zilongwang/ReadingBank huggingface dataset:
Primary Sports Grant Spending 2015/2016 Total Grant = £10,687 Cost Element Amount Cluster Sports Coordinator Time (proportion paid by each school in the cluster) £1,620 School Sports Coordinator Time £1,640 Sports Teaching Assistant Hours £836.94 Additional Teaching Assistant hours used for Sporting opportunities (including extra-curricular clubs, attending events etc) £954.97 Staff release time (to coach and accompany pupils to attend sporting events) £960 Transport costs to attend Sporting events £1,085 Professional Development (Course Tutors and staff release time) £320 Sports Coaches (bought into school to enhance pupils opportunities) Worcestershire County Cricket, Rugbytots, Football academy, Golf academy. £2,340 Sports Equipment (new opportunities and replacement equipment) £559.20 Trophies/Medals for events £ 247.98 Venue Hire £120 Sportsafe check £40 Total £10,724.09
Assessment Team Robertson House SROB202 Six Hills Way Stevenage, Herts, SG1 2FQ Tel: 01438 844863 F.A.O. Headteacher, SLT, Email: hfl.assessment@hertsforlearning.co.uk Assessment Leader Date: 18th July 2017 Dear Colleague This is my final assessment update of the academic year. It has been another very busy but successful year. There are a few items I would like to draw to your attention before this term reaches its conclusion. Provisional results – EYFS, KS1, KS2 Data is at this stage still provisional and subject to minor changes, but the provisional results for Herts and nationally are as follows: EYFS: Herts - 72% achieving the Good Level of Development (GLD); nationally – 71% KS1: Subject Performance Descriptor Herts 2017 (%) National 2017 (%) Reading (Teacher Assessment) Expected Standard+ 79 76 Greater Depth 32 25 Writing (Teacher Assessment) Expected Standard+ 71 68 Greater Depth 21 16 Mathematics (Teacher Assessment) Expected Standard+ 77 75 Greater Depth 25 21 Science (Teacher Assessment) Expected Standard 86 83 KS2: Subject Performance Descriptor Herts 2017 (%) National 2017 (%) Reading (Test) Expected Standard+ 76 71 Higher Standard* 30 24 Writing (Teacher Assessment) Expected Standard+ 79 76 Greater Depth 24 18 Mathematics (Test) Expected Standard+ 77 75 Higher Standard* 26 22
Less: Federal capital gains tax (15%) $1,200,000 $1,200,000 Equals: Net assets after federal tax $8,800,000 $8,800,000 Less: Massachusetts capital gains tax (5.3%) $0 $424,000 Equals: Net assets after federal and state tax $8,800,000 $8,376,000 Plus: Appreciation on net assets over ten year period, at 6%/year $15,759,460 $15,000,140 Additional value realized by creating the New Hampshire APT shelter trust $759,320 $0 The Granite State’s modern and progressive trust statutes offer Massachusetts families and their attorneys and wealth advisors the proverbial opportunity to have their cake and eat it too. Massachusetts resident advisors can carry out to the fullest extent a trustee’s fiduciary duty “to preserve the trust property,” without having to sacrifice their client relationships. To be sure, careful attention must be paid to structuring the trust properly to optimize the benefits of favorable trust jurisdiction. Rewards for this attention to detail include long term security, investment flexibility, confidentiality and mutually beneficial wealth preservation.
Primer Brainstorms Pendleton Portland Albany Data disaggregation Diversity Equality Historically marginalized Historical trauma Institutional racism Minority Social justice Underrepresented Ageism Bias Belonging Denial Double consciousness Group identity Interest convergence POC Racialization Responsibility Undocumented Victim Acceptance Accountability Action Collaboration Community Discomfort Engagement Guilt Ideological Differences Inclusion Intention Justice Lived experience Positionality Power Structures Realness Resentment Respect Welcoming
Popper 02 Question 8 “There are 10 kinds of people in the world…those who know binary and those who don’t.” Computer science tee shirt. Let’s make a number line with base 10 on top and base 2 on the bottom
# p Mp Mp digits Discovered Discoverer Method used 1 2 1 c. 430 BC 2 3 1 c. 430 BC Ancient Greek mathematicians 3 5 2 c. 300 BC Ancient Greek mathematicians 4 7 3 c. 300 BC Ancient Greek mathematicians 5 13 8191 4 1456 Anonymous 6 17 131071 6 1588 Trial division 7 19 524287 6 1588 Pietro Cataldi Trial division 8 31 10 1772 Enhanced trial division 9 61 2305843009213693951 19 1883 November **10 89 618970019…449562111 27 1911 June 11 107 162259276…010288127 33 1914 June 1 Lucas sequences 12 127 170141183…884105727 39 1876 January 10 Lucas sequences 13 521 686479766…115057151 157 1952 January 30 / 14 607 531137992…031728127 183 1952 January 30 Raphael M. Robinson LLT / SWAC 15 1,279 104079321…168729087 386 1952 June 25 Raphael M. Robinson LLT / SWAC 16 2,203 147597991…697771007 664 1952 October 7 Raphael M. Robinson LLT / SWAC 17 2,281 446087557…132836351 687 1952 October 9 Raphael M. Robinson LLT / SWAC 18 3,217 259117086…909315071 969 1957 LLT /
September 8 19 4,253 190797007…350484991 1,281 1961 November 3 Alexander Hurwitz LLT / 20 4,423 285542542…608580607 1,332 1961 November 3 Alexander Hurwitz LLT / IBM 7090 21 9,689 478220278…225754111 2,917 1963 May 11 LLT / 22 9,941 346088282…789463551 2,993 1963 May 16 Donald B. Gillies LLT / ILLIAC II This is from Wikipedia, too Let’s look at this chart closely…do you see where the chartmakers ran out of space because of the size of the Mersenne Primes? Now let’s look at some base 2 numbers and expand them and see this connection!
Pre-Licensing Advice Current Proposed 2015-16 $ 2016-17 $ Increase % Not available Not applicable All licence types 250 per hour (ex GST) Not applicable Seafood Retailer Current Proposed * Throughput 2015-16 $ Throughput 2016-17 $ Increase % Not applicable 615 Not applicable TBD TBD Note: * For all fees listed as ‘To Be Determined’ (TBD), the existing fees payable by these licensees will be indexed from 1 July 2017 in line with the rate published by the Treasurer. Seafood Wholesaler Category A # Current Proposed * Throughput 2015-16 $ Throughput 2016-17 $ Increase % Up to 200 tonnes 820 Up to 200 tonnes TBD TBD 201 to 400 tonnes 1,232 201 to 400 tonnes TBD TBD 401 to 1,000 tonnes 2,868 401 to 1,000 tonnes TBD TBD
18. 35 × 18 2 For Exercises 24–27, replace m with a whole number to make each statement true. 24. 7(4 + m) = 49 answer: m = 3 25. 8(m − 3) = 56 26. m • 10 − m • 2 = 8 27. m • 10 + m • 13 = 138 For Exercises 28–31, circle the expression that has the greater value. 28. 3 + 4 • 2 (3 + 4) • 2 29. 12 ÷ 6 • 2 12 ÷ (6 • 2) 30. 11 • 2 + 1 16 − 5 • 3 31. 4 • • For Exercises 32–35, insert operation signs to make each equation true. 32. 2 5 3 = 17 33. 2 5 3 = 13 answer: 2 + 5 x 3 = 17
5 For Exercises 50–51, find a number to make each statement true. 50. 12 × (6 + 4) = (12 × ) + (12 × 4) 51. 2 × (n + 4) = ( × n ) + ( × 4) 58. Sophia used the Order of Operations to simplify 4(5 − 2) to 4 × 3. Jose used the Distributive Property to simplify 4(5 − 2) to 20 − 8. Are they both correct? Explain. 59. a. Mr. and Mrs. Lee are adding a swing set to their backyard. Their yard measures a × b feet. The space for the swing set measures a × c feet. They want to figure out how much of their yard will be lawn after they add the swing set. Mrs. Lee said, “The area of the whole yard is a × b. The area for the swing set is a × c. Therefore, the area of the lawn is a × b − a × c.” Is she correct? Explain.
c. Use Jim’s area-of-a-rectangle method and Basilio’s method to find the product 45 × 36. Extensions Prime Time (INVESTIGATION 4) 85. Examine the number pattern below. 1 1 + 3 1 + 3 + 5 Stage 1: 1 = 1 Stage 2: 1 + 3 = 4 Stage 3: 1 + 3 + 5 = 9 Stage 4: 1 + 3 + 5 + 7 = 16 Find the next four stages and their sums. What is the sum in Stage 20? In what stage will the sum be 576? What is the greatest number added in the sum of this pattern? Explain.
The ARQ.WINSIZE is not generally transmitted because the window size is already 1 by default, it only may be transmitted to handle congestion and to resume the transmission again. ARQ packets switching All Switch Nodes shall support transparent bridging of ARQ traffic, whether or not they support ARQ for their own transmission and reception. In this mode, Switch Nodes are not required to buffer the packets of the ARQ connections for retransmission. Some Switch Nodes may buffer the packets of the ARQ connections, and perform retransmission in response to NACKs for these packets. The following general principles shall be followed. The acknowledged packet identifiers shall have end-to-end coherency. The buffering of packets in Switch Nodes and their retransmissions shall be transparent to the source and Destination Nodes, i.e., a Source or Destination Node shall not be required to know whether or not an intermediate Switch has buffered packets for switched data.
Firmware upgrade PIB attributes The following PIB attributes shall be supported by Service Nodes to support the firmware download application. Table 99 - FU PIB attributes Attribute Name Size (in bits) Id Description AppFwdlRunning 16 0x0070 Indicate if a firmware download is in progress or not. 0 = No firmware download; 1 = Firmware download in progress. AppFwdlRxPktCount 16 0x0071 Count of firmware download packets that have been received untill the time of query. State machine General A Service Node using the Firmware Upgrade service will be in one of five possible states: Idle, Receiving, Complete, Countdown and Upgrade. These states, the events triggering them and the resulting actions/output messages are detailed below. Table 100 - FU State Machine FU State Description Event Output (or action to be performed) Next state Idle The FU application is doing nothing. Receive FU_INFO_REQ FU_INFO_RSP. Idle Receive FU_STATE_REQ FU_STATE_RSP (.State = 0). Idle Receive FU_MISS_REQ FU_STATE_RSP (.State = 0). Idle Receive FU_CRC_REQ FU_STATE_RSP (.State = 0). Idle Receive FU_INIT_REQ FU_STATE_RSP (.State = 1). Receiving Receive FU_DATA (ignore). Idle Receive FU_EXEC_REQ FU_STATE_RSP (.State = 0). Idle Receive FU_CONFIRM_REQ FU_STATE_RSP (.State = 0). Idle Receive FU_KILL_REQ FU_STATE_RSP (.State = 0). Idle Receiving The FU application is receiving the Firmware Image. Complete FW received and CRC OK (if CRC of the complete Image is OK, switch to Complete without sending any additional messages) Complete Receive FU_INFO_REQ FU_INFO_RSP. Receiving
OUTCOME_ TOOL XML Instance Representation <OUTCOME_ITEM> <OUTCOME_ITEM_CODE> </OUTCOME_ITEM_CODE> [1] <OUTCOME_ITEM_VALUE> </OUTCOME_ITEM_VALUE> [1] </OUTCOME_ITEM> PROCESSING_ PARAMETER XML Entity Structure PROCESSING_ PARAMETER XML Instance Representation <PROCESSING_PARAMETER> <PROCESSING_PARAMETER_NAME> :string </PROCESSING_PARAMETER_NAME> [1] <PROCESSING_PARAMETER_VALUE> :string </PROCESSING_PARAMETER_VALUE> [1] </ PROCESSING_PARAMETER> LEGAL_STATUS XML Entity Structure (ROOT ENTITY) LEGAL_STATUS XML Instance Representation <LEGAL_STATUS> <FILE_VERSION> FILE_VERSIONType </FILE_VERSION> [1] <LEGAL_STATUS_ID> ID_20_Type </LEGAL_STATUS_ID> [1] <SUBMITTING_ORG_ID> ORGANISATION_IDType </SUBMITTING_ORG_ID> [0..1] <ORGANISATION_ID> ORGANISATION_IDType </ORGANISATION_ID> [1] <EXTRACT_FROM_DATE_TIME> xs:dateTime </EXTRACT_FROM_DATE_TIME> [1] <EXTRACTED_DATE_TIME> xs:dateTime </EXTRACTED_DATE_TIME> [1] <DELETED_FLAG> xs:string </DELETED_FLAG> [0..1] <ORGANISATION_TYPE> AlphaNum_3_Type </ORGANISATION_TYPE> [1] <EVENT_HCU_ID> NHIType </EVENT_HCU_ID> [1] <SEX> SEXType </SEX> [1] <DATE_OF_BIRTH> xs:date </DATE_OF_BIRTH> [1] <LEGAL_STATUS_CODE> AlphaNum_2_Type </LEGAL_STATUS_CODE> [1] <RESPONSIBLE_CLINICIAN_CPN> RESPONSIBLE_CLINICIAN_CPNType </RESPONSIBLE_CLINICIAN_CPN> [0..1] <START_DATE_TIME> xs:dateTime </START_DATE_TIME> [1] <END_DATE_TIME> xs:dateTime </END_DATE_TIME> [0..1] <PROCESSING_PARAMETER> PROCESSING_PARAMETERType </PROCESSING_PARAMETER> [0..*] </LEGAL_STATUS>
RD Record Processing, Error and Warning Messages The following business rule responses apply to the process ‘Validate Referral Discharge’: Important Notes: Response messages are intended to provide clarity around conditions where business rules are not successfully met: An ‘Error’ is fatal and the process cannot proceed until corrected. A ‘Warning’ means unusual conditions encountered but are acceptable. A message is expected for each instance of an encountered error or warning condition.
CO Record Processing, Error and Warning Messages The following business rule responses apply to the process ‘Validate Collection_Occasion: Important Notes: Response messages are intended to provide clarity around conditions where business rules are not successfully met: An ‘Error’ is fatal and the process cannot proceed until corrected. A ‘Warning’ means unusual conditions encountered but are acceptable. A message is expected for each instance of an encountered error or warning condition.
TR Record Processing, Error and Warning Messages The following business rule responses apply to the Team Record Information: Important Notes: Response messages are intended to provide clarity around conditions where business rules are not successfully met: An ‘Error’ is fatal and the process cannot proceed until corrected. A ‘Warning’ means unusual conditions encountered but are acceptable. A message is expected for each instance of an encountered error or warning condition.
Previously for Primo Water, generating reports required a technical analyst to pull data from multiple different sources, taking a long time in the process. Microsoft Dynamics GP 2010 provides executives and managers at Primo Water with instant and easy access to information anytime they need. Using SmartLists and out-of-box reporting capabilities, users are now able to generate metrics and reports quickly and on their own. For the AR team, the reporting capabilities allowed them to have closer monitoring of customer accounts throughout the month. Improved visibility into customer accounts helped with cash flow and turning money around sooner. Operationally, Primo Water now has better visibility into inventory positions. Employees can now pull reports, verify inventory, dollars, transfers, and other information much more easily. Primo Water has been able to analyze inventory turns and route metrics to drive improved asset utilization. Also, inventory checks and balances can be done much faster, which has helped reduce the time and effort required in the reconciliation of invoices to what is entered into the system. As Kyle Cunningham, Supply Chain Manager at Primo Water explains, “At one point almost one third of invoices contained errors. Today that number is 1%.” The biggest improvement though came from the service level improvements. Primo Water was able to increase its service level to reduce the lost sales by 50%. “At least half of that gain can be attributed to the visibility that we get from [Microsoft Dynamics] GP,” says Gunter. Additional Resources Microsoft Dynamics Microsoft Dynamics is a line of integrated, adaptable business management solutions that enables you and your people to make business decisions with greater confidence. Microsoft Dynamics works like familiar Microsoft software such as Microsoft Office, which means less of a learning curve for your people, so they can get up and running quickly and focus on what’s most important. And because it is from Microsoft, it easily works with the systems that your company already has implemented. By automating and streamlining financial, customer relationship, and supply chain processes, Microsoft Dynamics brings together people, processes, and technologies, increasing the productivity and effectiveness of your business, and helping you drive business success. For more information about Microsoft Dynamics, go to:
Week 9 Chapter 11 – Managing Human Resource Systems Week 10 Chapter 12 – Managing Individuals and the Diverse Workplace Week 11 Chapter 13 – Motivation Chapter 14 – Leadership Week 12 Chapter 15 – Managing Communications Quiz # 3 (Chapters 11-15) Week 13 Chapter 16 – Control Chapter 17 - Managing Information Week 14 Chapter 18 – Managing Service and Manufacturing Operations Final Exam (Chapters 9-18) Course Project Due ** The Final Exam (Chapters 9– 18) will be posted in Blackboard ** DISCLAIMER: Changes may be made at the discretion of the instructor (usually in writing)
Targeted Growth Have you identified the starting point for each targeted student? How did you arrive at these growth goals? Educator: Evaluator Feedback: Time Interval Does the goal apply to the duration of the time your teachers spend with the relevant student population (ex. Year, Semester, Trimester, etc.)? Educator: Evaluator Feedback: Evidence Sources What benchmark assessments will you use (pre-instruction, mid-interval, post- instruction)? What formative practices will you use to monitor progress throughout the interval? What summative assessment will you use to determine student growth at the end of the interval? Is the assessment: Aligned to the instructional content within the SLO? Free of bias? Appropriate for the identified student population? Educator: Evaluator Feedback: SLO Goal Statement (SMART criteria) Goal should be SMART: Specific, Measurable, Attainable, Results-based, and Time-bound Educator: Evaluator Feedback: Leadership Strategies and Supports What professional development opportunities (for yourself, or the teachers you lead, or both) support
Ensure arrangements are in place for a candidate with a disability who may need assistance if an exam room is evacuated Emergency evacuation policy The policy can be found in the Exam policies folder in the Exams office. An electronic copy can be found in the T drive: Exams > Policies 2017/18 Invigilators instructions can be found on Page 33 of this document Appendix 1 “...You must have a written centre policy for dealing with an emergency evacuation of the examination room, which will be subject to inspection by the JCQ Centre Inspection Service.” [ 18] Site staff Ensure exam rooms are available and set up as requested by the EO Ensure grounds or centre maintenance work does not disturb exam candidates in exam rooms Ensure fire alarm testing does not take place during exam sessions Invigilators Conduct exams in every exam room as instructed in training/update events and briefing sessions Candidates Are required to remain in the exam room for the full duration of the exam Irregularities Head of centre Ensures any cases of alleged, suspected or actual incidents of malpractice or maladministration before, during or after examinations/assessments (by centre staff, candidates, invigilators) are investigated and reported to the awarding body immediately, by completing the appropriate documentation Managing behaviour The school have a zero tolerance policy on poor behaviour in examinations. Any student causing disruption is removed from the exam venue and either rehoused elsewhere if appropriate. Parents/carers maybe informed of poor behaviour in both internal and external examinations and a follow up maybe arranged with HOY or SLT. “The head of centre has the authority to remove a candidate from the examination room, but should only do so if the candidate would disrupt others by remaining in the room.” [ 17] Senior leaders
Certificate issue information Certificates distributed November/December annually via registers for internal students and exams office external. All students must sign for the collection of certificates Candidate name Results achieved Locked cabinet exams Restricted access to locked cabinet 4 years Entry information Candidate name Candidate number/ UCI/ ULN Gender Examination entries Sims system Timetables issued to Candidates Mark sheets Entry lists Password Locked storage 1 academic year Exam room incident logs Candidate name Candidate number Access arrangements Exams office Locked office; limited access 1 academic year Overnight supervision information Candidate name Candidate number Exam information Electronically Hard copy: exams office Limited access Locked office 1 academic year Post-results services: confirmation of candidate consent information Candidate name Candidate number Awarding board & award DOB Result Email Awarding body website Sims system EAR file exams Password protected Locked cabinet I academic year Post-results services: requests/outcome information Candidate name Candidate number Awarding board & award Email Awarding body website Password protected I academic year
Seating plans Candidate name Candidate number Access arrangement Exams office Locked office 1 academic year Special consideration information Candidate name Candidate number DOB Reason for Special consideration Exams office AB website Locked office School: 1 academic years Suspected malpractice reports/outcomes Candidate name Candidate number Reason for report Electronically Email Password protected 1 academic year Very late arrival reports/outcomes Candidate name Candidate number Reason for report Electronically Email Password protected 1 academic year
Prince Henry’s Non-examination assessment policy 2017/18 This policy is reviewed annually to ensure compliance with current regulations Approved/reviewed by Mrs M Wall Date of next review 03/01/2019 Key staff involved in the conduct of non-examination assessments Role Name(s) Head of centre Dr T Evans Quality assurance lead/Lead internal verifier Mrs H Wood Exams officer line manager Mr B Freeman SENCo Mrs R Baston Exams officer Mrs M Wall Assistant Exams officer Mrs H Green
● The project objectives are Specific, Measurable, Achievable, Realistic and Time-bound (SMART). Project definition (Explaining what the project needs to achieve. It should include information on the sections given below) Background Project objectives (covering time, cost, quality, scope, risk and benefit performance goals) Desired outcomes Project scope and exclusions Constraints and assumptions Project tolerances The User(s) and any other known interested parties Interfaces Outline business case (Reasons why the project is needed and the business option selected. This will later be developed into a detailed Business Case during the Initiating a Project process) Project product description (Including the customer’s quality expectations, user acceptance criteria, and operations and maintenance acceptance criteria) Project approach (To define the choice of solution that will be used within the project to deliver the business option selected from the Business Case, taking into consideration the operational environment into which the solution must fit) Project management team structure (A chart showing who will be involved with the project) Role descriptions (For the project management team and any other key resources identified at this time) References (To any associated documents or products)
(0.006) (0.007) (0.007) (0.007) Ln(Value of Shipments) 0.103* (0.046) 0.085† (0.044) 0.090* (0.044) 0.055 (0.060) Emitting industry in county -0.306** (0.038) -0.295** (0.046) -0.164* (0.077) releases) 0.290** (0.014) N 77794 56502 56502 24898 a Only includes facility-years with releases>20 pounds. b Only includes facility-years with CAA releases>20 pounds. All models include industry and year fixed effects. Standard errors, clustered by industry, are reported in parentheses. †p<.10 *p<.05 **p<.01 Table 6 The impact of concentration on facility releases: Controlling for unobservable local conditions Ln(Facility Releases) Ln(Facility Releases) HHI 0.016** (0.006) 0.013* (0.005) Ln(Value of Shipments) 0.088† (0.046) 0.047 (0.036) Local Area Fixed Effects State-Year County-Year N 77794 76102 All models only include facility-years with releases>20 pounds. All models include industry fixed effects. Standard errors, clustered by industry, are reported in parentheses. †p<.10 *p<.05 **p<.01 Table 7 The impact of concentration on facility emissions: Incumbent facilities only Ln(Facility Releases)a Ln(Facility Releases)a,b HHI 0.026** (0.007) 0.020** (0.007) Ln(Value of 0.088 0.118†
Shipments) (0.056) (0.061) N 55770 40843 a Excludes the first observation for a facility if it occurs after 1987. b Only includes observations from 2007. All models only include facility-years with releases>20 pounds. All models include industry and year fixed effects. Standard errors, clustered by industry, are reported in parentheses. †p<.10 *p<.05 **p<.01 Table 8 The impact of concentration on pollution reduction activities Ln(Pollution Reduction) Ln(Pollution Reduction) Ln(Pollution Reduction) Ln(Pollution Reduction) HHI -0.006 (0.008) -0.013 (0.008) CR4 -0.007* (0.003) CR8 -0.006* (0.002) Ln(Value of Shipments) 0.153** (0.053) 0.123* (0.054) 0.119* (0.053) 0.119* (0.053) Ln(facility releases) 0.191** (0.016) 0.192** (0.016) 0.192** (0.016) N 46316 42521 42003 42115 All models only include facility-years with pollution reduction>20 pounds. All models include industry and year fixed effects. Standard errors, clustered by industry, are reported in parentheses. †p<.10 *p<.05 **p<.01 Table 9 The impact of concentration on aggregate industry emissions Ln(Aggregate Industry Releases) Ln(Aggregate Industry Releases) HHI 0.002 (0.007) 0.015* (0.006) Ln(Value of Shipments) 0.072 (0.054) 0.071 (0.041) Ln(Number of Facilities) 1.163** (0.048) N 77656 77656
Handwash only. Rinse normally and dry with care. Machine wash at the indicated maximum temperature in degrees Celsius. The lines underneath the symbol indicate the type of programme to use: One line Synthetic programme (moderate agitation) The lines underneath the symbol indicate the type of programme to use: Two lines Wool programme (minimal agitation) Do not wash. Can be tumble-dried. Dots in the middle indicate the maximum temperature: No dot No temperature restriction One dot Low-temperature dry (maximum 60°) Two dots Normal dry Do not tumble-dry. Leave to air-dry and iron as soon as dry. Hang up to dry Dry flat
working on isolated sites, allowing wildlife to move between habitats, reducing isolation between populations, and in turn reducing the chance of local extinction and providing a buffer against the effects of climate change. The Princethorpe Woodlands Living Landscape area has been identified as a priority area by Warwickshire Wildlife Trust. The Princethorpe Woodlands area includes at least 24 sites of wildlife interest. There are 20 woodlands covering 618 ha and representing more than 10 % of the whole of Warwickshire’s ancient woodland, including five managed by Warwickshire Wildlife Trust – Ryton Wood, Wappenbury Wood, Old Nun Wood, Brandon Marsh Nature Centre, and our most recent acquisition, Bubbenhall Wood and Meadow. Working with many local partners, the 50 year vision for the area is "An ancient wooded landscape connected by a network of hedgerows, rich in wildlife and accessible to all". Warwickshire Wildlife Trust was instrumental in setting up the Princethorpe Woodlands Partnership in 2004 in order to develop co-operative woodland management on a landscape scale, through active management of woodlands for the benefit of wildlife and people, including the production of wood fuels for use in local communities, woodland management skills training, and improvements to public access. Coombe Country Park, Coventry City Council, Coombe Country Park is designated as an historic landscape, a Site of Special Scientific Interest, and a Local Wildlife Site. The 500 acres of gardens, woodlands and lakeside walks were acquired by the City Council in 1964 and has been managed since then as a valuable recreational and educational resource for people from the local area and beyond. Management of the site focuses on three key areas: Visitor Services, Historic Landscape, and Nature Conservation. Coombe Country Park is an award winning site with many accolades for its quality and excellence in management, conservation, visitor experience and education including SSSI status for 40 years, Green Flag ( parks and green spaces excellence award), Visit England's VAQAS award (a sign of quality assured visitor attraction) and Natural England's Country Park accreditation. Friends of Brandon Wood Brandon Wood lies about 6 km east of Coventry and covers a total area of 178 acres. It was quoted in the Doomsday Book as woodland in 1086 and is now a designated Planted Ancient Woodland Site (PAWS). Put up for sale by the Forestry Commission in 1979 with its future use uncertain, the wood was saved by local people who formed together to create Friends of Brandon Wood, and in January 2000 the woodland passed into the ownership of the Friends of Brandon Wood and is now managed by the Trustees.
How did the teacher support the students that were struggling? How did the teacher encourage the sharing of approaches and strategies? What do you think these students were learning? It is easy to find the boundaries at which someone becomes underweight/overweight/obese if one variable is held constant while the other is varied systematically. The boundaries occur at: BMI Underweight Below 18.5 Ideal weight 18.5 - 24.9 Overweight 25.0 - 29.9 Obesity 30.0 and Above In order to find out how the calculator works, it is better to forget realistic values for height and weight and simply hold one variable constant while changing the other systematically. For example, if students hold the height constant at 2 metres (not worrying if this is realistic!), then they will obtain the following table and/or graph: Weight (kg) 60 70 80 90 100 110 120 130 BMI 15 17.5 20 22.5 25 27.5 30 32.5 Underweight Ideal weight Overweight Obese From this it can be seen that there is a proportional relationship between weight and BMI. (If you double weight, you double BMI; Here BMI = Weight/4) Handout 8: Experimenting and controlling variables The BMI activity is taken from Swan, M; Pead, D (2008). Professional development resources. Bowland Maths Key Stage 3, Bowland Trust/ Department for Children, Schools and Families. Available online in the UK at: . It is used here by permission of the Bowland Trust. I: Time needed: 15 minutes discussion before the lesson 1 hour for the lesson 15 minutes after the lesson Choose one of the problems in this unit that you feel would be appropriate for your class. Discuss how you will: Organise the classroom and the resources needed. Introduce the problem to students. Explain to students how you want them to work together. Challenge/assist students that find the problem straightforward/ difficult. Help them share and learn from alternative problem-solving strategies. Conclude the lesson.
CRITERION 2 Providing for School Safety Unsatisfactory 1 Basic 2 Proficient 3 Distinguished 4 2.1: Provides for physical safety Add scores from all columns to get a “Total Score” 2.2: Provides for social, emotional, and intellectual safety Enter “Total Score” under each column Overall “Rating Range” 2-3 4-5 6-7 8 Using the Range, indicate Level of Performance for this Criterion. Copy to Summary of Overall Ratings – Page 6 (Criteria Score) COMMENTS: CRITERION 3 Leading the Development, Implementation, and Evaluation of a Data-Driven Plan for Increasing Student Achievement, Including the Use of Multiple Student Data Elements Unsatisfactory 1 Basic 2 Proficient 3 Distinguished 4 3.1: Recognizes and seeks out multiple data sources Add scores from all columns to get a “Total Score” 3.2: Analyzes and interprets multiple data sources to inform school-level improvement efforts 3.3: Implements data-driven plan for improved teaching and learning 3.4 Assists staff to use data to guide, modify and improve classroom teaching and learning (Student Growth) Enter “Total Score” under each column Overall “Rating Range” 4-6 7-9 10-13 14-16 Using the Range, indicate Level of Performance for this Criterion. Copy to Summary of Overall Ratings – Page 6 (Criteria Score) COMMENTS:
Ask questions in ways that include everyone. Gwen has introduced a 'no hands up' rule, so that she can choose who will respond to her questions and so that students continue to think while responses are made. She tries to encourage a range of responses and asks students to comment on each others' responses. Give students time to think. Gwen gives students time to think individually before discussing, so that they all have something to share. Avoid judging students' responses. Gwen collects the students' initial ideas and writes these on the board. She asks follow-up questions for clarification ("Just explain a little bit more about that.") and thanks them for their contributions, but does not judge responses with 'Well done", or "That's not quite right." Follow up students' responses in ways that encourage deeper thinking. For example, Gwen invites students to elaborate: "Can you just say that again?"; asks students to think aloud: "Can you explain your thinking Alex?"; cues alternative responses: "Bethany, what do you think is best out of Hannah's suggestions?"; "Girls, can you see how that might help you? ... How might that help you?". Handout 4. Observing a lesson D: Time needed: 15 minutes discussion before the lesson 1 hour for the lesson 15 minutes after the lesson Choose a problem to try with your class. Use the prompts on Handout 5 to plan a lesson that will promote thinking and reasoning. How will you organise the classroom and the resources? How will you introduce the questioning session? Which ground rules will you establish? What will be your first question? How will you give time for students to think before responding? Will you need to intervene at some point to refocus or discuss different strategies they are using? What questions will you use in plenary discussions during or towards the end of the lesson?
PERSON SPECIFICATION Job Title: Principal Planning Officer (Major Development) Grade: PO2 Post: P122 Accountable to: Team Leader Major Development Directorate: Housing, Planning, Regeneration and Regulatory Services Responsible for: None Service: Planning and Regeneration Services Group: Development Management CRITERIA ESSENTIAL DESIRABLE HOW IDENTIFIED Experience Substantial recent experience of development management dealing with more complex planning applications and appeals. Staff management and development. Experience of Committee presentations. Application Form Interview Specialist Knowledge/ Skills Able to analyse complex planning issues and to write letters, reports and evidence. Demonstrate an understanding of current law and guidance relating to development management . ICT knowledge and aptitude Use of specialist planning software Application Form. Interview. Practical Exercise Qualifications Degree in Town and Country Planning or related subject Membership of RTPI Diploma or Masters in Town Planning Leadership Qualification such as ILM Level 3 Application Form. Certificates
Prince2 project management Interpersonal Skills Good oral and written communication skills. Effective negotiation skills. Presentation skills. Interview. Self-motivated and well organised so that agreed deadlines are met. Able to influence others. Commitment to teamwork. Ability to work on own initiative. Commitment to customer care. Interview Personal Circumstances Mobility across the Borough Application form DATE: August 2013
stakes are attached to the ratings. Second, we recommend that future studies attempt to validate principal value-added measures as multiple studies have done for teacher value-added measures (Chetty, Friedman, & Rockoff, 2014; Kane & Staiger, 2008). Although we argue that our principal value-added measure is valid on conceptual grounds, no principal value-added measure has been analytically validated using experimental or quasi-experimental methods. Obtaining this information would contribute directly to efforts by policymakers and researchers to assess the accuracy of principal evaluation tools. References Branch, G., Hanushek, E., & Rivkin, S. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (NBER No. 17803). National Bureau of Economic Research Working Paper. Cambridge, MA. Chaplin, D., Gill, B., Thompkins, A., & Miller, H. (2014). Professional practice, student surveys, and value.added: Multiple measures of teacher effectiveness in the Pittsburgh Public Schools. (REL 2014–024). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). “Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates.” American Economic Review, 104(9): 2593-2632. Chiang, H., Lipscomb, S., & Gill, B. (forthcoming). Is school value-added indicative of principal quality? Education Finance and Policy. Coelli, M., & Green, D. (2012). Leadership effects: School principals and student outcomes. Economics of Education Review, 31(1), 92–109. Condon, C., & Clifford, M. (2012). Measuring principal performance: How rigorous are commonly used principal performance assessment instruments? Washington, DC: American Institutes for Research. Deutsch, J. (2014). Proposing a test of the value-added model using school lotteries. Working paper. Chicago, IL: Mathematica Policy Research.
8 晏郑钰涵 Yan Daniel 8 张珈浩 Zhang Teddy 8 金东炫 Kim William 8 Favin Joshua CISA Cross Country CISA 越野赛 Saturday, we hosted the CISA Cross Country Meet which was attended by six teams from Chengdu and Chongqing. The event was a successful one by all accounts. Here are the runners who finished in the top five positions: U9 Boy: Caio Paschoal Bressane 4th Place U13 Boy: Den Deng Chu Yu 邓楚俞 3rd Place U15 Girl: Cherry Cao Zhi Hui 曹智慧 1st Place U15 Boy: Dennis Deng Li Wei 邓力维 5th Place Calendar 近期安排 November 24 CISA Primary and Middle School Spelling Bee @Chengdu International School 成都国际学校联盟活动小学初中单词拼写大赛在成都国际学校举行 November 26 U.S. Thanksgiving (normal classes) 美国感恩节（正常上课） December 3 5
learning strategies to meet the needs of all pupils A secure understanding of assessment strategies and the use of assessment to inform the next stages of learning Experience of effective monitoring and evaluation of teaching and Learning Secure knowledge of statutory requirements relating to the curriculum and assessment Understanding of the characteristics of an effective learning environment and the key elements of successful behaviour management teaching and learning in religious education across the key stages Successful experience in creating an effective learning environment and in developing and implementing policy and practice relating to behaviour management Leading and Managing Staff Experience of working in and leading staff teams Ability to delegate work and support colleagues in undertaking responsibilities Experience of performance management and supporting the continuing professional development of colleagues Understanding of effective budget planning and resource deployment Experience of working with governors to enable them to fulfil whole-school responsibilities Successful involvement in staff recruitment, /induction, understanding needs of a Catholic school Understanding of how financial and resource management enable a school to achieve its educational priorities 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 effective whole- school self-evaluation and improvement strategies Experience of presenting reports to governors Understanding the criteria for the evaluation of a Catholic school Leading sessions to inform parents
Did Beatrice ignore the work remaining to be done? Of course not. But unlike Beatrice, I believe that sometimes when leaders are faced with situations that are not outright successes, they tend to focus only on the failure — to the detriment of their work together with teachers and staff. I have even observed principals missing the opportunity to celebrate unqualified successes with their staffs. What a sad circumstance for the teachers and staff members who worked so hard to achieve them! Every school has many small achievements that deserve praise It can be easy to forget that there are many important measures besides high stakes testing to be celebrated. These can include: •English learners who have been reclassified •Special education students who no longer need special education •Special education students who are being mainstreamed •Regular and special education teachers who are teaching collaboratively •Students who have reduced or eliminated tardies •Students who have reduced or eliminated absenteeism •Students who have improved their grades •High school students taking classes (“a-g requirements”) for college eligibility Quick wins improve student learning in many ways Anecdotal successes are also important. A struggling teacher who finally masters a new set of instructional strategies after extensive professional learning and coaching deserves the principal’s private kudos. What has been termed “quick wins” are important to celebrate after the staff as a whole has undertaken a new instructional initiative. Whether public or private, the most effective principals are those who regularly celebrate successes — large and small — for teachers and staff, students, and the school as a whole.
Criteria for assessment Part A - Criteria for assessable development Table 6.2.17.3.a – Principal centre zone code – assessable development Performance outcomes Acceptable outcomes Applicant response For assessable development Uses and other development PO1 Development is consistent with the purpose and overall outcomes sought for the zone. AO1.1 No acceptable outcomes are provided. Role and function of the Principal centre PO2 Development reinforces the role and function of the Principal centre within the hierarchy of centres. Note – The role and function of the hierarchy of centres is described 3.3.2 Element – Centres and centre activities within Part 3 Strategic framework Note – A Centre need and impact assessment may be required to demonstrate compliance with this performance outcome. AO2.1 No acceptable outcomes are provided.
Family and Child Connect is an easily accessible referral point for professionals working with families who may need support. A Principal Child Protection Practitioner is an experienced practitioner employed by the Department of Child Safety, Youth and Women, supporting each Family and Child Connect. The Principal Child Protection Practitioner works collaboratively with local government and non-government service providers to support the earlier and more effective intervention with children and families who have been referred for help. The Principal Child Protection Practitioner provides consultancy and advice on child protection matters, as well as education on statutory child protection processes and responsibilities. Responsibilities The Principal Child Protection Practitioner is responsible for: providing a case consultation service to the Family and Child Connect, Intensive Family Support and Family Wellbeing Services on complex cases and ensuring cases that may require statutory intervention are referred to Child Safety when necessary providing professional child protection advice and guidance in accordance with Child Safety policies and procedures, statutory responsibilities, Child Safety objectives and current trends building the child protection expertise of the Family and Child Connect and other government and non-government organisations through training and professional development initiatives supporting the implementation of the Child Protection Guide by providing training and education to schools, police and health professionals performing a cross-sector coordination role to enhance collaboration between Child Safety and other government and non-government service providers establishing and maintaining effective working relationships, and actively participating in meetings with Family and Child Connect and other government and nongovernment service providers, as a representative of Child Safety. Family and Child Connect service locations A Principal Child Protection Practitioner is located in each of the 17 Family and Child Connect services across Queensland. Family and Child Connect operate in the following catchments: Beenleigh/Bayside (service provided by The Benevolent Society) Brisbane North, South and (service provided by Kurbingui Youth Development, Aboriginal and
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2016) Expected Graduation: (ex. Spring 2019) Advisor: Total Required Credits for this Degree Program: 36 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** Required Courses (27 units required) * EDL 600 Leadership Skills 3 * EDL 622 Legal Aspects of School Administration Pre-req: EDL 600 3 * EDL 623 Publicity and Politics of Education Pre-req: EDL 600 3 * EDL 625 Supervision of Instruction Pre-req: EDL 600 3 * EDL 627 Personnel Administration in Education Pre-req: EDL 600 3 * EDL 629 The Principalship Pre-req: EDL 600 3 * EDL 635 School Finance Pre-req: EDL 600 3 * EDL 662 Leadership in Instructional Planning Pre-req: EDL 600 3 * EDL 696 Internship 3 Electives (9 units required): Select graduate electives in Educational Leadership, which may be transferred in from another program. * * *
4 Assessment tasks and sample responses (continued) Cats and kittens Here is a poster published by an organisation that looks after stray cats. Work out whether this number of descendants is realistic. Here are some facts that you will need: Sample response: Alice Sample response: Ben Sample response: Wayne Sample response: Sally and Janet Two students worked on this task, discussing and sharing their methods. They used a spreadsheet. We think 2000 is a bit much in 18 months because even if each litter was 6 and nothing dies there would be 1860 though that rounds to 2000 so maybe its OK. The cat people want owners to have their cats newtured so that they use the bigger number so that people say that is a lot of cats and rush to the vets.
EngageNY.org. Communicate specific, standards based areas of growth and development so that parents/families can track their students’ learning. parents/families can track their students’ learning. Ensure parent understanding of the need for, demands of, and teacher approaches to the Common Core, taking advantage of ideas and resources such as those populating the on EngageNY.org. demands of, and district-wide approach to the Common Core, taking advantage of ideas and resources such as those populating the on EngageNY.org.