zilongwang/ReadingBank huggingface dataset:
269. J. R. Primack, J. S. Bullock, and R. S. Somerville, “Observational Gamma-ray Cosmology,” in High Energy Gamma-Ray Astronomy, edited by F. A. Aharonian, H. J. Völk, and D. Horns, AIP Conference Series 745, 23–33 (2005). 270. A. Franceschini, G. Rodighiero, and M. Vaccari, 271. D. Mazin, and M. Raue, A&A 471, 439–452 (2007). 272. F. Aharonian et al., Nature 440, 1018–1021 (2006). 273. J. Albert et al. (MAGIC Collaboration), Science 320, 1752 (2008). 274. R. C. Gilmore, “Extragalactic Background Light and Gamma-ray Attenuation,” PhD Thesis (supervisor: J. R. Primack), UCSC, 2009. 275. R. C. Gilmore, J. R. Primack, and R. S. Somerville, in preparation (2009). 276. R. C. Gilmore, P. Madau, J. R. Primack, R. S. Somerville, and F. Haardt, MNRAS in press (arXiv:0905.1144) (2009). 277. G.H. Rieke, A. Alonso-Herrero, B.J. Weiner, P.G. Perez-Gonzalez, M. Blaylock, J. L. Donley, and D. Marcillac, ApJ in press (arXiv:0810.4150v2) (2009).
Josh Putnam, http://frontloading.blogspot.com/ Sources Primaries and Caucuses (Kahn Academy): Available at: Josh Putnam, “Everything you need to know about how the presidential primary works”, Washington Post, May 12, 2015. Available at: Proposed Solutions, University of Virginia Center for Governmental Studies, 2001. Available at: Mark Mellman, “Iowa and New Hampshire: It's win one or go home” Los Angeles Times Op-Ed: Available at: Frontloading Blog: How to Play ‘Devil’s Advocate’ (ReadWriteThink): Available at How to Write a Policy Memo, available at
Whole class / plenary: Share films / representations of trailers / pitches / scripts. Evaluate what worked and what could be improved. Digital screen and sound system to showcase films. I can: Evaluate other people’s sequel trailers and suggest improvements of my own.
Identifying Sounds In Words If your child is going to be able to write independently, he/she will need to be able to hear the sounds in words and write the letters for those sounds. Your child will bring homework in which they will practise writing initial, final and middle (which is often more difficult) sounds. This is the first step in your child becoming an independent writer. Before long, they will be sounding out and writing 3 and 4 letter words independently. Tricky Words Some words cannot be sounded out or spelt correctly by listening for the sounds in them. These are called ‘tricky words’ and need to be learnt. As your child becomes more fluent in reading and writing they will be taught how to cope with these tricky words. The Alphabet Why learn the alphabet? The ability to name and recognise letters of the alphabet is vital to your child’s later success in learning to read. Recite the alphabet with your child as often as you can. Use magnetic letters (fridge magnets) Change the starting point e.g start at N or C or S Fill in the missing letters Make an alphabet scrapbook Use dough to make letters Use your body to make the letters! Tricky but fun. This all sounds like a great deal of work, but it goes in stages and is spread over a long period of time. The children learn a little at a time but do ‘sound work’ every day.
______________________________________ NOTES_____________________________________
Type of Growth Place Funding Revenue Set Up Allowance Initial New School Allowance New School The school will be funded through the funding formula on estimated pupil numbers at April, September and the following January based on the maximum number of places commissioned in each available year group until all year groups have been opened and all planned places have been released for admission. Should it be necessary to increase those numbers in year the equivalent funding will be provided through the growth fund. Set up allowance based on agreed final size of school. £250 per primary pupil £500 per secondary pupil This allowance will be split over 5 equal annual instalments. Initial school set up two terms prior to opening. (see separate table for details) Formal Expansion of a School The school will be funded through the funding formula on estimated pupil numbers at April, September and the following January based on the maximum number of places commissioned in each available year group until all year groups have been opened and all planned places have been released for admission. Should it be necessary to increase those numbers in year the equivalent funding will be provided through the growth fund. If a school fails to achieve the additional planned numbers in the first year of its expansion, the shortfall against the plan will be funded in the second year only. If the difference between the current size and the final size of the school when the expansion is complete is less than 30% of total NOR, there will be a sliding scale applied to the revenue set up allowance. The allowance will be paid equally over 5 years or the life of the expansion whichever is shorter. If the expansion is at least 30% of the total NOR the rates will be: £250 per primary pupil £500 per secondary pupil If the expansion is greater than 20% and less than 30% of the total NOR the rates will be: £200 per primary pupil £400 per secondary pupil None.
Welcome Wiggle Song Birthday Article of Faith Music time Closing February 9: Heavenly Father commanded Jesus Christ to create the earth as a home for His children Valentine’s activity Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing February 16: My body has created in the image of God Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing February 23: Agency is the gift to choose for myself Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing March Jesus Christ is our savior 1 John 4:14 We have seen and do testify that the Father sent the Son to be the Saviour of the world.”
I Stand all Amazed Hymn 193 (see manual pg 26 for tips on teaching song) March 2: I can gain a testimony of Jesus Christ Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing March 9: Through the Atonement of Jesus Christ I can repent and be forgiven of my sins Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing March 16: Jesus Christ was resurrected, and I will be too Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing March 23: I can show respect for the Savior be being reverent Opening Welcome Wiggle Song Birthday Article of Faith Music time Closing March 30: Opening Welcome Wiggle Song Birthday Article of Faith Music time April The family is central to god’s plan
Syllabus and evaluation components 2014 – 15 (Term I) Subject: English Month Unit covered Evaluation component Marks April Unit I Sharing stories ___ ___ June Unit I Sharing stories Speaking skill 5 July Unit I Sharing stories Unit 2 Amazing animals Writing skills Reading skills Speaking skills 10 5 5 August Unit 2 Amazing animals Writing skills Listening skills Speaking skills 20 5 10 September Unit 3 Colourful characters Revision Writing skills Listening skills Reading skills 30 5 5 Subject: Hindi Month Unit covered Evaluation component Marks April 1. ___ ___ June Speaking skill 5 July Writing skills Reading skills Speaking skills 10 5 5 August Writing skills Listening skills Speaking skills 20 5 10 September Writing skills Listening skills Reading skills 30 5 5 Speaking skills: conversation, recitation Reading skills: fluency, accuracy
Incident Grade Example Incidents Investigation Grade and action Timeframe 1 Avoidable or unexpected death. Healthcare associated infections. Adult safeguarding incidents (see the Company’s Safeguarding Policy for more information). Data loss and information security. Investigation Level 1: Concise root cause analysis (RCA) for both No Harm and Low Harm and/or where the circumstances are very similar to other previous incidents. A concise RSA will enable the Company to ascertain whether unique factors exist, thus focusing resources on implementing service improvement. Investigation Level 2: Comprehensive RSA for incidents causing moderate to severe harm or death. The Company’s policy is this will be the default investigation level for grade 1 incidents. Investigations will be carried out by directors of the Company and led by the clinical governance and performance lead who may seek advice and services from specialist external sources as required. The Company to submit initial report within two working days. The Company will submit completed investigation within 45 working days. 2 Child protection incidents (see the Company’s safeguarding policy for more information). ‘Never events’ Accusation of physical misconduct or harm. Data loss and information security (DH Criteria level 3-5). Comprehensive RCA. Initial report within 2 working days. The Company will submit a completed investigation within 60 working days. Selected grade 2 incidents These might include major systemic failure with multiple stakeholders. Investigation Level 3: Independent RCA. Initial report within 2 working days. Independent investigators should be commissioned to complete an investigation within 6 months
PHN Programme Management Information Gathering Sessions with Stakeholders A number of information gathering sessions with state and territory governments, Medicare Locals and peak bodies were undertaken during June and July 2014. These sessions informed the policy development leading to these programme guidelines. Relevant Legislation The PHN Programme draws its administrative authority from the Commonwealth Grants Rules and Guidelines (CGRGs) that are issued by the Minister for Finance under the Public Governance, Performance and Accountability Act 2013 (PGPA Act). The legal authority for the grant is Section 32(b) of the Financial Framework (Supplementary Powers) Act 1997 and Financial Framework (Supplementary Powers) Regulations 1997, Schedule 1AB Part 4 section 57 Primary Health Networks. Department of Health staff involved in grant administration are accountable for complying with the CGRGs, and other policies and legislation that interact with grants administration. Roles and Responsibilities Department of Health The department manages the PHN Programme. It is responsible for the development and dissemination of all documentation regarding funding under the PHN Programme and for ensuring that documentation is in accordance with the PHN Programme’s objectives. The department is also responsible for notifying applicants of the outcome of any funding process, responding to queries in relation to the funding process, and for resolving any uncertainties that may arise in relation to funding requirements. The department is responsible for decisions regarding the internal administrative, assessment recommendations and programme management arrangements under the PHN Programme including: assessing the initial applications; developing funding agreements or any alternative contractual arrangement; monitoring the performance of activities to ensure the conditions of the funding agreement or other contractual arrangement are met; assessing performance and financial reports and undertaking follow up activity as necessary; making payments as specified in the funding agreement or contractual arrangement; and providing feedback to funded organisations during the funding period and following the conclusion of activities. The Assessment Committee A tiered assessment committee was established by the department to appraise applications against the selection criteria and select the shortlisted applicants for consideration by the Approver. Assessment of the applications included advice from subject experts, including external experts. Approver
code Trades Execution date Collateral control procedure Clearing Settlement T0 buy-sell T+0 At the order submission Multilateral, fully collateralized After trading B0-B30 buy-sell T+0 – T+30 At the submission of execution report Without initial collateral After or in the course of trading (depending on the type of execution report) K0 buy-sell T+0 At the conclusion of trade Multilateral, fully collateralized After trading Z0 buy-sell T+0 At the order submission Simple, fully collateralized In the course of trading Rb Repo Part 1 - T+0; Part 2 – T+k, where k is the term of repo trade Part 1—at the order submission; Part 2-- at the submission of execution report Part1-- multilateral, fully collateralized; Part 2-- without initial collateral Part 1—after trading; Part 2-- after or in the course of trading (depending on the type of execution report) Z0 Repo Part 1 - T+0; Part 2– T+k, k – term of repo trade Part 1—at the order submission; Part 2-- at the submission of execution report Part 1 – Simple, fully collateralized; Part 2-- without initial collateral Part 1—in the course of trading; Part 2-- after or in the course of trading (depending on the type of execution report) S0-S2 Repo Part 1 - T+0 – T+2; Part 2 – T+0+k – T+2+k, K – term of repo trade Each part—at the submission of execution report Each initial collateral Each part-- after or in the course of trading (depending on the type of execution report) In 2013 a number of strategic business-projects of the Group was implemented, with the involvement of NCC
Authorized Capital On 01 November 2015, the amendments to the regulations of the Bank of Russia governing central counterparty activity became effective, whereunder the central counterparty must segregate a part of equity (capital) to cover possible losses, whether or not caused by non-performance by clearing participants of their obligations. In accordance with these amendments, the Bank recorded in separate individual retained earnings accounts the resources intended for the following: coverage of possible losses arising from non-performance by clearing participants of their obligations (funds used by the central counterparty prior to the use of the funds posted by clearing participants to the collective clearing collateral) – dedicated capital of the central counterparty in the amount of 6,500,000 thousand roubles; ensuring termination or restructuring of the central counterparty, in the amount of 510,999 thousand roubles; coverage of possible losses resulting from deterioration of the central counterparty’s financial condition due to decrease of its revenue or increase of expenditures not related to of obligations by clearing participants, in the amount of 255,499 thousand roubles. The resources of the central counterparty formed in accordance with requirements of the effective legislation, regulations of the Bank of Russia, intended for coverage of abovementioned losses, decrease the Bank’s equity (capital). Sources decreasing equity (capital)
EXTERNAL SUPPLIER OPTIONS School can purchase additional initiatives in addition to their membership offer Lincolnshire Sport Wheelchair basketball (hall size-minimum badminton court) Based on 6 weeks £640 plus VAT Term requested Physical Literacy / PE development Whole school training (one day) Real GYM Real PE PE, Sport & Health Wheel Price on application £1395 plus VAT £1795 plus VAT £100 Active maths lessons Getting pupils active through resources with M4thsoftheday Dependant on school interest Healthy eating Whole school impact with Roots to Food £300 (full day including parent food survival after school) Further initiatives and resources will be available at the Inspire+ conference on 15th September Total membership cost £
Primary SENCo Meetings 2018-19 Dates for your diary….. 26.11.18 15:45 – 17:00: Wavendon Gate School 28.11.18 15:45 – 17:00: Venue tbc Resources and strategies to support surviving the festive period. Provision management: sharing good practice and examples (please bring 6 copies of your provision management pro-forma to share; please remove financial and personal data) 04.03.19 15:45 – 17:00: Venue tbc 06.03.19 15:45 – 17:00: Venue tbc Speaker = Chris Rutter – Speech and Language Therapist 10.06.19 15:45 – 17:00: Venue tbc 12.06.19 15:45 – 17:00: Venue tbc Topic being finalised Please let us know if you are able to attend. Consultations also available during each session with I and I Team regarding individual pupils - please seek parental permission beforehand. Inclusion and Intervention team Duty line number 01908 657825
Answer Key A – Joseph; Nez Perce B – Abraham Lincoln C – Chief Joseph D – Dwight D. Eisenhower; B-Domino Theory E – Franklin D. Roosevelt F – Woodrow Wilson; Fourteen Points G – Woodrow Wilson; declare war on Central Powers thus entering WWI H – C-shorter workdays I – Langston Hughes; Harlem J – Iron Curtain; Winston Churchill; B-democratic West viewed communist East K – Jane Addams; Hull House L – corruption / political machines M – A-The Holocaust N – sex O – Maya Angelou P – Maya Angelou Q- immigrants R – Truman Doctrine S – Ronald Reagan T – WWI U – Martin Luther King, Jr. V – Roosevelt Corollary; Big Stick
Document 6: Engraving by Paul Revere, “The Bloody Massacre in King-Street, March 5, 1770.” Boston, 1770. (Gilder Lehrman Collection)- Propaganda consideration Paul Revere, “The Bloody Massacre in King-Street, March 5, 1770.” Boston, 1770. (Gilder Lehrman Collection) Document 6 1. Classifying the Cartoon Title Date
ACTIVITY SHEET 7 On the road Colonial newspapers were full of stories about the dangers of road travel and the unnerving experiences of individuals living in isolated places. Use the evidence provided by these sources to write a newspaper report for the colonial ‘The Sydney Herald’ warning travellers and residents about dangers they may encounter on the Windsor Road?
Primary Teacher PERSON SPECIFICATION ESSENTIAL DESIRABLE Criteria No. ATTRIBUTE Stage Identified Criteria No. ATTRIBUTE Stage Identified Qualifications & Education E1 E2 E3 Recognised Teaching qualification Degree in a relevant subject GCSE A* - C in English and Maths AF/C AF/C AF/C D1 Evidence of further training in area relevant to position being applied for. Experience & Knowledge E4 Recent experience and proven track record of teaching in a Primary environment. AF/I/R D2 Evidence of successful leadership experience of a curriculum area. AF/I/R E5 Knowledge of Early Years, KS1 or KS2 curriculum or assessment (depending upon position being applied for); and a clear understanding of tracking progress. AF/I/R D3 D4 Teaching experience across Early Years, KS1 and KS2. To have a sound understanding of how the use of technology can improve outcomes for children. AF/I/R AF/I E6 E7 Knowledge of how children learn and behaviour management strategies. Up to date knowledge in relation to safeguarding and welfare of pupils. AF/I/R AF/I/R
Skills E8 Ability to plan and teach effective lessons and learning activities to meet the needs of individual pupils. I/R E9 Ability to work with colleagues in identifying individual pupils’ needs and delivering effective interventions. I/R E10 E11 Good verbal and written skills when communicating with all stakeholders. The ability to relate to and communicate effectively with parents and carers and to encourage their participation as partners in their child’s learning. AF/I AF/I/R Personal Attributes E12 Sense of humour. I E13 E14 Excellent organisational and interpersonal skills. The ability to work enthusiastically as part of a team. I/R AF/I/R E15 Creativity and innovation. I/R Special Requirements E16 Enhanced DBS and disqualification by associated disclosure D
Primary School Art & Craft List of Competitors 2019 2D Board (Painting) A maximum of 15 entries are permitted School: School Tel No: Teacher’s Name (please print) Mobile: Teacher’s Signature: NO COMPETITOR’S NAME (Please print) AGE CERTIFICATE AWARDED 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
DATA PROTECTION STATEMENT (privacy notice) The Primary Club: How we use your personal information What is this statement for? This statement explains how The Primary Club (“we” and the “Club”) handles and uses information we collect about our members and the legal basis for what we do with it. We use your personal information, including names and contact details, to manage your membership and donations and to keep you informed. When changes are made to this statement, we will publish the updated version on our website and notify you as we consider it appropriate or necessary. Who is looking after your information? You have a right to know who in the Club is looking after your personal information. The controller for your personal information is The Primary Club, PO Box 12121 Saffron Walden CB10 2ZF. The person responsible for data protection at the time this statement was created and the person who is responsible for monitoring compliance with relevant legislation in relation to the protection of personal information, is the Club’s Hon Secretary (secretary@primaryclub.org). What is the legal basis for handling your information? The legal basis for processing the personal information of our members is our legitimate interest in promoting the activities of the Club, especially by raising funds to enable the Club to function. You may ask us for further information on these matters at any time if you have specific concerns. How your information is used by the Club We collect and process the personal information listed below, for a number of purposes, including: maintaining your personal details, to ensure effective communication with you; recording payment of donations; inviting you to events; (for those members who have made Gift Aid Declarations in favour of the Club) submitting periodic claims to HMRC for repayment of tax. How long we keep your information for Personal information about members is removed from the database immediately they ask for it to be removed (or, if they have made a recent Gift Aid donation, within seven days after the claim in respect of that donation has been paid by HMRC). How we share your personal information We do not share (and never have shared) your personal information (other than in respect
Subjects Prior Qualifications No of lessons I have observed others teaching No of lessons I have Planned & Taught My confidence level in teaching this subject No of lessons I have been formally observed in this subject Rag Rate Phase 1 Rag Rate Phase 2 Rag Rate Phase 3 Computing KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Design & Technology KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Geography KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 History KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Languages KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Music KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 PE KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 RE KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Art & Design KS3 GCSE Post 16 0 1-2 3+ 0 1-2 3+ low average high 1 2 3 Please briefly identify how you have developed your Subject Knowledge in each Foundation Subject eg through attendance at taught sessions, observation, planning for teaching, research, independent study. Brief bullet points are fine. Computing I have developed my subject knowledge in the following ways:
Specialist Working Group for Immunology Proposed changes to the Criteria for the clinical use of intravenous immunoglobulin in Australia, Second Edition ITEM CRITERIA FOR THE CLINICAL USE OF INTRAVENOUS IMMUNOGLOBULIN IN AUSTRALIA, EDITION 2 PROPOSED REVISIONS TO THE CRITERIA SWG RATIONALE FOR PROPOSED CHANGE (A) Administrative) (B) Progressive (C) Programmed Condition Name Primary immunodeficiency diseases (PID) with antibody deficiency This excludes: ; . Primary immunodeficiency diseases (PID) with antibody deficiency Condition name retained. Specialty Immunology Immunology Chapter 5 5 Specific Conditions In each case, a specific PID diagnosis must be established under the supervision of a specialist clinical immunologist and the diagnosis must be advised for IVIg to be approved. Severe combined immunodeficiency (SCID) Combined immunodeficiency generally less profound than SCID (e.g. thymoma) Combined immunodeficiency with associated or syndromal features (e.g.Wiskott Aldrich syndrome; ataxia telangiectasia) Severe reduction in all Ig isotypes with decreased or absent B-cells (e.g.XLA def) Severe reduction in at least two Ig isotypes with low/normal B-cells (CVID) Severe reduction in serum IgG and IgA with normal/elevated IgM (e.g. CD40L def) Specific condition will be a mandatory field in the ig system. IUIS criteria have been used to capture diagnostic groups as specific conditions. Given that the full detail may be overwhelming to prescribers, it is proposed that the major subheadings would be used. (A)
advised for IVIg to be approved. The patient has a confirmed or suspected diagnosis of primary immunodeficiency that must be advised. Where a diagnosis has initially been suspected, confirmation required for access to continuing Ig therapy. Common variable immune deficiency - based on ESID 2014 criteria The patient is older than four years of age at diagnosis (although symptoms may present earlier). AND There is evidence of a marked decrease of IgG and a marked decrease of IgA (measured at least twice and less than the normal reference range for age) with or without low IgM levels and causes of secondary hypogammaglobulinaemia have been excluded AND X-linked agamma/hypogammaglobulinaemia Severe combined immunodeficiency Wiskott-Aldrich syndrome X-linked lymphoproliferative syndrome Hyper IgM syndrome Severe T-cell immunodeficiency If the diagnosis is not confirmed at the first dose, the confirmed diagnosis must be updated prior to further Ig treatment. (A) The diagnostic criteria for CVID from the European Society for Immunodeficiency Diseases have been used as the eligibility criteria for access to long term Ig therapy in CVID. It was acknowledged that some current patients may require to be ‘grandfathered’ but that moving forwards – the international diagnostic criteria should be applied. (A) For patients not meeting the full criteria, a further indication has been developed to support initial treatment with review.
KS1 Assessment Data End of Key Stage 1 Assessment Data: Level SAT English Speaking and listening Reading Writing Maths Using and applying Number Shape, Space and Measure Science Scientific Enquiry Life Process and living things Materials and their properties Physical Processes KS2 Assessment Data Current Assessment Data: Level SAT English Speaking and listening Reading Writing Maths Using and applying Number Shape, Space and Measure Science Scientific Enquiry Life Process and living things Materials and their properties Physical Processes Current MEP Yes/No Current Behaviour Plan Yes/No Boxall Profile Yes/No Has child been seen by the Educational Psychologist? Yes/No
Lesson Phase Teaching Points to Facilitate Learning Outcomes (S1, S2, S3, S4, S5, S6) Differentiated Learning Outcomes (S1, S2, S3, S4, S5, S6) Assessment for Learning against Outcomes (S1, S2, S3, S4, S5, S6)
9. Prescriber Update Patient Portal Prescriber Updates The patient portal has been extended. We need to focus on two prescribers who have not met meaningful use; Dr. Roderick Smith and Jennifer Kreiner. Dr. Dumlao is retiring from the Arenac Center in November. BABH is working on a transition. Extended Dr. Bridget Smith’s contract thru January. BABH is still looking to permanently replace her. 10. Standing Committees, Councils, Programs and Provider Updates LPS MBPA MPA Saginaw Psychological ACT/Adult MI CSM Arenac Center Children’s Services ES/Access IDD Adult/Specialty Care Services Psychiatric Services - Madison Clinic LPS just went thru accreditation and it went really well. MBPA has a new Nurse Practitioner starting in October. Partial Hospitalization program opened, and as of Monday, there were 16 people in the program. The RN Supervisor, Brenda’s last full-time day is September 28th and she will be working part time at partial hospitalization. A new RN Supervisor will be starting in October. MPA has nothing to report this week. Saginaw Psych hired someone with a LL and she will be training with Brenda. Nothing to report this month. The Arenac Center is having difficulty getting anyone to apply. Brad Parker and Sharol Dantzer are doing a Booster for CAFAS on September 24th, and Emily Young and Andrea McAulay are doing a PECFAS Booster on October 12th. They will take place 9:00-1:00. The Crisis Stabilization Mobile Response Team is up and running as of Monday. There are 2 clients and one being referred. The Juvenile Detention Liaison position that has been running for a month, is running groups out at the juvenile detention center. BABH Suicide Prevention Coalition has been very active in the last 6-8 months. Posters have been put out at local businesses in the city, so we can bring suicide prevention awareness to the communities.
mixture is one containing equal parts of salt and dicalcium phosphate, or a similar commercial mix. Vitamins Vitamins are needed by the body in small amounts. Since all the B vitamins and vitamin K are produced in the rumen and vitamin C is manufactured in the body tissues, the only vitamins of concern in ruminant nutrition are vitamins A, D, and E. During the late spring, summer, and early fall the animals can get all they need from green pastures and plenty of sunshine. In addition, they can store a good supply of these vitamins to carry them into the winter months. Nevertheless, it is a good idea to add these vitamins at the rate of 6 million units of vitamin A and 3 million units of vitamin D to each ton of grain mix during the winter months as an added precaution since they are not very expensive. Fats Fats are of little importance in the ruminant ration. Practically all feeds contain small amounts of fat, and added levels are not practical. A level of 1.5 - 2.5 percent in the grain mixture is normal. Water This is the least expensive feed ingredient, yet a deficiency will affect milk production more quickly than the lack of any other nutrient. Water is not only the largest single constituent of nearly all living plant and animal tissue, but it also performs exceedingly important functions during digestion, assimilation of nutrients, excretion of waste products, control of body temperature, and the production of milk. Ready access to water is important. Goats with water constantly available have been shown to produce more milk than those watered twice daily and over 10 percent more than those watered only once per day.
3 sessions – Group teaching (having planned for this group) An example of a 50% teaching timetable for BA2 Student A & BA2 Student B : Monday Tuesday Wednesday Thursday Friday Session 1 Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Team Teaching 2 Team teaching Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher Student B Lead Teacher A – Group Teacher 3 Student B Lead Teacher Student A Lead Teacher 4 Student B Lead Teacher Student A Lead Teacher An example of a 60% teaching timetable for BA2 Student A & BA2 Student B : Monday Tuesday Wednesday Thursday Friday Session 1 Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Student A Lead Teacher Student B – Group Teacher Team Teaching
Summary of Spending What we pay for: School focus with clarity on intended impact on pupils: Funding allocated: Evidence and impact: Membership of the MSSP Membership of the Macclesfield School Sports Partnership provides us with access to a range of PE training, access to sport competitions, increasing pupils’ participation in the School Games. £1250 Children’s involvement and participation in a range of Level 2 and Level 3 sporting events, leading to greater depth of learning of relevant skills, teamwork and sportsmanship. The PE Leader has utilised the MSSP services to enhance PE provision and developing teaching of healthy lifestyles. Young Sports Ambassadors and the School Sports Crew work with teachers to ensure a large percentage of our children are leading healthy, active lives. Curriculum Development Evolution of the school PE curriculum is an essential aspect of ensuring that provision at Gorsey Bank continues to be of a high standard. Costs include specialist support from secondary colleagues. Working alongside CHHS £9,160 Teachers work alongside sports specialists, developing planning and carrying out team teaching. Teachers are better equipped and skilled to provide high quality PE lessons. Children enjoy high quality, skills focussed PE lessons. We have been working with a CHHS PE specialist teacher to plan all sports we cover over the academic year in each year group to ensure the teachers have access to detailed PE planning that delivers high quality sessions in PE and addresses assessment
Department: Service: Reference: Activity: Primary Practical Lessons Site: People at Risk: Children, Teachers, Non-teaching staff Additional Information: Name of Person Completing Form: Job Title: Date: Review Date: Hazard Risk Initial Rating L, M, H Existing Control Measures Final Rating L, M, H Additional Action Required (action by whom and completion date – use separate Action Plan if necessary) Low melt glue gun Electric shock Burns from the glue gun itself and the glue Trips caused by trailing leads H Equipment is used only by pupils after been shown how to use it and under the supervision of a teacher. All equipment to be accounted for and stored away at the end of the lesson. All glue guns are subject to an annual portable appliance test (). Periodic checks of the equipment are made by the teacher and simple records kept M Small sharp edged tools (knives, scissors, files, cutters, hole punches) Cuts H Equipment is used only by pupils, after they have been shown how to use it and under the supervision of a teacher. All equipment to be accounted for and stored away at the end of the lesson. M Batteries (dry and rechargeable) Burns Fire H All pupils and staff are trained to use batteries. Batteries are stored in an upright position so that they are not touching and discharging against each other. Pupils are taught the correct way to connect batteries to a circuit. They are not allowed to short-circuit any battery, in particular the rechargeable type, as this can lead to overheating. Batteries are never left loose to mix with other metal items. M
Maths Task 2: Calculation reflection The way that mathematics is taught in school has changed considerably over the last few decades. One of our Partnership schools has published their calculation policy on their website () so we would like you to read this and write a reflection (approximately 500 words) on how these strategies differ or otherwise, from your own experience of learning mathematics in school. Please bring this with you to your first mathematics session. PLA Title: Maths Task 2: Calculation Reflection Teachers’ Standards Reference(s): (Students to cross reference TSs here for this PLA) Points for Personal Reflection: What surprised you about the calculation policy? How does it differ to your own experiences of learning to calculate? How are these strategies similar or different to the strategies you currently use to calculate? What are your beliefs about learning to calculate and how do you feel about the calculation policy you have read?
Supporting information & special requirements Activity Level K0 K1 K2 K3 K4 Not required for upper extremity Signature of Prescriber Date Prescriber Name Prescriber Number EnableNSW Authorisation This consumer is eligible for provision of service through EnableNSW This consumer is eligible for provision of service through the DVA EnableNSW has approved Standard components from Contract 980B EnableNSW has approved Non-Standard components from Contract 980B as itemised below EnableNSW has approved Non-Contract components as itemised below LIMB NO: __________________________ Type of Limb: ___________________________________ EnableNSW Authorisation Date ____________________ __________ Prosthetic Service Provider to complete blanks Prosthetic Service Provider: _____________________________ Cast Date Trial Date Prosthetic User Acceptance I certify that I have received the limb referred to in this prescription. Signature of prosthetic user Date Non-standard Components used in this prosthesis paid for by the prosthetic user: Signature of Provider Date
Pupil premium Non pupil premium Gap Year 6 2015/16 No of pupils Reading Writing Maths % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE All pupils 30 56 41 0 67 33 0 Pupil premium 15 49 50 0 63 37 0 Non pupil premium 15 65 33 0 75 25 0 Gap 0 -16 -17 0 -12 +12 0 Year 1 2015 No of pupils Reading Writing Maths % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE All pupils 30 59 40 0 56 43 0 63 36 0 Pupil premium 13 76 23 0 61 38 0 63 36 0 Non pupil premium 17 46 52 0 52 47 0 52 47 0 Gap -4 +30 -29 0 +9 -9 0 +9 -11 0 Year 3 2015/16 No of pupils Reading Writing Maths % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE
All pupils 30 56 43 0 100 0 0 84 16 0 Pupil premium 14 59 41 0 100 0 0 74 25 0 Non pupil premium 16 56 44 0 100 0 0 88 11 0 Gap -2 +3 -3 0 0 0 0 -14 +14 0 Year 4 2015/16 No of pupils Reading Writing Maths % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE All pupils 30 36 63 0 84 16 0 87 13 0 Pupil premium 14 41 58 0 75 25 0 75 25 0 Non pupil premium 16 33 66 0 89 11 0 95 5 0 Gap -2 +8 -8 0 -14 +14 0 -20 +20 0 Year 5 2015/16 No of pupils Reading Writing Maths % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE % working below ARE % working at ARE % Exceeding ARE All pupils 30 44 56 0 54 44 0 50 50 0 Pupil premium 12 40 60 0 50 50 0 50 50 0 Non pupil premium 18 45 55 0 55 45 0 50 50 0 Gap -6 -5 +15 0 -5 +5 0 0 0 0 Attendance
Trina Diner Those Knowledgeable in ethics Michelle Allain Richard Matthews This project should rejected by the REB and it should not be approved. Those knowledgeable in drugs and drug safety Joint Pharmacy and Therapeutics Committee Those Knowledgeable in privacy Privacy Officer – Mieke De Roover Those Knowledgeable on matters related First Nations, Inuit and Métis Peoples of Canada Helen Cromarty Eli Nix Those Knowledgeable on matters related to medical physics Medical Physicist - Bans Arjune Those Knowledgeable on matters related to emergency and trauma medicine Fredric Sarrazin Those Knowledgeable on matters related to imaging Magnetic resonance imaging methods Mitch Albert Those Knowledgeable on community health or epidemiology Kevin Willison Those Knowledgeable on matters related to behavioural sciences and Jane Lawrence-Dewar Those knowledgeable in the patient experience Patient and family advisor Additional comments
Changes of provision Are there any plans to: change the school in the future? YES / NO (delete as appropriate) change care placement? YES / NO (delete as appropriate change legal status? YES / NO (delete as appropriate YES contact Virtual School for LAC on 0116 454 4226 If YES give reasons what provision has been identified and how the planned changes will take place and is everyone including the young person in agreement? Any change of school? Name of new school: Local authority: Out of school learning a) What activities/clubs does the young person attend out of school? b) What hobbies, interests and talent does the young person have? Is the young person an active member of the public library YES / NO (delete as appropriate) Does the young person play a musical instrument? YES / NO (delete as appropriate) Computer & Internet Access
and lettered spots. Gymnastics incline wedge x 2 and foam springboard. Clipboards we want to keep lunch times active with a variety of sports equipment and provide teachers resources to use in class during other subjects that also provide opportunities for children to be active. The new gymnastics equipment will hopefully allow more children develop key skills such as forward and backward rolls. November 2017 Engayne sport t-shirts and shorts. Navy sports t-shirts with Engayne badge and navy shorts to wear for inter-school sporting events £800 Sports clothing for children to wear at sporting events so that the school is clearly represented and all children are wearing a ‘uniform’. Needed more navy t-shirts for sporting events. These allow the teams to look more uniformed and part of a team. Also due to the number of sporting events we attend and the number of children who attend them we need more to ensure all the children are provided with one. December 2017 Sports equipment: Balance beams for gym Digital skipping ropes Stopwatches for fitness work OAA pack Compasses Skipping ropes Electric pressure pump Standing long jump mat £890 Balance beams to improve balance in gymnastics and in general. Skipping ropes for focus groups to use and to use in PE to develop fitness and hand eye co-ordination. Use stopwatches to timing in fitness sessions. To improve resources and delivery of OAA lessons Compasses to use in OAA and geography lessons. December 2017 Award and SGC badges £200 At the end of the academic year children are awarded badges for participating in level 2 sporting events against other schools. The SGC members have received a badge so that they feel part of a team. This also makes other children in the school aware on who to speak to about school sport. 2018 Staff training £160 A member of staff attended a gymnastics training course to learn up-to-date and best practice for gym. We also received a Val Sabin resource pack with lesson plans.
Diocese of Westminster Catholic Primary Schools Supplementary Information Form 2019 – 2020 St. Peter-in-Chains RC Infant School Child’s Details Child’s surname: Child’s first name: Home Address: Date of Birth: Postcode: Parent/Carer Details Parent‘s name: Address (if different from above): Telephone number: Details of Religion Religion of child: (Please tick) Catholic Other Christian (name of denomination ) Other faith Catholic Parish you live in: Church where child was baptised and date of baptism: (baptism certificate required)
Hiroshima Nagasaki Pre-raid population 255,000 195,000 Dead 66,000 39,000 Injured 69,000 25,000 Total Casualties 135,000 64,000 TABLE C: Percent Mortality at Various Distances Distance from X, in feet Percent Mortality 0 – 1000 93.0% 1000 – 2000 92.0 2000 – 3000 86.0 3000 – 4000 69.0 4000 – 5000 49.0 5000 – 6000 31.5 6000 – 7000 12.5 7000 – 8000 1.3 8000 – 9000 0.5 9000 - 10,000 0.0 TABLE D: Cause of Immediate Deaths Hiroshima Cause of Death Percent of Total Burns 60% Falling debris 30 Other 10 Nagasaki Cause of Death Percent of Total Burns 95%
Primary Sports and PE Government Funding Initiative The government is continuing to provide funding of £150 million per annum until 2020 which is being given to schools directly in order to meet their individual needs in improving provision and the quality of teaching of PE and Sport. The funding can only be spent on sport and PE; however, schools have the freedom to choose how they do this. At Bounds Green our main aims are to: Continue to develop our PE and Sports curriculum ensuring breadth and clarity in progression of skills throughout the Key Stage To manage and maintain equipment and resources to facilitate good quality delivery of the PE curriculum To promote after school and lunchtime clubs as well as engagement in a range of competitive activities. To foster the importance of an active and healthy lifestyle. Over the next 5 years we will invest the money in: Providing teachers with a range of training opportunities working in partnership with local Primary and secondary schools and organisation in order to improve the quality of planning and delivery as well as teachers skills Provide cover for teachers / and PE specialists to work together Organise a range of extra-curricular activities and competitions for our pupils to get involved in. Support in funding pupils to participate in after school PE and sports clubs Juniors - Sports and PE Funding 2015 - 2016 Number of pupils on roll and funding received Total number of pupils on roll 264 Funding per pupil £14 Total amount received £3819 Use of funding Funding allocated April 2015 – March 2016 CPD – 1 teacher to attend a Ball games course Sum 1 £185.00 CPD - 1 teacher to attend Athletics Course Sum1 £185.00 P.E.Top up equipment Sum 1 TBC £250.00 CPD – P.E. Teacher to have training by a specialist - Dance 3 x £80 Sum 2 £240.00 Dance suport Y6 3 x £80 Sum 2 £240.00 Haringey CPD programme 2015 -2016 Aut 1 £1,350.00 Competitions fee £120.00 CPD - Gym 2 teachers Aut 2 6 sessions per class £360.00 CPD – Gym 2 Teachers Spring 1 6 Sessions per class £360.00 Hire of Finsbury Park Sports Day ½ Summer 2015 £200.00 Tom Boxer – Gym specialist taster lessons £60.00 Lesley – released for competitions 2 x £120 £240.00 Total allocated spend £3790 Total unallocated spend £29 Impact will be evaluated through pupil interviews, staff skill audits, analysis of attendance to clubs, activities and competitions.
HIGHER EDUCATION (* p/t – partime f/t – fulltime) From Month/year To Month/year p/t or f/t* Qualification Awarded 1st Degree Class/Division Date of award Subject: University: Cert.Ed Class/Division Date of award Subject: University: PGCE Key Stage/s Date of award Subject: University: Other Route into Teaching: eg: Fast Track/GTP/Schools Direct/Post Graduate/OTT/Schools Direct
Please list in chronological order, with precise dates if possible, as this information may be used to assess salary. Employer and Establishment Post please list any TLRs etc. Type of School / Key Stage From Month/year To Month/year Reason for Leaving a) In Education (Supply teaching appointments need not be listed individually) b) Outside Education Employer Post From Month/year To Month/year Reason for Leaving HIGHER EDUCATION (* p/t – partime f/t – fulltime)
From Month/year To Month/year p/t or f/t* Qualification Awarded 1st Degree Class/Division Date of award Subject: University: Cert.Ed Class/Division Date of award Subject: University: PGCE Key Stage/s Date of award Subject: University: Other Route into Teaching: eg: Fast Track/GTP/Schools Direct/Post Graduate/OTT/Schools Direct SECONDARY SCHOOL EDUCATION Establishment(s) From To
To gain experience in a Key Stage 1 classroom. Contact my local Primary school to arrange some experience. Spend time observing the teacher leading the children in their learning Experience arranged to start on 15th June 2017 I have observed in Year 1 and Year 2. I have watched how the teacher manages behaviour in each class. (Include observations) To develop my subject knowledge in relation to fractions, decimals and percentages. Re-visit notes/work from GCSE Mathematics. Source some subject knowledge books from the library. Access on-line subject knowledge revision sites e.g. BBC Bitesize I have completed the on-line subject knowledge test on BBC Bitesize and got 18/20. Interview Targets Please bring this complete document to your first meeting with your Personal Tutor. Name:___________________________ Programme: BA (Hons) Primary Education QTS* Interview Target Actions Update
UNIT OF WORK: Teaching Sequence and Planning For Progression Subject: Class/Year Group: Topic/Theme (Include Cross- Curricular Opportunities): Date Commencing and Duration of Unit: Aims of the Unit (What skills, concepts, knowledge do you want to develop?): Learning Objectives (with National Curriculum References/ EYFS References): Learning Outcomes/Success Criteria (By the end of the sequence learners will be able to): Trainee Teachers’ Subject Knowledge (Personal, pedagogical and curriculum) – include possible common misconceptions and how these will be addressed. Pupils’ Expected Previous Learning (Prior Teaching): Assessment Opportunities and Strategies (including key questions and use of plenaries/mini-plenaries): Recording of Pupil Progress Strategies: Key Vocabulary: Resources (including use of other adults, ICT, displays and working walls): Health and Safety:
Sequence of Learning Experiences: Lesson No/ Date: Learning Objectives Directed teaching and group/class activities Learning Outcomes and Planned Assessment Additional Information: Teacher’s Role Differentiated Learning Assessment for Learning e.g. resources, key vocabulary, use of outdoors Unit Plan Continued…