zilongwang/ReadingBank huggingface dataset:
Primary Weekly Plan Foundation Subjects T = Teacher, OA = Other Adult, I = Independent Subject: Date: Year group: Key Learning Objectives: Learning Outcome for unit: Session Prior Learning Starter/Introduction Main Activities – T/OA/I Plenary Assessment Criteria Notes for future planning 1 2 3 4 5
10.01.2017. Dear Colleague, Proposed PWP school partnership starting Autumn/Spring term 2017 I write to invite you to a meeting of headteachers/senior leaders on 16.O2.17 at 2:00pm – 4:00pm Venue: Horton Grange Primary School Sign up via : The Primary Writing Project (PWP) was founded by Pie Corbett and John Stannard CBE in 2012 to provide support and training for primary schools to implement Talk for Writing in a detailed and sustainable way at whole school level - leading to transformational change. To do this, we form partnerships of between 8 and 10 schools. Our team of highly skilled and experienced PWP trainers work with the schools intensively over two years. Currently, there are more than 20 active partnerships across the country and we are scaling the programme up in selected areas. The PWP trainers work closely with school project teams, supporting them to lead and implement Talk for Writing across the whole school. The programme includes 3 whole-day training conferences for all teaching staff. The first conference day also includes teaching assistants. All our training is focussed on developing classroom practice to promote enjoyment, confidence and skills for teachers and children. In addition, we work with head teachers to create the planning and organisational systems needed to sustain the practices over time. PWP partnerships also profit from school-to-school networking and support. CPD opportunities of this kind are quite rare in today’s world and the chance to work in a sustained way over time is a feature that PWP schools value greatly. Our focus is equally on reading and writing development. We know that children must learn to read in depth to internalise the transferrable skills and language knowledge (text structures, grammatical knowledge and word choice) required for effective writing. This dual emphasis is brought into even sharper focus by the higher expectations for comprehension and composition in the new national tests and assessments. There is a persistent emphasis throughout on teaching the fundamental skills - phonics, handwriting, spelling etc., needed to free the mind for more inventive and creative writing. The PWP provides extensive resources and guidance to support staff development, planning and teaching. Each programme is directed by highly experienced trainer/practitioners, working directly to Pie and John Stannard. For schools who commit to being part of a PWP partnership, the impact can be significant. We are seeing big improvements in pupil progress, standards and teaching quality in schools
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Links with all areas of the curriculum where planned Cycle 1 Ourselves Celebrate Cracking Contraptions Gardening and growing Heroes and Heroines Planet Earth Cycle 2 Create! Around the World Changes through Time The Living World The Past Into the Future PSHE - JIGSAW Being me in my world Celebrating Difference Dreams and goals Healthy me Relationships Changing me Positive values Resilience and responsibility Integrity and Self-management and communication (active listening) Communication (speaking) and collaboration Empathy and motivation (influencing others) Innovation and evaluation RE TBA SMSC TBA British Values Individual Liberty Mutual respect and tolerance Mutual respect and tolerance Democracy Rules of law Mutual respect and tolerance Individual liberty Mutual respect and tolerance Mutual respect and tolerance Rule of law Democracy Individual liberty Democracy Mutual respect and tolerance English Follow school Scheme of Work Maths Follow Lancashire Scheme of Work Science KS 1 and 2 Animals including humans KS1 - Uses of everyday materials KS2 - States of matter Properties and changes of material KS1-WOW! LwKS2 - Forces and Magnets UKS2 - Evolution and inheritance KS1-Plants KS2-Plants, light, sound and electricity KS1 and 2 Living things and their habitats KS1-Seasonal Changes LwKS2 - Rocks UKS2 - Earth and Space
Kindergarten STANDARD ONE ISTE.NETS- 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Apply existing knowledge to generate new ideas, products, or processes. Create original works as a means of personal or group expression. Use models and simulations to explore complex systems and issues. Identify trends and forecast possibilities. Kentucky Teacher Technology Framework - Big Idea: Information, Communication and Productivity Students demonstrate a sound understanding of the nature and operations of technology systems. Students use technology to learn, to communicate, to increase productivity and become competent users of technology. Students manage and create effective oral, written and multimedia communications in a variety of forms and contexts. Program of Studies: Skills and Concepts T-P-ICP-S-P2 Students will create a variety of tasks using technology devices and systems to support authentic learning T-P-RIPSI-S-I1 Students will use technology for original creations/innovation in classroom T-P-RIPSI-S-I2 Students will express creativity both individually and collaboratively using technology
Skills Sample (tools, websites, activities) Tools Use appropriate tech tools to solve problems or find a solution (guided). Problem Solving Use technology to solve problems (guided). Make class decisions based on research (guided). Use technology to find a solution to a current event or global issue. Use technology to support decisions and thinking.
NHS Dudley Clinical Commissioning Group Governing Body’s Primary Care Commissioning Committee Terms of Reference Introduction 1. The Primary Care Commissioning Committee (the ‘Committee’) is established in accordance with paragraph 6.9.3(h) of NHS Dudley Clinical Commissioning Group’s (CCG) constitution. These terms of reference set out the membership, remit, responsibilities and reporting arrangements of the Committee and will have effect as if incorporated into the constitution. The Committee terms of reference will be reviewed annually. Any changes to the terms of reference will be approved by the Governing Body. 2. The Chief Executive of NHS England, announced on 1 May 2014 that NHS England was inviting CCGs to expand their role in primary care commissioning and to submit expressions of interest setting out the CCG’s preference for how it would like to exercise expanded primary medical care commissioning functions. One option available was that NHS England would delegate the exercise of certain specified primary care commissioning functions to a CCG. 3. In accordance with its statutory powers under section 13Z of the National Health Service Act 2006 (as amended). NHS England has delegated the exercise of the functions specified in Schedule 2 to these terms of reference to NHS Dudley CCG. The delegation is set out in Schedule 1. 4. The CCG has established the NHS Dudley CCG Primary Care Commissioning Committee (“Committee”). The Committee will function as a corporate decision- making body for the management of the delegated functions and the exercise of the delegated powers. 5. It is a committee comprising representatives of the following organisations:  NHS Dudley CCG; and  The Office of Public Health, Dudley Metropolitan Borough Council A representative from NHS England will also be in attendance Statutory Framework 6. NHS England has delegated to the CCG authority to exercise the primary care commissioning functions set out in Schedule 2 in accordance with section 13Z of the NHS Act. 7. Arrangements made under section 13Z may be on such terms and conditions (including terms as to payment) as may be agreed between NHS England and the CCG.
The use of multiple inductors in multiple configurations is intended to break up any self-resonances caused by stray capacitance and inductance. The intent is to create a broadband inductor. Inductor holder two pieces of wood 2.5” x 0.75 x 7.0” hole centers are 1.0 inches from long top edge #1 @1.625” 1.125” hole #2 @ 3.75”, 1” hole #3 @5.25”, 0.5 x 1” elongated hole Cut and drill as one stack. Cut each for mounting (5/8” x 5/8”) then drill and sand. Electrical steel:
This section may be a duplicate; deprecate Glass capacitor (3 panes of glass 16” x 20” x 0.125”) (1/4 scale, plan view, looking down the long dimension of the glass) capacitor is self contained in a plywood box with a bottom. Inside dimensions are 16.75” x 23” x 8.125”. Spacing between panes is about 1.625”. Clearance of pane to inside edge (length) is 0.25 on either end. The 4” dead space at the top of the box is used for corner reinforcement. Panes are actually 1/16” thick, not 1/8” thick. Plywood is 5 ply and ½” thick. Plies are thin. Pieces are: two 16.75” x 23” two 9.25” x 23” one 20.25” x 9.125” (base; base adds 1.25” on both ends to accommodate fasteners.) Panes fit into 3/16” wide slots cut into four wood strips (1.5” x 0.75” x 8.125” ) glued to inside of box. Grooves are cut 0.5” deep at locations shown. Nov 2017: The plywood turned out to be terrible in quality. Numerous de-laminations had to be fixed.
9 10 11 12 2 3 4 5 6 7 8 9 10 11 12 2 3 4 5 6 7 8 9 10 11 12 MOV is 130 volt (130L20 0224) Soft start thermistor Aqua-rite Thermistor AS32 2R025, 1.18” (30 mm)
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acceptance and welcome to these new members of our Parishes and society. stories, food, etc. These posters should be displayed in the classroom or open areas for others to view. Class- Teacher explains to the children about The One Scotland Many Cultures Campaign. Discuss with the class how different cultures have enriched our country. Children design and make their own anti-racism poster. Groups – Children divide into groups and through short dramas portray how we should welcome new migrant communities into our parish and society. Each group will evaluate the effectiveness of each group’s drama. KEY VOCABULARY - heritage, culture, welcome Drama Evaluation Forms
We thank you Lord for bringing us together to recall with tenderness and respect those who lost their lives from this community and the many thousands from further afield. We pray for all those still caught up in conflicts across the world. May we be so inspired by their spirit of love and courage. Let us all pray for peace, the peace that comes from your love Oh Father. Let us pray to the Lord. Amen Whilst reflective music is playing each child places a poppy on the altar. Child A prayer for peace Peace is the gentle lapping of the waves across the sandy beach. Snow softly falling on a winter’s night. The flight of a bird The smile on a baby’s face. Reading quietly from a favourite book, Every night when we settle down to sleep. Peace is a happy heart, when we are content. Lord, grant us all peace. Amen Leader Leader starts - Eternal rest… May the souls of the faithful departed…
As an example, the formula uses various proxy indicators to calculate a SEN element. This is purely notional and is neither a minimum nor maximum spend guide. Schools must meet the needs of all pupils’ SEN in their school from the whole budget, regardless of the SEN notional amount (see 3.8) generated by the formula. LA schools will receive notification of their budgets for the forthcoming year on the 26 February. The funding in this guidance relates to a budget allocation for the financial year April to March. All pupil-related elements of funding, unless stated, are based on the October census that precedes the February budget notification. Funding is for a 12 month period and is not normally adjusted for individual changes to data during the year. This principle is intended to give schools certainty over the funding they have available for the year to assist forward planning. It provides a degree of cushioning against pupil number reductions as any loss of pupils, typically in September, will not affect the budget until the following year. There is some assistance for Growth in Pupils numbers, see . The EFA will replicate the LA’s process for calculating the academies ISB. An academies financial year runs for the period September to August and will be based on the LA’s financial year April to March. LA Schools Academies Formula budget -School Budget Template – guidance section 2 Link Mainstream School Budget Template, tabs- Year 1, Year 2, Year 3 and MFG Formula budget – General Accounting Grant (GAG) statement issued by the EFA – guidance section 2 Growth Funding – guidance section 5 Growth Funding – guidance section 5 Mainstream High Needs Funding – guidance section 3 Mainstream High Needs Funding – guidance section 3 Link 2016-17 Academy template – tab High Needs Mainstream Specialist Resource Provision (SRP) – guidance section 3 Specialist Resource Provision (SRP) – guidance section 3 Early Years Funding – guidance section 4 Early Years Funding – guidance section 4 Section 1 - Formula Factors This part of the budget book relates to both LA schools and academies, however the funding for academies will not be passed to them by the LA, instead it will be passed to them by the EFA through their General Annual Grant (GAG). Note: In general the source of sections 1.1 to 1.27 are taken from the
Fans Stereo systems Checks and maintains all lighting instruments for safety and reliability. Checks and maintains all power cables for safety and reliability. Maintains safe and neat storage of all instruments and other equipment when not in use. Maintains an inventory of lamps for all instruments. Works with the Technical Director and the Master Carpenter to coordinate work on stage for the benefit of all. Performs light check during the run of a show one and one half hours before curtain time and one hour before the house is to open. Notifies the Stage Manager upon completion of the pre-show light check. Notifies the Stage Manager immediately if there are any problems at light check Fixes any problems and notifies Stage Manager upon completion. Notifies Stage Manager of any problems with lighting during the performance so that it might be noted on the Stage Manager’s Production Report. Runs light board during the performance. Rigs and wires any special effects that need electricity including but not limited to: Flash pots Smoke/Fog machines Pyrotechnics (Loading by the TD or his representative only) Neon Lights (ie signs) Motors and motorized equipment Is responsible for striking all practicals before set crew begins to strike the set. (all lamps etc. to be turned over to props for storage) Is responsible for the striking and storage of all lighting instruments and cables not left hanging when the production ends. Is responsible for striking and storage of all special effects that deal with electricity (see previous list) Is responsible for rigging backstage work lights for performance and gelling the same. Is responsible for rigging any backstage work lights needed for building or striking the set (i.e. stand lights) Master Carpenter and Set Crew Duties and Responsibilities Tape out the set on rehearsal space floor before rehearsals for the play begin. Leg up all platforming and risers for the stage area. Lay out all soft, hard, or movie flats and other scenic units. Build all flats and scenic units. Erect all flats and scenic units onstage. Coordinates with the Technical Director and the Stage Manager so that construction onstage does not interfere with rehearsals or performances. The Master Carpenter assigns set building crew to specific tasks, and supervises the same, to include but not limited to: Loading, unloading, moving, or storing materials. Loading, unloading, moving, or storing set scenic pieces. Cleaning up stage or backstage. Cleaning up in the shop.
Primary Sports Camp Saturday 22nd October 2016 WheelPower - British Wheelchair Sport will be hosting a Primary Sports Camp at Stoke Mandeville Stadium, Aylesbury on Saturday 22nd October 2016. Entry and Payment forms are attached. The Primary Sports Camp is open to children with physical or mild sensory impairments between the ages of six and eleven years old. We shall also welcome entry forms from those children who would not traditionally fit within ‘disability sport classification’ such as those with dyspraxia, epilepsy or some form of internal organ dysfunction or absence. The aim of this broader definition is to make some form of provision for those children who are unable to ‘fit in’ to mainstream PE/Sport Provision but who also do not qualify for disability provision. All are welcome to attend the camp and coaches will attempt to include parents, teachers and escorts in the activities. Registration will commence at 9.15 am and participants are asked to be prompt. The Camp will end at 4 pm. Activities will include Basketball, Boccia, Bowls, Kurling, Table Games, Tennis, Zone Hockey and a Fun Session. Accommodation, if required, will be available at the Olympic Lodge, Stoke Mandeville Stadium. The entry fee is £9.00 with lunch provided. Accommodation, if required, will be available. A twin room costs £25.00 per night (based on 2 people sharing). Please indicate on your payment form if you require accommodation and please add the additional payment. Breakfast is an additional £3.00. If you require any further information please do not hesitate to contact WheelPower – British Wheelchair Sport on 01296 395995 or e-mail . An electronic version of the form is available. We look forward to welcoming you to the Camp. Stewart Jeeves Sport Development Officer WheelPower Entry Form
Evidence pre-screening tool Instructions The purpose of this form is to assess if research findings have sufficient strength of evidence and relevance to primary care practices. You can use this with study abstracts or a full text description if the abstract is missing or does not contain enough information to answer the questions below. We recommend review by a staff person trained in reading clinical research articles in consultation with a primary care clinician who can provide input on whether a study’s topic and setting are relevant to primary care practice. Study type (level of evidence). Note, additional assessment of study quality is recommended. ☐ Randomized Controlled Trial ☐ Systematic review ☐ Unsure ☐ Longitudinal cohort study ☐ Other Significance: Are the patient or operational outcomes (positive or negative) statistically significant? ☐ Yes ☐ Unsure (either you can’t tell at all or mixed results) ☐ No Relevance: Are the outcomes a common or serious problem in primary care (illness burden)? ☐ Yes ☐ Unsure ☐ No Full-text review? SELECT IF ALL ROWS ABOVE ARE CHECKED ☐ Yes SELECT IF ANY ROWS ABOVE ARE CHECKED ☐ No Additional tracking information for reference Setting: Was the study/innovation conducted in a primary care setting? ☐ Yes ☐ Unsure ☐ No Condition: What underlying condition was addressed? Select from the list below. If there is a condition that you think is relevant but is not on the list, Condition 1: Condition 2: Condition free text: ☐ N/A
note it here. *List of common conditions included the following, based on National Ambulatory Medical Care Survey 2010: Twenty leading principal reasons for office visits; 23 diagnostic clusters accounting for >1% total diagnoses; and clinical input from Laura-Mae Baldwin, MD, MPH and Michael Parchman, MD. Anxiety Arthritis Asthma Attention deficit disorder Back pain Bronchitis Cancer (e.g., prevention, screening, surveillance, survivorship) Cardiovascular disease (including coronary artery disease, coronary heart disease, peripheral vascular disease, peripheral artery disease, hypertension, hyperlipidemia, stroke, venous thrombosis) Chronic/outpatient infectious diseases (e.g., upper respiratory infection, pneumonia, strep, pelvic inflammatory disease, pharyngitis, HIV, Hepatitis C, urinary tract infection) Contraception Chronic obstructive pulmonary disease Degenerative joint disease Dementia (including Alzheimer's) Depression Dermatitis, skin rash Diabetes Gynecological exam Headache Health care maintenance (e.g., prevention, screening, tobacco, substance use, exercise, diet, immunizations) Medication (including management, adverse events) Menopause Musculoskeletal disorders Neck pain Obesity Osteoporosis/fractures Otitis, ear infection Pain management Pregnancy Prenatal exam, routine Shoulder symptoms Sinusitis Stomach and abdominal pain, cramps, spasms Thyroid disease Vision dysfunctions Well baby exam
activities. What we are doing Cost Why we are doing it Sustainability Expected outcomes Evaluation To re-apply for the Sainsbury’s Gold Award. Time for PE coordinator to attend meetings, collect evidence and run activities 12 x 1/2 days @ £85 = £1020 To provide a focus for sports/PE development in the school and to promote sports to children and parents. Moving up from Bronze to Silver to Gold has sustained the interest & participation of pupils in sport across the school. Time given to PE lead fortnightly Children and staff to be proud of our award and to want to work towards the Gold Award. Continues to promote our school as a ‘sports school’. Extend participation in inter-school competitions transport to events 20 x £60 minibus = £1200 Subscriptions to enable participation in competitions c. £150 Supply cover for teachers: 10 ½ days @ £85 = £850 To enable more children to compete in a greater range of competitions. Several staff members are now sports coaching to enable a pool of teachers willing to run events and clubs. Increased participation competitive activities. Increased exposure for the school to competitive sports. . Third team school team kit £1000 To enable 3 teams to be entered per competition The kit will enable several teams to compete at the same competition. More teams entered into competitions with other schools. Total £63, 000 School Share £51,539 What we are doing (non-funded) What we are doing Details Why we are doing it Sustainability Expected outcomes Evaluation After school clubs Range of clubs developed to encourage those who do not like sport to participate including girls only clubs. To encourage those who do not normally participate to develop a healthy lifestyle Clubs run by teachers and by paid coaches to enable more clubs to run. Greater take-up by girls, SEND and disadvantaged pupils. To run cross cluster and Salford wide competitions at our school to encourage pupils to participate in inter-school challenges and to support other local schools. School facilities used for Salford Football Competition (October 2015) & other competitions as available. To promote cross school challenge. To encourage pupils to play games against opposition who they do not know. A TA is employed to develop these opportunities. At least 3 competitions run over the year. One competition to be for lower school teams. Lunchtime clubs & playground leaders Play leaders trained to support activities on the Encourage structured exercise for pupils at A TA is employed to develop this in school. More pupils taking part in structured active activities at lunchtimes.
agreements which might be filed to initiate the period of separation required, which had been April 27, 1966, and at one time was August 1, 1966, was eliminated in 1970 so that an agreement of whatever date might be filed and after the passage of the designated time the divorce action could be brought. Where parties have lived separate and apart pursuant to a separation agreement for the requisite period, the husband is entitled to a divorce and the wife's contention that he had not told her he would use the agreement as a basis for a divorce is without merit, since nothing in the statute requires either party to declare his intention to use or not use the agreement as a ground for divorce. It also has been held that a stipulation agreement made in open court and read on the record, to the effect that the parties are to live separate and apart in the future, is tantamount to a separation agreement, so as to provide the basis for an action for divorce under Domestic Relations Law 170(6), after the parties have lived apart for the requisite period. 1. Proof of Living Separate In an action for a divorce based upon the ground that the plaintiff and the defendant have lived separate and apart for the requisite period either pursuant to a judgment of separation or a written separation agreement, substantial compliance by the plaintiff with the terms and conditions of the judgment or agreement must be shown, as well as the fact that the living apart has been uninterrupted for the requisite statutory period. E. IMPRISONMENT The Domestic Relations Law provides, in Section 170(3), that an action may be
PL-P-LPW-S-6 : when participating in a variety of physical activities and games: PL-P-LPW-S-6a: explain why rules are used (e.g., safety, fairness) PL-P-LPW-S-6b: differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) PL-P-LPW-S-6c: practice cooperation strategies with partners and small groups 5 PL-P-LPW-S-7: demonstrate and describe the concept of sportsmanship (e.g., rules, fair play) in regard to games and activities 5 PL-P-LPW-S-8: identify and explain how spectator behaviors influence the safety and enjoyment of sports and games 5 PL-P-LPW-S-9: explore and identify a variety of physical activities that enhance the health related fitness components 5
Term: Class: 30-50 Emerging 30-50 Developing 30-50 Secure 40-60 Emerging 40-60 Developing 40-60 Secure ELG Emerging ELG Expected ELG Exceeding Personal, social and emotional Development Making relationships Self-confidence and Managing feelings and behaviour
Section 1: Standard Specifications Auditor Note - Indicate if current versions of the following AASHTO & ASTM standards are available at the plant. AASHTO ASTM Please check if this test is not done for your products Standard Specification for Geotextile Specification for Highway Applications M 288-06 Standard Test Method for Measuring Mass per Unit Area of Geotextiles ASTM D5261-10 Standard Test Methods for Water Permeability of Geotextiles by Permittivity ASTM D4491- 99a (09) Standard Test Method for Determining Apparent Opening Size of a Geotextile ASTM D4751-04 Standard Test Method for Grab Breaking Load and Elongation of Geotextiles ASTM D6432-11 Standard Test Method for Trapezoid Tearing Strength of Geotextiles ASTM D4533-04 (09) Standard Test Method for the Static Puncture Strength of Geotextiles and Geotextile-Related Products Using a 50-mm Probe ASTM D6241-04 (09) Standard Test Method for Deterioration of Geotextiles from Exposure to Ultraviolet Light and Water Type Apparatus) ASTM D4355-07 Standard Test Method to Determine Asphalt Retention of Paving Fabrics Used in Asphalt Paving for Applications ASTM D6140-00 (09) Standard Test Methods for Identification of Fibers in Textiles (melting point) ASTM D276-00a (08) Comments: Company Test Procedures: Please provide hard copies or electronic copies of any company test procedures used at this plant as substitutes for the standard quality control test procedures listed above. Section 2: Geotextile Products Produced by the Plant Product Line Product Designation
C. Word/Phrase Dimension (multiple meanings of words, general, specific, and technical language) Do the materials address language features at the word/phrase dimension in a consistent manner for all identified proficiency levels? Yes No Are words, expressions, and phrases represented in context? Yes No Is the general, specific, and technical language appropriate for the targeted proficiency levels? Yes No Is the general, specific, and technical language systematically presented throughout the materials? Yes No Justification: Provide examples from materials as evidence to support each “yes” response for this section. Provide descriptions, not just page numbers. 1) 2) 3) 4) 3. Performance Definitions The WIDA Performance Definitions define the WIDA levels of language proficiency in terms of the three dimensions of academic language described above (discourse, sentence, word/phrase) and across six levels of language development. Representation of Levels of Language Proficiency Do the materials differentiate between the language proficiency levels? Yes No
Pulse Systems…………………………………pqri@pulseinc.com 800 444-0882 Rabbit Healthcare Systems……………………512 338-3338 RT-MediBus Technologies Pvt. Ltd…………..support @ rtmedibus.com 1-989-607-9489 Hospitalist…………………………*e mail (Medicalrecords.com) Physician Corp. Son Information Systems Inc………………..sales@ son-is.com 1-919-667-8307 Info @ son-is.com Soren Technology…………………………..*e mail (no phone) Spring Medical Systems Inc………………..info@springmedical.com 281-537-0186 () TechSoft Inc………………………………..sales@medstech.com 1-888-469-8737 TecNex Systems LLC……………………...mdconsultants@tecnex.net 1-800-606-8004 Valant Medical Solutions Inc………………sales@valantmed.com 1-888-774-0532 ext 1 VeinDraw…………………………………..*e mail 877 VEIN (8346) VIP Medicine LLC…………………………*e mail 800 652-3739 Sales: 201 675-1507 VIPA Health Solutions LLC……………….rgarcia @vipahealth.com (Ruben Garcia) 305 227-7780 WorldVista…………………………………info@worldvista.org 1-240-793-7436
Unit Goals: • Understand relationships among factors, multiples, divisors, and products • Recognize and use properties of prime and composite numbers, even and odd numbers, and square numbers • Use rectangles to represent the factor pairs of numbers • Develop strategies for finding factors and multiples, least common multiples, and greatest common factors • Recognize and use the fact that every whole number can be written in exactly one way as a product of prime numbers • Use factors and multiples to solve problems and to explain some numerical facts of everyday life • Develop a variety of strategies for solving problems—building models, making lists and tables, drawing diagrams, and solving simpler problem Lesson Objective: -The student will be able to determine factors of their special number and find the greatest common factor of their special number and another number -The students will be able to generate multiples of their special number and find the least common multiple of their special number and another number -The student will be able to determine factorizations of their special number including the prime factorization -The student will be able to classify their special number as prime or composite, as even or odd and as abundant, deficient or perfect State Standards: 6NJ 4.1.A.7, 6NJ 4.4.D.1, 6NJ 4.5.C.1, 6NJ 4.5.E.1, 6NJ 4.5.A.2 Goals: Methods: (e.g., Anticipatory Set, Introduce and Model New Knowledge, Provide Guided Practice, Provide Independent Practice) At the beginning of Prime Time students were asked to pick a number from 3-100. The number is going to be their special number. After each investigation the students are directed to take notes on their special number. The following items are things they should focus on when taking notes. In your notebook: • record your number, • explain why you chose that Number, • list three or four mathematical facts about your number, • list three or four connections you can make between your number and your world After the book is completed the students will choose a way to display the concepts they learned in Prime Time and how they apply to their special number. The projects will be scored using a rubric. Materials Prime Time book Notes on special number Computers Poster board Crayons Markers
UDL Principles: Multiple means of representation Multiple means of actions Multiple means of engagement The students will represent the concepts from the Prime Time book through various options of perception, language/symbols and comprehension The students will express their knowledge of the concepts from Prime Time through various options of physical actions, expressive skills / fluency and executive functions The students will be engaged utilizing the concepts of Prime Time through options of recruiting interest, sustaining effort / persistence and self regulation
Category Essential Desirable 6. Teaching and Learning (Continued) Understanding of the characteristics of an effective learning environment and the key elements of successful behaviour management Successful experience in creating an effective learning environment and in developing and implementing policy and practice relating to behaviour management 7. Leading and Managing Staff Experience of working in and leading staff teams Experience of working with ‘governors’ to enable them to fulfil whole-school responsibilities Ability to delegate work and support colleagues in undertaking responsibilities Successful involvement in staff recruitment,/induction, understanding needs of a Catholic school Experience of performance management and supporting the continuing professional development of colleagues Understanding of how financial and resource management enable a school to achieve its educational priorities Understanding of effective budget planning and resource deployment 8. Accountability Ability to communicate effectively, orally and in writing to a range of audiences – e.g. staff, pupils, parents, ‘governors’, parishioners and clergy Experience of presenting reports to ‘governors’ Experience of effective whole-school self-evaluation and improvement strategies Understanding the criteria for the evaluation of a Catholic school Ability to provide clear information and advice to staff and governors Leading sessions to inform parents Secure understanding of strategies for performance management Experience of offering challenge and support to improve performance 9. Skills, Qualities & Abilities High quality teaching skills Strong commitment to the mission of a Catholic school Commitment to their own spiritual formation and that of pupils High expectations of pupils’ learning and attainment Category Essential Desirable
Staff/pupil relationships 13 Child protection procedures 14 Recognising 14 Four categories of abuse 14 Bullying 15 Indicators of 15 Impact of abuse 16 Taking action 16 If you are concerned about a pupil’s welfare 16 If a pupil discloses to you 17 Notifying parents 17 Referral to children’s social care 18 Children with sexually harmful behaviour 18 Sexual exploitation of children 18 Female Genital Mutilation 18 Forced Marriage 19 Radicalisation and Extremism 19 Private fostering arrangements 19 Reporting directly to child protection agencies 21 Related safeguarding portfolio policies 21 Special Circumstances 21 Looked after children 21 Work Experience 22 Children staying with host families 22 Boarding Schools and Children’s Homes 22 Designated Safeguarding Lead............................................................... Date:................................................... Deputy Designated Safeguarding Lead(s) ................................................... Date:................................................... Headteacher Date:................................................... Nominated Governor ………………………………………………………………….. Date:.……………………………………………….
Primer on Best Preventive Behavior Management Practices George Sugai, Brandi Simonsen, Jen Freeman, and Susannah Everett Centers for Behavioral Education and Research and on Positive Behavioral Interventions and Supports University of Connecticut Version 14 April 2015 DRAFT PURPOSE The purpose of this primer is to provide an overview of recommended practices for student behavior within effective school-wide and classroom systems. To be most useful, the implementation of these responses and supports should be led by a team and integrated within a multi-tiered positive support framework in which all students have maximum opportunities and direct access to effective academic and behavior instruction curricula school and classroom wide. GUIDING PRINCIPLES The following guiding principles reflect a positive behavior support perspective and should be applied across all school and classroom responses to student behavior. Professional Respond in manner that is business-like, objective, neutral, impartial, unbiased
2nd time: Quick reteach Closing transition Close positively w/ student name “Ashley, good job w/….” “Nick, thank you for….” “Jorge, mucho gracias…” BASIC TEACHING APPROACH A common and basic teaching approach (below) is used (below) for both academic and social behaviors. Teaching and learning important academic and social behaviors is characterized as follows (Wes Becker, Doug Carnine, Geoff Colvin, Zig Engelmann, Ed Kame’enui, Deborah Simmons): Direct Student engagement is teacher led Active Opportunities to respond are many, overt, and observable Explicit Presentations of skill or concept are clear Unambiguous Examples and non-examples are carefully selected Planned Activities developed and sequenced to lead directly to specific outcomes Informed Instructional decisions guided by student responsiveness Validated Outcomes and instruction are important to all
The next industrial revolution has already begun. The capabilities of Additive Manufacturing (AD) also known as 3D printing is rapidly lowering the barriers to entry for manufacturing, product design and disruption to supply chain management. The same way the internet enabled on-line retailers who previously could not compete due to minimal footprint, small to medium OEM’s can strategically incorporate additive manufacturing to develop competitive advantage. The following information should broaden your perspective and generate the recognition for strategic thinking at the highest corporate level. AN INDUSTRY ON THE RISE Global 3D printing market forecast to be worth $3.32 billion by 2014 Visiongain – May 2014 Additive manufacturing is transforming the way manufacturing is done throughout the world. Unlike traditional manufacturing methods that mill or cut away from a slab of metal to produce a part, additive manufacturing (also referred to as 3D printing) "grows" parts directly from a CAD file using layers of fine metal powder and an electron beam or laser. The result is complex, fully dense parts without the waste, manufactured in a fraction of the time it would take using other methods. Due to its innovative and disruptive nature, additive manufacturing is being called The Next Industrial Revolution. – GE Aviation website 3D Printing Starting the Next Industrial Revolution June 2013- MSN News PRODUCT DESIGN Breaking with traditional manufacturing techniques, such as casting and machining material, gives GE product designers far greater flexibility. Additive manufacturing machines work directly from a computer model, so people can devise completely new shapes without regard for existing manufacturing limitations. “We can make configurations that we just couldn’t before,” Little says, GE’s chief technology officer. . GE engineers are starting to explore how to use additive manufacturing with a wider range of metal alloys, including some materials specifically designed for 3-D printing. GE Aviation, for one, is looking to use titanium, aluminum, and nickel-chromium alloys. A single part could be made of multiple alloys, letting designers tailor its material characteristics
ONE POINT FUNDING APPLICATION DOCUMENTATION CHECKLIST PRIMARY AND SECONDARY DATE APPLICATION RECEIVED: INITIALS: NAME: SCHOOL: PANEL: DATE: APPLICATION COMMENTS Child details entered School or setting named Parental / responsibility signature Head teacher / Manager signature SENCo signature Banding entered for each category Primary need(s) identified Desired outcomes – define child’s targets Professionals involved listed (if any) Social work involvement (if appropriate) ADDITIONAL DOCUMENTS COMMENTS Pen portrait to include: Childs strengths and weaknesses Interventions tried and impact Pupils current progress (tracker or national curriculum levels) Information relating to the pupils home circumstances and any Social Care involvement (if relevant) Reference any provision from Stockton Borough Council’s Local Offer Details of engagement with parents and their thoughts regarding the future support for their child. Details of pupils views regarding their future support and care. Annotated Local Offer Professional reports (if any) SEN Support Plan – to include parent/carer signature COSTED PROVISION MAPS Costed Provision Maps– all 7 tabs must be completed for two terms COMMENTS In class support Withdrawal provision Non curricular support Additional resources Pupil timetable Costed provision Provision review Parent / carer signature on the front cover of the costed provision maps NOTES:
Collective Worship Refer to Section 48 Framework January 2018 grade descriptors Inadequate Requires improvement Good Outstanding CW1 How well pupils respond to and participate in the school’s Collective Worship CW2 The quality of Collective Worship provided by the school CW3 How well leaders and governors promote, monitor and evaluate the provision for Collective Worship OVERALL GRADE FOR COLLECTIVE WORSHIP 1. Monitoring – How is Collective Worship monitored? 2. Areas of Strength - Impact 3. Areas for Development
of a good European library was worth the whole native literature of India and Arabia. The intrinsic superiority of the Western literature is, indeed, fully admitted by those members of the Committee who support the Oriental plan of education. How, then, stands the case? We have to educate a people who cannot at present be educated by means of their mother-tongue. We must teach them some foreign language. The claims of our own language it is hardly necessary to recapitulate. It stands preeminent even among the languages of the west. It abounds with works of imagination not inferior to the noblest which Greece has bequeathed to us; with models of every species of eloquence; with historical compositions, which, considered merely as narratives, have seldom been surpassed, and which, considered as vehicles of ethical and political instruction, have never been equalled; with just and lively representations of human life and human nature; with the most profound speculations on metaphysics, morals, government, jurisprudence, and trade; with full and correct information respecting every experimental science which tends to preserve the health, to increase the comfort, or to expand the intellect of man. Whoever knows that language has ready access to all the vast intellectual wealth, which all the wisest nations of the earth have created and hoarded in the course of ninety generations.
Station One Answer the following questions for each picture. What is going on in the picture? How does the picture relate to the Great Depression? Station Two Who is being interviewed? (Not just their name, a description) What effects did the Dust Bowl have during the Great Depression?
CLAUSE 9 GENERAL TARIFF REGIME The Concessionaire Corporation undertakes to set tariffs of registered service in strict accordance with the laws that, concerning the purpose, has issued or issues OSIPTEL. In this sense, the Concessionaire Corporation may freely determine the rates for telecommunications services rendered, provided they comply with the tariff system established by OSIPTEL. Depending on the type of service and in case the tariffs set by the Concessionaire Corporation for the provision of the registered service, were above the corresponding to the application of the provisions of OSIPTEL, the Concessionaire Corporation shall be required to comply with the measures dictated by OSIPTEL in each case. OSIPTEL may choose not to setting ceiling rates due to the competition between enterprises, a reasonable rate is guaranteed for the benefit of the user. Also, it is agreed that, in accordance with applicable laws and regulations, the Concessionaire Corporation will not receive a less favorable tariff to other operators of the Public Telecommunications Services with which it competes. CLAUSE 10 INTERCONNECTION The Concessionaire Corporation has during the period of the concession, the right and the obligation to interconnect with other networks of Public Telecommunications Services, in accordance with this contract, the Fundamental Technical Plan for Signage and other basic technical plans of the National Telecommunications Plan, the principles of neutrality, non-discrimination and equality of access and the terms and conditions agreed between the Operators and the provisions of the applicable laws and regulations. CLAUSE 11 RULES OF COMPETENCE 11.1 General Provisions The Concessionaire Corporation is committed to do not make directly or indirectly or distort free and fair competence. 11.2 General Prohibition to make Crossed Subsidies
DOCUMENT 3: Law from Charlemagne Concerning Freemen and Vassals, A. D. 816. Law from Charlemagne Concerning Freemen and Vassals. 816. “Documents Illustrative of Feudalism," in Translations and Reprints from the Original Sources of European History, Dana Carlton Munro, ed., vol. 4, no. 3. Philadelphia: Department of History of the University of Pennsylvania, 1902. Primary Sources: Documents Illustrative of Feudalism. Sam Houston State University. Web. 31 March 2011. DOCUMENT 4 Capitulary of Mersen , A. D. 847. Capitulary of Mersen. A.D. 847. “Documents Illustrative of Feudalism," in Translations and Reprints from the Original Sources of European History, Dana Carlton Munro, ed., vol. 4, no. 3. Philadelphia: Department of History of the University of Pennsylvania, 1902. Primary Sources: Documents Illustrative of Feudalism. Sam Houston State University. Web. 31 March 2011. DOCUMENT 5: Grant of a Fief, A.D. 1167. Grant of a Fief, 1167. “Documents Illustrative of Feudalism," in Translations and Reprints from the Original Sources of European History, Dana Carlton Munro, ed., vol. 4, no. 3. Philadelphia: Department of History of the University of Pennsylvania, 1902. Primary Sources: Documents Illustrative of Feudalism. Sam Houston State University. Web. 31 March 2011. DOCUMENT 6: Legal Rules for Homage and Fealty. Legal Rules for Homage and Fealty. n.d. “Documents Illustrative of Feudalism," in Translations and Reprints from the Original Sources of European History, Dana Carlton Munro, ed., vol. 4, no. 3. Philadelphia: Department of History of the University of Pennsylvania,