen □ Left them alone □ Do breathing exercises □ Did physical/sensory exercises □ Call parents □ Ask the teacher to talk to the student □ Did he/you use the of regulation □ Other CONSEQUENCE □ How long was the student out of lesson □ Was the student out for all lesson □ Was he/she accompanied back to the lesson □ Did he/she attempt/complete any work □ Was she/he happy to go to next lesson □ Go home □ Write a statement □ FURTHER ACTIONS REQUIRED SIGNED
SUPPORTING DOCUMENTATION Appendix 1 – Toolkit for Inclusion Appendix 2 – Environment Checklist Appendix 3 – How to Write an ABC Chart Appendix 4 – Responding to Behaviours Appendix 5 – Examples of Visual Aids Appendix 6 – Strategies in relation to Emotional Regulation Appendix 7 – Flow Chart for Decision to Exclude – Guide to Best Practice Appendix 8 – Pastoral Support Plans Appendix 9 – Behaviour Policy Recommendations Appendix 10 – Kent/District IYFA Protocols Appendix 11 – Managed Move Process and Bilateral Agreement (Secondary Schools) Appendix 12 – Model Exclusion Letters Appendix 13 – ELSA/MM/IYFA Referral Forms Appendix 14 – GDCH Agenda Format Appendix 15 – SEN Guidance to Governors and IRP Feedback Appendix 16 – Key to Acronyms Appendix 17 – Checklist and Recording of Impact
Leadership of EAL and MEG: There is a clear strategic approach to enhanced provision for EAL and MEG learners. The named lead is Mrs. Bratcher. CPD and performance management are crucial for improving outcomes for EAL and MEG learners. Teaching and Learning which encourages risk taking: high quality teaching and targeted, appropriate intervention enthuses and engages, actively promoting a safe environment where risk taking is encouraged to enhance independence. Tracking and Monitoring Progress: Robust tracking and monitoring processes, ensure levels of achievement and attainment are substantial and sustained, based on individual starting points, where all learners and all languages are equally valued and respected. Active learning shared with parents: Provision for EAL and MEG learners includes opportunities for personalisation and flexibility. A curriculum offer, which capitalises on opportunities for active and practical learning experiences and which secures effective partnership working for all involved, is important. This actively includes parents / carers so that they feel confident that their home and community language, and the narratives and culture in which their language is embedded, is respected by the school. Language to develop identity and belonging: At Edenthorpe Hall appropriate and accurate identification of specific to EAL and MEG learners is crucial. We promote an ethos of Respect for All and where all languages are equally valued and central to the development of identity and belonging in contemporary British society. 10. Disapplication and modification 10.1 In exceptional circumstances we may decide that modification or disapplication is correct procedure to follow. We only do this after detailed consultation with parents and the Local Education Authority. The school’s governor with responsibility for special educational needs would also be closely involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action. 10.2 Should we go ahead with modification or disapplication, we would go through: Section 364 of the Education Act 1996. This allows modification or disapplication of the National Curriculum, or elements of it, through a statement of special education needs;
STEP Academy Trust Inclusion Policy Date of Policy: Spring 2017 Review: Spring 2019 Contents Inclusion Pages 1-8 Special Educational Needs (SEND) Pages 9-19 Children Looked After (CLA) Pages 20-23 Most Able Page 24-35 English as an Additional Language (EAL) and Ethnic Minority Achievement (EMA) Page 26-33 Introduction The STEP Academy Trust Board of Trustees has agreed this Policy and as such, it applies to all Academies within the Trust. STEP Academy Trust is committed to improving the life chances of all children. Where we have the capacity to make a difference, we are morally bound to do so. The STEP Vision is to establish a family of outstanding academies where world class leaders place the children at the heart of everything. Rationale STEP Academy Trust values the abilities and achievements of all its pupils, and is committed to providing for each pupil the best possible environment for learning. We actively seek to remove the barriers to learning and/or participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our Academies. This policy applies to children who: have Special Educational Needs and/ or a Disability (SEND); have medical needs; reflect social and cultural diversity; have attendance and/ or punctuality difficulties; are Young Carers; use English as an Additional Language (EAL); are from Ethnic Minority groups (EMA); are refugees or asylum seekers; are mobile life styles as Travellers; are Children Looked After (CLA); live in poverty or may be homeless; are Most Able; bully or are victims of bullying; are bereaved; are traumatised; present with safeguarding concerns.
Proficiency in English Assessment Name Class DOB Language Date of Arrival in UK EAL Stage Aural Oral Reading Writing A New to English 1 S1 2 S1 3 S1 1 S1 2 S1 3 S1 1 S1 2 S1 3 S1 4 S1 5 S1 1 S1 2 S1 3 S1 4 S1 4 S2 5 S2 4 S2 5 S2 6 S2 6 S2 7 S2 8 S2 9 S2 5 S2 6 S2 7 S2 8 S2 9 S2 B Early Acquisition 6 Thr 7 Thr 7 Thr 8 Thr 9 Thr 10 Thr 11 Thr 12 Thr 13 Thr 14 Thr 10 Thr 11 Thr 12 Thr 13 Thr 8 Sec 9 Sec 10 Sec 11 Sec 12 Sec 15 Sec 16 Sec 17 Sec 18 Sec 14 Sec 15 Sec 16 Sec 17 Sec C Developing competence 10 11 12 13 13 14 15 16 17 19 20 21 22 23 24 18 19 20 21 D Competent E Fluent 14 15 16 17 18 18 19 20 21 22 25 26 27 28 29 22 23 24 25 26 27 28 Pupils may need focused language support for up to years.
Inclusion Record Including children with Additional Educational Needs (AEN) Setting Name: ______________________________________________________ Date/Cohort: ________________________ Child’s Details Name Date of Birth EAL (insert language(s) spoken at home) Medical Needs (Individual Care Plan in place) Social Services CP, CiC, CHiN GRT G&T Armed Forces Irregular attendance Bereavement DLA FF2/EYPP Also on SEND record Review Date: Key: EAL = English as an Additional Language CP = Child Protection CiC = Child in Care CHiN = Child in Need GRT = Gypsy, Roma, Traveller G&T = Gifted and Talented DLA = Disability Living Allowance FF2 = Free for Two entitlement EYPP = Early Years Pupil Premium SEND = Special Educational Needs and Disability
people playing the parts of disabled people, or tokenism, both of which are currently quite common in the mainstream arts scene. 4.10.2 There is also a need to promote and support the vibrant disability arts scene that exists in Scotland. On International day of Disabled People (3rd December) in 2015, we were pleased to see Creative Scotland’s website feature an article about Disability Arts in Scotland; we agree that increased publicity of this pride in our arts scene should be a prominent feature included in the review. 4.10.3 If it already, the Creative Scotland review could helpfully include an audit of the “communication inclusion” of cultural opportunities against “Good Communication Support Principles” or Principles of Inclusive Communication (and associated indicators – see Improvement Services Scotland). Recording and reporting of workforce diversity information 4.11.1 Meanwhile appropriate action could be taken to encourage more disabled people to apply for paid employment, or by opening up opportunities for disabled people to get work experience, for instance, by using the disability internship models described in outcome 3. 4.11.2 Inclusion Scotland are in a good position to help Historic Environment Scotland to understand the benefits of opening up access, which should be considered an outcome of the recording and monitoring of diversity information. Through the various internship schemes we have been involved with, our evaluations have focused the awareness raised in work places, e.g. changing attitudes as working with disabled people becomes more familiar, adaptations to premises/ work stations, changes to internal systems (recruitment, retention, etc.). 4.11.3 There is also a need for recording to go alongside work to build confidence in job applicants identifying as disabled (for instance, ‘we especially encourage applications from disabled people’ on job adverts). Improving access to the historic environment and 4.12.1 Disabled people we consulted noted some good practice, such as descriptive hand-held guides in many galleries and museums, and availability of
Name of the child: County they live in: Diagnosis if known or area of concern: DOB: Surrey funded hours claimed per week: Stretched(s) Term time(tt) Date DLA agreed Date ISP implemented: (No targets needed for the purpose of this form) Name of external agencies involved and date of each report: Date of transition meeting if applicable: Provision Plan. Use this section to explain how you will support the child Costing: Total Behaviour Support This fund is to enable you to implement a new behaviour strategy involving an additional member of staff for a child. This fund can only be applied for once per child and is payable for up to 8 weeks, calculated from the date of the panel. By completing this section of the application, we will assume that you have discussed this behaviour strategy with the child’s parents and they are in agreement with it and have agreed to a visit from a Supporting Children Advisor to support you. Following the panel you will be emailed a request for support form to complete for the child. Name of Child: County they live in: DOB: Surrey funded hours claimed per week: Stretched (s) Term time (tt) Behaviour log/ Early Language Audit/EHA: (please indicate) Please state if other professionals are involved e.g Children’s Centre Outreach or Family Support Worker What are you worried about? How would you use this inclusion fund to support the needs of the child? Costing:
Appendix B Short Term Inclusion Funding for Individual Children Example Name of the child: County they live in: Diagnosis if known or area of concern: DOB: If FEE claimed per week: Stretched(s) Term time(tt) Date DLA agreed Date ISP Implemented: Or for OOS provision hrs per week attended: Name of external agencies involved and date of each report: Date of transition meeting if applicable: Provision Plan. Use this section to explain how you will support the Costing: £9.17 hr x 1 hrs x 5 sessions x 8 = £366.80 EXAMPLE Carol King Surrey 2.6.15 15 hrs tt 11.7.18 Portage until– 19.7.18 9.15 – 9.30 15 mins 1:1 Adult help with independence skills - remove coat by back chaining. Adult to hold her hand and bring into room – avoid risk of running out of front door Adult to support use of “choices ” board, 4 activities to choose from Adult to go with her to her choice of activity and support to play with her choice for at least 2 minutes. 9.30 – 10.00 30 mins 1 : 1 Adult to support Carol by running commentary as she plays Use 2/3 word phrases and signs to model as she plays To copy her play and then extend her play skills 10.00 – 10.15 15 minutes 1 2 Preparation of equipment and room for target work Adult to collect Carol and give a choice of two children to join her play Adult to collect second child and take to distraction free room to avoid risk of running out the door. Adult to use bucket time to encourage listening and attention (Target) Adult to support and encourage turn taking (Target) Total £366.80 Appendix C
The setting must complete this form. Please use block capitals. Section 1 General information School/setting details Setting name Setting address Name of SENCO Contact number Email address Child details Child’s name Address Unique number (UPN) - for maintained schools only Date of birth Gender Male / Female Postcode Ethnicity (circle) White British / White Irish / Other White and Black Caribbean / White and Black African / White and Asian / Other Mixed Indian / Pakistani / Bangladeshi / Other Asian Caribbean / African / Other Black Background Chinese Other Ethnic Minority Traveller – Irish Heritage Roma or Gypsy Roma Under what category is the child accessing early education (circle all that apply) 2-year-old Universal 3 and 4-year-old Extended 3 and 4-year-old Parent name Relationship to child
Lack of confidence to out and get involved in the classroom Lack of meaningful students and teachers Cultural Inability to stay engaged in class Seemingly dethatched from classroom activities Strategies targeted English language teaching time from teachers support and exposure to English before even considering the implementation of conventional outcomes differentiated learning activities, with the same overall goal assistive technology to aid language skills extra English language centres integration program inclusive educational activities inclusive language to be used by teachers and students promoting the richness of respect and diversity (diversity as a strength) creating and environment with rules student contracts on conventions (they agree to them) give responsibility, i.e. a younger ‘buddy’ collaborative work interpreters regular meetings with parents to get them involved in sons educational life Inclusive language, i.e. using family terms that you think are normal for the family unit And avoid bringing up very personal stuff in front of the class School use of laptop Promote the use of library and homework clubs reduce amount of speakers when reading slowing the course down, little restriction on completion as it may cause anxiety extensive one on one time with teacher preliminary work to introduce topics Modifying work, i.e. particular words etc. differentiating expectations Changing tones, changing fonts. Regular meeting with teachers about how the student is progressing Counselling Health funding is applicable for refugees, however it depends on the migration status of the Looking for symptoms and observing (teachers and family) Pre-empting issues by creating a calm, safe and
government funded ‘new arrivals program’ ‘outposting program’ - The out-posting programs assign primary teachers from an English language school or centre to a mainstream primary schools Special learning kits ESL student programs run by school and outside school Know their learning history Collaborative work Encourage the use of transition offices Trialling what suits needs best Setting short term objectives ABCD method to on relevant goals Development of IEP’s inclusive environment Encourage sport participation partnership foundations that can teacher can prescribe: Foundation House, the Victorian Foundation for Survivors of Torture etc. encourage writing about feelings and emotions
Demonstrated capacity to provide leadership beyond the school, including the ability to work collegially with others. Demonstrated capacity to lead professional learning in inclusive education at a network, region and/or system level. Statement of Endorsement The statement will address the applicant’s capacity and suitability to participate in the program. I have read the selection criteria for the Inclusive Education Study Tour program and provide the following statement of endorsement (maximum 200 words). Statement: Name: Signature: Position Region: Date: This confidential supporting statement should be emailed to by 16 November 2017.
Inclusive Education : What has happened in the last 30 Richard Rieser 2009 unpublished written for book to be edited Tony Booth What has been the nature of your involvement in the desegregation and mainstream participation of disabled children in England in the period Thirty years ago I was in my first year of teaching at Hackney Downs , an school which had only been comprehensive for four years. The intake was predominantly Afro-Caribbean, Asian and Turkish with around 20% white. Like in many Inner London Schools the staff were highly politicised and strongly organised in the NUT. I had previously done a post graduate research degree at LSE, a three year stint in a factory, taught part time in further and higher education and completed a PGCE. The staff in the Humanities department spent a lot of time developing a more comprehensive curriculum, combining world history, geography and an understanding of society and beliefs, combined with English. We did a lot of team teaching. In the Upper School I taught geography and under the CSE Mode 3 we had the possibility of shaping the curriculum and assessments, to both draw on the experiences of our pupils and to be interesting and stimulating. We relied heavily on course work and engaged the majority of our students. However, those with special educational needs were not well served by what was provided. I remember having a long haired pupil from a nearby special school, on outreach for Geography, and not being told until after a term that he was deaf and relied on lip reading. Soon after starting, the Warnock Report was hotly debated and the trade union response to the proposed integration it advocated was to perceive it as a threat to teachers’ jobs and conditions. This was because from 1978 the Labour Government had had to go ‘cap in hand’ to the international Monetary Fund, following a speculator driven ‘run on the pound’ against Labour’s policies and the IMF had demanded cutbacks in public expenditure.
32 Most of my child’s time at school is spent with their classmates (although they may also have extra support or quiet times) 33 My child is encouraged to take part in dance, music, sport, leadership, and cultural activities 34 My child is always included in school events like dances or camps How much do you agree? (please fill in one circle on each line) Agree strongly Agree moderately Agree a bit Disagree 35 Staff treat students and family with respect 36 At school, students learn how to manage relationships and deal with conflicts 37 Students are taught how to include other students and help them learn 38 If students find it hard to make friends, staff find ways to support them 39 All teachers make sure classrooms are caring and respectful places 40 All teachers make my feel they belong in class 41 Teachers make links to students’ cultures and backgrounds in the classroom 42 At school, students learn how to respect different viewpoints and ways of doing things 43 At school, students learn it is important to treat others fairly and with respect How much do you agree? strongly Agree moderately a bit Disagree 44 All teachers believe that every student can learn and do their best 45 This school supports my child to do their best in lots of different areas 46 My child’s successes and strengths are celebrated at school (e.g., in assembly, in school newsletters) 47 My child can show what they are learning (e.g., through describing their learning, through photos, or use of technology) 48 School staff are up-to-date with new ideas about how to support my child’s learning 49 If I am concerned about my child’s learning or behaviour, there is a team of staff I can work with to find solutions
Ensure that registration staff are properly trained on the following before the event: How and where to record evacuation assistance requests. The importance of assigning lower floor rooms for easier evacuation when requested. Explaining evacuation procedures. Providing flashing fire alarm in guest rooms for people who are Deaf or hard of hearing. Should there be any modifications of the typical plan, if for example: Review options for horizontal evacuation such as moving out to a parking structure or elevators at other locations. Ask at the lodging registration, if attendees are staying overnight: Would you like us to list you as needing assistance in an emergency, (i.e., fire, evacuation, etc.), due to walking, mobility, seeing or hearing or other issues? Devise a system to maintain paper copies of this list, as well as electronic copies, updated no less than three to four times during a 24-hour period. fire, police, and emergency medical services if a larger than usual numbers of people with disabilities will be in the facilities. This advanced situational awareness informs first responders to adjust the numbers and types of resources they would send if they have to respond to an emergency at the site. For example: increased number of responders, stair chairs or other types of evacuation devices, and / or other modified procedures Inform first responders that retrieval of attendees’ mobility devices, service animals and other essential equipment is a priority and must be completed quickly. Review the contents of the attendee safety briefings to assure accuracy (See above Inclusive Safety Briefing). Outcome Summary Ask the facility to provide a written report reflecting agreements made during this meeting with details of modified procedures for the event or the event sponsoring organization should follow up in writing summarizing what was agreed to in this meeting and who is doing what. Keep it short using bullet points. Resources: , 2016, National Fire Protection Agency
Income Management Ceduna Region Consultations Report (March 2014) What is this report about? The purpose of this report is to tell you what people said at the income management consultations held in the Ceduna region in February 2014. Some people who attended the meetings were keen to be provided information about what everyone had said in the consultations. This report provides a short summary of the conversations that took place in over 50 meetings. When did the consultations take place? From 3–27 February 2014, representatives from the Department of Social Services, the Department of the Prime Minister and Cabinet, and the Department of Human Services met with community members and organisations in the Ceduna region to talk about income management and to find out whether people thought income management would be helpful for people living in the Ceduna region. Why did the consultations happen? The Government had previously commissioned Ninti One Ltd to undertake a study in August 2013 in Ceduna and the neighbouring communities of Oak Valley, Scotdesco, Koonibba and Yalata to ask people what they thought about income management. As part of the study, Ninti One Ltd interviewed community members, service providers and key stakeholders, including the West Coast Alcohol and Substance Misuse Action Group. The findings from the study showed community support for income management in the region. The community also said they would like more information on income management. What did the Government representatives talk about? At the meetings in February 2014, the Government representatives talked about what income management is and how it works; and how income management aims to help people who receive income support payments to pay for basic essentials such as food, accommodation, electricity, clothing, medical care and school items. The representatives also talked about the different ways that people go onto income management: Voluntary Income Management – People who choose to go onto income management. Child Protection Income Management – Child Protection authorities can help people to go onto income management to protect the wellbeing of children. In South Australia this happens with the consent of the person. Vulnerable Income Management – People who need help with money and looking after themselves, or who are homeless or might soon be homeless, or young people
A I M S NEW --Incoming Agreement Trust Fund / Reimbursable Agreements 1. Go to the top of the 416/417 Records screen. Click [Forms] and enter [Agreement Info (AIMS)]. Enter each of the tabs listed below: [Agreements] Specialist Click on “?” Select Appropriate Specialist if the Cooperator is in US or Select “Gregor, Bernadette” if the Cooperator is Foreign NO OTHER ACTIONS ARE REQUIRED-tabs will be filled in by ARIS information already but check for accuracy NO ACTION REQUIRED--tab will be filled in by ARIS information already entered but check for accuracy [Cooperator Info] Information on the „Contact Data Sheet‟ provided by the SY about the Cooperator giving ARS funding USE “CAPS” LOCK Type of Performing Organization Click on “?” Select “01 US USDA/ARS Laboratory” Click “OK” Cooperator/Sponsor/Recipient Click on “?” Type “%” and the Cooperating Organization name Click “Find” Highlight the appropriate Cooperator from the list Click “Ok” Complete the address information * If the Cooperator is not in the table, email a request to Include the following required information: Agreement Type (i.e. Trust Fund or Reimbursable) Type of performing Organization Code Cooperator Name City, State, Zip + 4 digit extension DUNS Number (optional) Cooperator/Sponsor/Recipient Designated Representative Complete this information for the Cooperator‟s Principal Investigator
I. The Number System with Rational Numbers- Completely simplify each numerical expression. 1) 11[( 25 – 8.7 ) –14] = 2) -12.6 – 3.2 – ( -20.75) = 3) 4) (-51.2) (1.06) (0.5) = 5) 6) 7) 20 – (-1.34 + ) = 8) 9) 12 + 68 • – 2 • 42 = 10) 5[2(8 – 5) + 1.5 – 2.5] 11) 5(32 + 2) – 2(62 – 52) Applications of Rational Numbers 1) Hector drove 185 miles to a business meeting. His business partner drove 5/4 of this distance to get to the same meeting. How many more miles did the business partner drive than Hector? 2) The gas tank of Ty’s truck holds 19.8 gallons. When the tank is empty, Ty fills it with gas that costs $3.65 per gallon. How much will it cost to fill the tank? To simulate travel, NASA’s Lewis Research Center in Cleveland uses a 430-foot shaft. The free fall of an object in the shaft takes 5 seconds to travel the 430 feet. (a) Write an integer to represent the change in the height of the object.
4) Last year there were 43 science projects submitted by students at a science fair. This year there are 52 science projects. To the nearest tenth, what is the percent of change in the number of science projects submitted? 5) The table shows the prices of different sized jars of peanut butter. Which of the jars has the least unit price? 6) The table shows the heart rates of different animals. (a) What is the ratio of a cat’s mass to its heart rate? Express the ratio as a fraction in simplest form. (b) Order the animals from greatest mass to heart rate ratio, to least mass to heart rate ratio. (c) Which animal had the greatest ratio? Explain your reasoning. 7) Marcus drove 650 miles in 9.5 hours. What was his speed? (D=rt) Expressions and Equations (Non-Calculator Section) Name the property shown by each statement. Use the given word bank. Multiplicative Identity Associative Property of Addition Associative Property of Multiplication Commutative Property of Addition Commutative Property of Multiplication Distributive Property Additive Inverses Multiplicative Property of Zero Multiplicative Inverses Additive Identity (a) 42 + 36 = 36 + 42 ________________________________ (b) 16 + 0 = 16 ________________________________________ (c) (19 • 15) • 2 = 19 • (15 • 2) _____________________________
(d) 33 • 0 = 0 _______________________________ (e) (7 + 9) + 6 = 7 + (9 + 6) ________________________________ (f) 25 • 1 = 25 ________________________________ Evaluate and Simplify Expressions Which expression can be written as 7(c + d)? Explain your reasoning. A. 7c • 7d B. (7 + c) • (7 + d) C. 7c + 7d D. (7 + c) + (7 + d) Use . a) Simplify the expression by combining like terms if necessary. b) List the terms of the new expression. A) 2(3x – 4 – 5y) B) 4x + 2(7x – 8) + 10 C) –3(5x – 4) + 2x 3) Evaluate each expression if x = -3, y = 4 and z = 2 (Note: the bars are ) a) 10 – | x | b) | z | +19 c) 2y - | x | d) e) - 4) Simplify using exponents: a•a•a•b•a•5•2•b•b•a•b•a = 5) Simplify: A) (-4)(-x)(-3)(2)= B) 58x ÷ (-2/5) C) D) 6) Simplify the following expression: 9+39+22÷11-9+3 Translate into Algebraic Expressions, Equations or Inequalities 1) 5 more than 4 times the number. Write an expression in simplest form. 2) The product of a number and -6.5 is -58.5. Write and solve an equation to find the number.
1) 11[( 25 – 8.7 ) –14] = 2) -12.6 – 3.2 – ( -20.75) = 3) 4) (-51.2) (1.06) (0.5) = 5) 6) 7) 20 – (-1.34 + ) = 8) 9) 12 + 68 • – 2 • 42 = 10) 5[2(8 – 5) + 1.5 – 2.5] 11) 5(32 + 2) – 2(62 – 52) 12) 13) 14) Rational and Irrational Numbers 1) Identify all sets to which the following number belongs: Rational, Irrational, Whole, Integer, Natural A) B) C) 2) Which point on the number line shows ? 3) Which of the following shows the rational numbers in order from least to greatest?
ECTS – EUROPEAN CREDIT TRANSFER SYSTEM LEARNING AGREEMENT ACADEMIC YEAR 20 - 20 Please fill form electronically. Print and add signatures. THIs Document has to be Completed before the mobility. Exchange period Autumn semester Spring semester Planned period of the mobility / / 20 - / / 20 Student’s personal data Family name(s) : First name(s) : Date of birth: Sex (Male/Female) : Nationality (in ID and /or passport) : Field of study: Subject area, code: Email: Phone: cycle 1st cycle (Bachelor) 2nd (Master) The Sending institution Name Faculty Educational Unit/ Department Erasmus code (if applicable) Address Country, Country code Contact person Contact person’s Exchange programme Erasmus+ N2N FIRST Magellan Bilateral Nordplus Nordnatur Other, (description) : The receiving institution / international Coordinator Name Faculty Educational Unit /Department Erasmus code (if applicable): SF ROVANIE11 Campus Country, country code: Finland, FI Address Contact person’s (International Coordinator) name Contact person’s e-mail/phone Language Competence of the student (the main language of instruction ) A1 A2 B1 B2 C1 C2 Native Speaker I. RESPONSIBLE PERSONS Responsible person in the sending institution Name: Function: Phone number: E-mail: Responsible person in the Name: Function: Head of Degree Programme / Responsible person:
receiving institution Phone number: E-mail: II PROPOSED MOBILITY PROGRAMME TABLE A: STUDY PROGRAM ABROAD Includes all the educational components to be carried out by the student at the receiving institution Course/ Component code* (if any) Course/ Component title at the receiving institution (as indicated in the course catalogue) Semester (autumn/ spring) Number of ECTS credits ** ** Number of ECTS credits to be awarded by the receiving institution upon successful completion of the component Total: *An educational component is a self-contained and formal structured learning experience that features learning outcomes, credits and forms of assessment. Examples of educational components are: a course, module, seminar, laboratory work, practical work, preparation/research for a thesis, mobility window or free electives. Web link to the course catalogue at the receiving institution describing the learning outcomes: TABLE B: SET OF COMPONENTS TO BE REPLACED AT SENDING INSTITUTION Group of educational components in the student’s degree that would normally be completed at the sending institution and which will be replaced by the study abroad. No one-to-one match with table A is required. Course/ Component code* (if any) Course/ Component title at the sending institution (as indicated in the course catalogue) Semester (autumn/ spring) Number of ECTS credits **
Colleagues, the need to produce timely, quality statistics remains critical. At the Thirty-Seventh Regular Meeting of the Conference, we endorsed the "Action Plan for Statistics in the Caribbean." Our decision-making and the pursuit of policy at the national and regional levels cannot be ad-hoc; it must be Colleague Heads will soon be appraised of progress towards the formulation of the Regional Strategy for Statistics Development. During my Chairmanship, and echoing some of my advancements as a Board member of Paris21, our Community should aim at several key achievements, including: (1) a comprehensive quantitative assessment of trade performance under the CSME, and (2) the strengthening of the “Statistics Division” of the CARICOM Secretariat, to better equip our Region to carry out the heavy lifting required in respect of evolving demands.
DATE SUPPLIER NAME PRODUCT NAME VEHICLE INSPECTION VEHICLE TEMPERATURE PRODUCT QUALITY PRODUCT TEMPERATURE COA / COC APPROVED OR REJECTED SIGNATURE OF INSPECTOR Clean, weather proof, no signs of pests, no spillage or strange smells, no non-food items ≤ 4 0 C poultry, fish, milk ≤ 5 0 C refrigerated materials ≤-18 0 C frozen materials ≥ 60 0C hot food Freshness, Colour, Smell, Packaging clean and undamaged ≤ 4 0 C poultry, fish, milk ≤ 5 0 C refrigerated materials ≤-18 0 C frozen materials ≥ 60 0C hot food Yes/No Comments Vehicle Temp Batch no Use by date Comments Temperature *complete a CAR for any non-conforming product received
VIENNE THROWS A AND HIS RIGHT HAND GETS STUCK IN X-FACE’S CHEST. HE CANNOT PULL IT OUT. X-FACE Why don’t we take this elsewhere; how about in space? THE TWO DISAPPEAR IN A BLACK ORB. ANGLE ON STAL STAL I hope that that Septonian can breathe up there. COURIN They can for at ten minutes. STAL Fascinating. EXT. ON HOWARD BOULEVARD – DAY GREG IS RUNNING ALONG IN THE MIDDLE OF THE STREET, SCARED. LOOKING BACK, HE ALMOST GETS RAN OVER BY A BLACK MERCEDES. IN THE DRIVER’S SEAT, IT’S MS. WALTON. MS. WALTON Get in! GREG GETS IN THE CAR AND THEY SPEED OFF. KATE/MS. WALTON Where are your parents, Greg? And what are you doing out here all by yourself? GREG Ms. Walton, I could ask you the same thing. KATE Well, don’t, and call me Kate. GREG Okay, Kate, my folks are out of town for a family reunion. I went to John’s place, and no one was there. KATE Your folks left home?
or Asian British – Pakistani Asian (any other background): …………………………………. Black or Black British – African Black or Black British – Caribbean Black (any other background): …………………………………. Chinese Dual heritage - Asian and White Dual heritage - Black African and White Dual heritage - Black Caribbean and White Dual heritage - Chinese and White Dual heritage (any other background): ………………………………………….. – British White – English White – Irish White – Scottish White – Welsh White (any other background): ………………………………….. Prefer not to say Any (please specify): …………………………...... tick your religion or belief Buddhism Christianity Hinduism Islam Judaism Sikhism No religion Prefer not to say (please specify): …………………………….. Please tick the gender that best represents you Female Male Prefer not to say Prefer to self describe: .....................................
TOC INCOMING LETTER OF TRANSMITTAL Vendor/Company Name and Address: Date: Subcontract Release Number/Purchase Order: Transmittal Number: Project Number: Project/Contract Check the applicable designation: Hard Copy Submittals: Electronic Submittals: [ ] Construction Subcontract [ ] Construction Subcontract Vendor is Off-Site: WRPS/Construction & Commissioning Document Control ATTN: CDC/Mail Stop S7-68/2704HV/B200K P.O. Box 850/Richland, WA WRPSCCDocControl@rl.gov (External) Vendor is On-Site: WRPS C&C Document Control/2704HV/B200K/200E [ ] LAWPS Vendor [ ] LAWPS Vendor Vendor is Off-Site: c/o Mission Support Alliance, ATTN: Vendor Mail Stop HO-55/P.O. Box 950/Richland WA, 99352 LAWPSVENDOR@rl.gov (External) [ ] All other Submittals [ ] All other Submittals Vendor is Off-Site: c/o Mission Support Alliance, ATTN: Document Control Mail Stop H4-35/P.O. Box 950/Richland, WA 99352 TOCVND@rl.gov (External) Vendor is On-Site: WRPS/Document Control/2750/D199/200E ** Electronic Transmittal: To establish a File Transfer Protocol (FTP) to send and receive vendor material electronically contact Information Resource Management (IRM) this can be used versus email. Submittal Number Submittal Description Specification Number Specification Paragraph Number Copies E / H TOC Document Number Rev Supplier Document Number Supplier Rev E = Electronic H = Hardcopy *No Electronic Media Will Come in Password Protected, See SOW/PO for Acceptable Formats Vendor/Company Representative: Print First and Last Name Signature Date DCC Receipt Acknowledgement: Print First and Last Name Signature Date