zilongwang/ReadingBank huggingface dataset:
ACT OF SHOWING MONSTRATION WITNESSING People involved Media, public opinion, activists NRMs, members ‘s relations, doctors, eventually public opinion Field of action Sensational attraction; visual politics Primarily : Intimate, private sphere Kind of visibility Reinforced, wanted visibility Forced, constrained visibility Short-term Results Gives the opportunity to display or even to flaunt (with proud) a specificity In due course obliges the members to display and claim their belonging to the movement and break the silence Consequences At last from anonymity Not possible anymore to remain anonymous Long-term Goals Promotion; public and social recognition; Implementation of health policies Pass unnoticed again as soon as possible; Back to invisibility Diagram N°1 THE LECTORIUM ROSICRUCIANUM WORLDWIDE (STAND 2004) TOTAL: ABOUT 18 000 MEMBERS Chart N°2 THE SIXFOLD AGREEMENT OF THE CLASSICAL ROSYCROSS The sixfold agreement of the classical Rosycross, according to the Fama Fraternitatis (the Call of the Brotherhood, 1614) None is to exercise another occupation than to heal patients, and that for free.
**If two scores in one specific area are discrepant of one standard deviation or more, then a third subtest will be required to determine whether the skills is truly low achievement or not. If both scores in one specific academic area are normative weaknesses, a third subtest is not required. Also, if both scores in one specific academic area are within the Average range, a third subtest is not required. Academic Area of Concern Test Name Subtests Score Math Calculation WJIV Calculation Math Facts Fluency WIAT-III Numerical Operations Math Fluency (combine all three subtests) KeyMath-3rd Ed. (Operations) Numeration (Used to determine points for all subtests) Mental Computation and Estimation Addition and Subtraction Multiplication and Division KeyMath-3rd Ed. (Basic Concepts) Numeration Algebra Geometry Measurement Data Analysis and Probability Test of Early Math Numbering Skills Overall Math Quotient Understanding of Concepts Number-Comparison Facility Numeral Literacy Mastery of Number Facts Calculation Skills KTEA-3 Math Computation Math Fluency Math Problem Solving WJIV Applied Problems Number Matrices WIAT-III Math Problem Solving KeyMath-3rd Ed. (Applications) Numeration (Used to determine start points for all subtests) Foundations of Problem Solving Applied Problem Solving KTEA-3 Math Concepts and Applications Academic Area of Concern Test Name Subtests Score Basic Reading WJIV (ages Letter-Word Identification Word Attack
WIAT-III (ages Word Reading Pseudoword Decoding Early Reading Skills TERA-3 (ages Overall Reading Quotient Note: this test gives some information but is not a cluster score, i.e. Basic Reading Skills = Alphabet; Comprehension=Meaning KTEA-3 (ages Letter and Word Recognition Nonsense Word Decoding GORT-5 Accuracy Reading Fluency WJIV Oral Reading Sentence Reading Fluency WIAT-III Oral Reading Fluency (1-12) GORT-5 Fluency (combination of Rate and Accuracy) Age 6 and above KTEA-3 Silent Reading Fluency Word Recognition Fluency Decoding Fluency Reading Comprehension WJIV Passage Comprehension Reading Recall WIAT-III Reading Comprehension GORT-5 (ages Reading Comprehension KTEA-3 Reading Comprehension Reading Vocabulary Written Expression WJIV Writing Samples Sentence Writing Fluency WIAT-III Spelling (not needed for SLD) Alphabet Writing Fluency (grades PreK-3) Sentence Composition (grades 1-12) (Building & Combining) Essay Composition (grades 3-12) (Word Count & Theme Develop.) TOWL-4 (ages Vocabulary (Contrived) Spelling (Contrived) Punctuation (Contrived) Logical Sentences (Contrived) Sentence Combining (Contrived) Contextual Conventions (Spontaneous) Story Composition (Spontaneous) KTEA-3 Written Expression Writing Fluency
We aim to deal with all telephone Advice Line enquiries at first contact. We aim to deal with general email Advice Line enquiries within 24 hours. Where a complex question requires research or more comprehensive consideration, we aim to provide a full response within 3 working days. We aim to provide a reply to written enquiries within five working days. We aim to deal with telephone messages within 48 We regularly monitor customer feedback against targets as follows: Service Standard Target Average Performance 2012/13 2013/14 2014/15 2015/16 2016/17 Case work support rated as overall good or excellent 90% 99.3% 99.5% 99.1% 99.2% 100% Training rated as overall good or excellent 90% 96.7% 97.1% 98% 99% 100% The expertise of our consultants 90% 97% 96% 94% 100% 100% The positive impact we have on school improvement 90% Not recorded 98% 97% The percentage of customers who would recommend our service 100% 100% 100% 100% 100% 100% Part 2: COMMISSIONED SERVICES The majority of HR issues are addressed as part of the Full Consultancy Service. However, there may still be occasions when a bespoke service is required. In these cases, HR is able to use its experience and expertise to design and deliver a specific, tailor-made service that meets the identified need – be it for an individual establishment or a group of schools/people. There will be a separate charge for such a commissioned service, and a quote will be provided before any work is undertaken. For Full Consultancy customers, such services are offered at a discount of the full normal rate.
Name_______________________ _______ Date _______________ SLD Topic__________ A B C D Frequency 4> comments 3> comments 2> comments 1> comments Contributions Contributions are original, insightful and move the conversation forward in an interesting direction. Contributions are somewhat original or insightful. May move along the conversation in a small way. Contributions are not especially original or insightful but keep the conversation Comments repeat others’ remarks or are speaking for the sake of saying something out loud. Thoughtful Responses Comments/ questions connect and respond to other student comments. Does not repeat others’ idea but expands upon them to further the conversation. Comments/ questions respond to other student comments without repeating them, and connect to those comments somewhat. Comments/ questions respond to or acknowledge other student comments without repeating, but connections are weak. Repeats another student’s comment or simply agrees or disagrees with that comment without a substantive response. Use of specific evidence from the course/ text Frequently examples and DQs from the course text Sometimes examples and DQs from course text May reference an example once from course text Doesn’t reference anything specific from the text Makes connections beyond the text Makes frequent connections between the subject and other topics/concepts from in or out of class Makes some connections between the subject and other topics/concepts in or out of class Makes a connection between subject & another topic or concept from in or out of class Does not make connections between subject and another topic or concept from in or out of class
*Summary: observing all 3 SLD of reading, in one lesson. Small group guided reading time. Observing reading behaviors based on a “reading skills checklist” which identified areas in which the child struggled during the observation (see list below). Tallying examples of the student’s difficulties (frequency recording). Also, noted student strengths. The student referred for initial SLD evaluation is in 4th grade. During the review of existing data the IEP team determines that the areas of potential SLD to be evaluated are basic reading skills, reading fluency and reading comprehension. The school psychologist on the IEP team is designated to be the observer. The systematic observation of routine classroom instruction is planned and scheduled for a small group guided reading time conducted by the classroom teacher. Through consultation with the classroom teacher and review of the lesson plan, it is determined that all three areas of concern can be observed during this lesson. The school psychologist chooses to record the student’s learning behaviors during the lesson on a reading skills checklist appropriate for elementary aged students. The school psychologist also records examples of the instances of the student’s difficulties, tallies the number of occurrences, and notes student strengths. After the observation, the school psychologist compiles the data collected and shares the information with the IEP team for discussion. The reading skills checklist results contained the following • Difficulty identifying sounds/blending sounds into • Difficulty reading phonetic words, • Difficulty reading irregular sight words, • Difficulty with retention of new vocabulary, • Difficulty demonstrating comprehension of sentences/stories, • Difficulty re-telling what has just been read, • Slow oral reading skills that may interfere with comprehension, and • Difficulty when reading sentences; may lose place; omit, insert, substitute, or reverse words; guesses from initial sounds; makes self-corrections. 2. An Example of Systematic Observation during Intensive Scientific, Research-based or Evidence-Based Intervention *Summary: Identified area of concern is written expression. Writing intervention activity: 6-step process. Observer uses a writing skills checklist “appropriate for middle school students” to assess writing behaviors. Observer also views the work sample after the intervention period. A 7th grade student is referred for an initial special education evaluation with a suspected impairment area of Specific Learning Disability. The area of SLD concern identified by the IEP team is written expression. This student and three others receive 30 minutes three times per
Quality– H M L Multiple sources of data to substantiate conclusions Assessments: Assessments: Assessments: Assessments: Assessments: Consistent decisions made across schools Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Which pieces of your discrepancy documentation and decision making, if any, would you want to change based on this information? Do your teams regularly collect and document these components related to Educational Progress? Y N INCLUSIONARY FACTORS Written Expression Math Computation Math Problem Solving Listening Comprehension Oral Expression Documentation of Evaluation Results – PLAN EVALUATION: EDUCATIONAL PROGRESS Identification of the progress monitoring methods used Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Actual rate of skill acquisition compared to the expected rate of skill acquisition displayed on a graph Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Description of the frequency, intensity, and duration of the behavior. (This may not apply to some concerns, but would apply for a Collected prior – Y N Quality– H M L Collected – Y N Quality– H M L Collected prior – Y N Quality– H M L Collected prior – Y N Quality– H M L Collected prior – Y N Quality– H M L
Relevant behavior From observation & the relationship of that behavior to the student’s academic function Present - Y N Quality– H M L Group determination of exclusionary factors & their effects on student’s achievement level Present - Y N Quality– H M L RTI Instructional strategies used Data collected Parent notification about Policies on data & gen ed services Strategies for increasing learning rate Right to request evaluation Present - Y N Quality– H M L Which pieces of your Additional Procedures documentation and decision making, if any, would you want to change based on this information? Do your teams regularly collect and document these components related to Use of Existing Evaluation Data? Y N USE OF EXISTING EVALUATION DATA Members of the evaluation team have collected data to the initiation of the initial evaluation for the purposes of determining appropriate instructional strategies Present - Y N Quality– H M L Evaluation data collected as part of Tier 3 and/or individual problem solving included a curriculum evaluation process or error analysis to determine specific skills requiring additional instruction Present - Y N Quality– H M L Existing data from Tiers 1, 2, & 3 is considered at the time of the domain meeting to determine whether any additional data are needed to determine whether or not the student has a disability and the educational needs, present levels of Present - Y N Quality– H M L
such as additional, substantial/ intensive, & ongoing are defined locally with decision rules Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Statement of the student’s needs in curriculum, instruction, & environment Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Consistent decisions made across schools Present - Y N Quality– H M L Present - Y N Quality– H M L Present - Y N Quality– H M L Which pieces of your instructional need documentation and decision making, if any, would you want to change based on this information?
SECTION 614 EVALUATIONS, ELIGIBILITY DETERMINATIONS, INDIVIDUALIZED EDUCATION PLANS, AND EDUCATIONAL PLACEMENTS Specific Learning Disability Section IDEA 2004 Laws SUMMARY DETERMINATION OF ELIGIBILITY 614(b)(6) (6) SPECIFIC LEARNING DISABILITIES. (A) IN GENERAL.--Notwithstanding section 607(b), when determining whether a has a specific learning disability as defined in section 602, a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation, or mathematical reasoning. (B) ADDITIONAL AUTHORITY.--In determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures described in paragraphs (2) and (3). · Specific Learning Disabilities—a district shall not be required to take into consideration whether a student has a severe discrepancy between achievement and intellectual ability…. Section 614(b)(6)(A). · Specific Learning Disabilities—a district may use a process that determines if the student responds to scientific, research-based intervention as part of the evaluation procedures…. Section 614(b)(6)(B).
Reading problems can be the result of a visual disability—for example, poor eyesight. That’s why checking a student’s vision is an important part of evaluation; to eliminate visual impairment as the root of difficulties the student is experiencing. Similarly, difficulty in understanding what is being said or in responding may have its roots in a hearing impairment. Evaluation should involve checking the student’s hearing to make sure that a hearing loss is not involved. Writing difficulties that result from a “motor disability”—meaning a disability that impairs fine or gross motor skills—could not be considered a SLD. Mental retardation Mental retardation is a separate disability category under IDEA. It varies from SLD in numerous respects, even while both may cause learning difficulties. Mental retardation is defined as “significantly general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance” [§300.8(c)(6)]. Emotional disturbance it is possible for emotional disturbance (ED) to impact learning in many ways similar to a specific learning disability, it is defined within IDEA as a separate disability category. Students with ED may have a learning disability, of course, but under IDEA, if a student’s learning problems are primarily the result of having an emotional disturbance, then the team cannot determine that the student has a SLD.
Ofsted/ results Question 2b Please detail performance results/ outcomes you have been accountable for, in your area of work (please cite sources as may be verified). Track record SLEs will have a successful track record, supported by substantial impact evidence, of working effectively within their own school and/or across a group of schools, or working with a range of leaders within a single school. and Question 3 Please provide examples of where you have worked sensitively and collaboratively with peer colleagues using coaching/facilitation skills to grow leadership capacity in other leaders leading to sustainable improvements. Track record SLEs will have evidence of successfully using coaching and/or facilitation skills to bring about sustainable improvements. SLEs will have excellent communication and interpersonal skills. SLEs will have the ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues. SLEs will have the ability to grow leadership capacity in others. and Question 4. Please provide an example of significance where you have challenged, collaborated, motivated and inspired your peer colleagues to set and establish new and innovative working practices. How did you approach this? Skills SLEs will have excellent communication and interpersonal skills. SLEs will have an analytical approach in identifying the needs and ability to prioritise accordingly, including the ability to set and establish
SLE core training dates, venues and contact details for Summer Term 2017 & Autumn Term 2017 Summer Term 2017 Chiltern TSA 15th June 2017 Challney High School for Boys, Stoneygate Rd, Luton LU4 9TJ Chris Gill Lorraine Hughes Contact Angie Woodcraft to book; 01582 599921 Chiltern TSA 21st June Challney High School for Boys, Stoneygate Rd, Luton LU4 9TJ Chris Gill Lorraine Hughes Contact Angie Woodcraft to book; 01582 599921 West Herts 3rd July Bovingdon Primary Academy, High Street, Bovingdon, HP3 0HL Michaela Hewett Tel: 01707 323693 Sheringham and Ormiston 6th July Oriel Ave, Great Yarmouth NR31 7JJ Jodie GilbertBarnham
ConnectED, Suffolk & Norfolk 12th July Barrow Primary, Church Lane, Barrow, Bury St Edmunds, Suffolk IP29 5AU To reserve your place, please send confirmation of the following to Ellie White at Tel: 01284 810032 Delegate name Which training session they would like to attend Direct contact e-mail address for the delegate and SLE specialisms Name of the school where the delegate teaches Name of the Teaching School appointing the SLE. ConnectED, Suffolk & Norfolk 12th July Barrow Primary, Church Lane, Barrow, Bury St Edmunds, Suffolk IP29 5AU To reserve your place, please send confirmation of the following to Ellie White at Tel: 01284 810032 Delegate name Which training session they would like to attend Direct contact e-mail address for the delegate Phase and SLE specialisms Name of the school where the delegate teaches Name of the Teaching School appointing the SLE. St Thomas More Catholic Teaching 14th July St Thomas More Catholic Teaching School, Tyne Crescent, Susanne Combe
Direct contact e-mail address for the delegate Phase and SLE specialisms Name of the school where the delegate teaches Name of the Teaching School appointing the SLE. Mid Essex Teaching School Alliances 20th Sept 9am – 3.30pm Newlands Spring Primary School Dickens Chelmsford CM1 4UU To make a booking please contact: Ann Wilks Mid Essex Teaching School Alliances 26th September Powers Hall Academy, Spa Rd, Witham CM8 1NA To make a booking please contact: Ann Wilks West Herts 29th September Acorns Teaching School Alliance Holwell Road, Welwyn Garden City, Hertfordshire AL7 3RP Michaela Hewett Tel: 01707 323693 Sheringham and Ormiston 29th September Sheringham Primary School, Cooper Road, Off Holway Road, Sheringham NR26 8UH Sue West Herts 19th October The Wroxham School, Wroxham Gardens, Potters Bar, Herts, EN6 3DJ Michaela Hewett Tel: 01707 323693
Specialist Leaders of Education Directory 2015-16 June 2016 Further Information Website: Contact: Mr J. Sonnenfeld, Durham Teaching Schools Manager SLE School Specialism Headteacher Contact Details Elizabeth Sturrock Ramshaw Primary School Literacy Dominic Brown 01388 832411 Lynsey Cooper Sunnybrow Primary School Mathematics Suzanne Binks 746413 Rachel Stanhope Burnside Primary School Attendance Lisa Armstrong 01207 234020 Kathryn Costello Vane Road Primary School ICT Kieran Pavey 01325 300380 Kelly- Ann Lee Prince Bishops Primary School ITT Lynn George 01388 451278 Jemma Crosby Ludworth Primary School EYFS Joanne Sones 01429 820207 Caroline Speight Hylton Castle Primary School (Sunderland) EYFS Elaine Armstrong 0191 5535574 Jo Madgwick Etherley Lane Nursery School EYFS Leslie Patterson 604835 Kay Lee Hartside Primary School School Business Manager- finance Shawn Laws 01388 766686 Rebecca Newbold Glendene Arts Academy Behaviour Carolyn Barker ascenttrust.org 01915691420
Raising attainment and supporting student progress Assessment and Curriculum development Premium Middle Leadership Support: Leading a Faculty/Subject/Key Subject expertise in History, Humanities and Citizenship Teaching and Learning Effective Interventions I am currently Assistant Headteacher at High Tunstall College of Science with responsibility for school progress, data analysis, assessment and exams, pupil premium, educational visits and raising aspirations opportunities. In my role as Assistant Headteacher I am also experienced at observing lessons and quality assurance procedures. I have had the privilege of being a teacher and leader in three very different schools in Surrey, Cheshire and now in Hartlepool. In my previous roles as Faculty Leader and Head of Subject I led high performing teams and shaped curriculum development. One of my key strengths is my ability to communicate with others, coach and mentor and enable others, forge successful productive working relationships and make valuable impacting contributions to various teams and networks. Frequently I provide peer-to-peer support in my own school and in wider settings. I have the capability to develop and influence others to improve them as professionals by developing their skills as classroom practitioners and key leaders. I can identify the needs of others, plan and prioritise actions for individuals and teams for whole school improvement. Lyndsay Reavley Senior Teacher in Charge of STEM Subjects High Tunstall College of Science I can offer support with: Improving attainment in Science Curriculum redesign and planning in Science Assessment in Science CPD in Science
The school requesting support will complete a Deployment Request Form outlining the priorities for development. The SLE will complete a Deployment Form following the initial contact/visit and a Deployment Evaluation at the end of the deployment. SLE Logs: SLEs will keep a log of phone calls and visits which will be shared with the Teaching School Manager. SLE Commissioning Process: A need is identified for SLE support and a request for support is made. This could come from: Local Authority or diocesan body Individual school or academy DFE, National College or other national body Another teaching school alliance The Teaching School Receives a request for SLE support. The Teaching School Manager reviews the needs of the school to be supported and matches an SLE with the appropriate area of expertise and sufficient capacity to offer support. The matching process may also take aspects of the school into account: School phase School context Location/geography Specific experience Working style/approach The Teaching School Alliance, The SLEs own school and the school to be supported agree on the terms and scope of the deployment, including: The focus of the work Expectations for outcome and impact Any funding for the work Length of the deployment Frequency of contact (eg 1 day per week/1 term..)
Examples of support provided: Development and implementation of centred teaching and learning approach Planning support – adult led & continuous provision Leading moderation Inset and staff meeting training sessions: Effective use of observation, assessment and planning Continuous provision planning/enabling environments Outdoor learning Developing communication and language SMART target for SEND Team around the child approach to target setting Supporting staff to understand and use data analysis Transaction Co-developed coaching and mentoring plans
AICE US History I – Origins of the Civil War Name: _______________________________ How were the seeds of conflict planted in the early national period? Evaluate the impacts of slavery and of expansion in the growing divide between North & South. Doc. A: Origin: What is the big message? How does this help answer Q1 and/or Q2? Doc. B: Origin: What is the big message? How does this help answer Q1 and/or Q2? Doc. C: Origin: What is the big message? How does this help answer Q1 and/or Q2? Doc. D: Origin: What is the big message? How does this help answer Q1 and/or Q2? Doc. E: Origin: What is the big message? How does this help answer Q1 and/or Q2? Doc. F:
S, Benvenga S, Degli Uberti EC, De Marinis L, Lombardi G, Mantero F, Martino E, Giordano G, Ghigo E. Residual pituitary function after brain hypopituitarism: a prospective study. J Clin Endocrinol Metab. 20. Halbauer JD, Ashford JW, Zeitzer JM, Adamson MM, Lew HL, Yesavage JA. Neuropsychiatric diagnosis and management of chronic sequelae of mild to moderate traumatic brain injury. J Rehabil Res Dev. 2009; 46(6):757–96. 21. Silver JM, McAllister TW, Arciniegas DB. Depression and cognitive complaints following mild traumatic brain injury. Am J Psychiatry. 92. month
116. R, Ponsford J, Johnston L, Grant F. Psychiatric disorders following traumatic brain injury: their nature and frequency. J Head Trauma Rehabil. 2009; 24(5):324–32. 117. Carlson KF, Nelson D, Orazem RJ, Nugent S, Cifu DX, Sayer NA. Psychiatric diagnoses among Iraq and Afghanistan war veterans screened for traumatic brain injury. J Trauma Stress. 118. Draper K, Ponsford J, Schönberger M. Psychosocial and
traumatic brain injury. Neurology. 2006;67(5): 748–55. 153. McLay RN, Ho J. Posttraumatic stress disorder-like symptoms after treatment with acetylcholinesterase inhibitors. J Neuropsychiatry Clin Neurosci. 2007;19(1):92–93. 154. Gualtieri CT, Evans RW. Stimulant treatment for the neurobehavioural sequelae of traumatic brain injury. Brain Inj. 155. Plenger PM, Dixon CE, Castillo RM, Frankowski RF, Yablon SA, Levin HS. Subacute methylphenidate treatment for moderate to moderately severe traumatic brain injury: a preliminary double-blind study. Arch Phys Med Rehabil.
Program Title: Sleep Disorders and the Impact on Public Health Faculty Name: Mary Wells Course Description: Disorder and the Impact on Public Health overview of common sleep disorders including insomnia, sleep apnea, shift work, sleepwalking, and restless legs. Relationship between sleep disorders, the impacts on society, and the impact on quality of life techniques for good sleep hygiene.
PART TWO: NEW AMSTERDAM (cont.) Questions #10–#13 = 10:06–14:55 10. Slavery is NOT the same everywhere. In different cultures & time periods SLAVERY can mean different things … How is slavery in NEW AMSTERDAM different from common stereotypes of slavery? 11. Why did some of the Africans enslaved in New Amsterdam convert to Christianity? 12. In 1639, the Dutch in New Amsterdam & the local Indian tribes go to war with each other. What is the role of African Americans during this war? 13. After helping defend New Amsterdam from the local Indians, the Creole (aka African) men make the argument that 1) they helped B _ _ _ _ the colony; 2) they are C _ _ _ _ _ _ _ _ ; 3) they have helped defend the colony in a T _ _ _ of W _ _ … And therefore have more than earned the right to be FREE. The Dutch West Indies company responds by giving the men “HALF FREEDOM” … What does this HALF FREEDOM mean? A: B: C: D: PART THREE: VIRGINIA Questions #14–#17 = 14:55–20:05 14. Freedom was also the goal of W _ _ _ _ and B _ _ _ _ indentured servants in Virginia’s Tobacco Country. 15. There is great pressure for colonies to produce MONEY for its investors. Farmers in Virginia HOPED to use N _ _ _ _ _ A _ _ _ _ _ _ _ _ as slaves to help grow more tobacco. A) Why did this NOT work? B) And what did the English try next to get laborers to grow tobacco? A: B: 16. Who was treated worse, Black or White indentured servants? Explain. 17. Being an indentured servant was SO BAD that John Punch, Victor, & James Gregory RUN AWAY from their owner. What is the punishment of the two white men? What happens to John Punch? Why is THIS seen as a turning point in 1640?
E6-012 8:30 – 12:00 am Barr sleep clinic Sen Sleep Clinic Kashgari Sleep Clinic Independent study Michael Mak Clinic 1:00 -- 4:30 Sleep Lab Independent study Sen Clinic* Kashgari sleep clinic Barr sleep Clinic Rotation Schedule – Sleep Fellow If planned clinic is cancelled you are expected to attend alternative sleep clinics if available Time Monday Tuesday Wednesday Thursday Friday 8:00 – 9:00 AM Medicine rounds. Monthly Sleep resident presentation 800-900
Sleeping Better Overview Without proper amounts of sleep, no one can function well. And while the amounts of sleep that we all need differ; generally we need around seven to nine hours of sleep each night. Getting shorter amounts of sleep creates a “sleep debt” during the week. Sleeping is like credit, in that you can go into debt with it. If you don’t sleep enough at some point you “owe” yourself sleep. This sleep debt can only be paid off by sleeping. It can’t be overcome by willpower, nor will it go away by itself. Sleep is also like appetite. To stop feeling hungry or thirsty, the body needs to eat or drink. To stop feeling sleepy, all we have to do is sleep more or get better sleep. Circadian Rhythm
Animal escape Earthquake, accidental release, auto release Regular monitoring of enclosure condition/security Care with entry/exit of keepers/other Zoo personnel Appropriate design of enclosure All Zoo staff particularly keepers Daily during feeding Daily during general Zoo staff movement around the Zoo During enclosure design Zoo staff will implement ‘Animal Escape’ procedure All visitors to follow directions of Zoo staff Vehicle /person conflict within Zoo grounds Inadequate supervision Inadequate ratio Persons lack of awareness of risk in such a situation. Supervisors and children are made aware of vehicles operating in zoo grounds All supervisors of visiting group Students At discussion meeting with entire group before departure to the Zoo Reminders given while at the Zoo Supervisor immediately notifies Zoo of incident/injury (this action must be taken even if supervisor is a qualified first- aider and situation is under control) Zoo ‘Medical Emergency’ procedure followed if injury is moderate or serious Incident report to be completed before supervisor leaves Zoo Dropping food, clothing or litter into enclosures Desire to attract animal and observe reaction Accidental release (e.g. blown by wind) Desire to feed animals Utilising rubbish bins Inform visitors of the need to respect the of our animals and of the danger items of rubbish can pose to animals when playing or ingesting them and that animals are on special diets Make sure clothing is worn or held securely All supervisors of visiting groups and any accompanying Zoo staff Students At discussion meeting with entire group before departure to the Zoo and once inside the Zoo As necessary in the Zoo Don’t attempt to retrieve any item from enclosure Supervisor notifies Zoo staff of their item ending up in enclosure Notification passed to relevant Zoo staff to retrieve item when appropriate Emergency, such as a natural disaster or fire Natural Process Deliberate, accidental, careless activity Unpreventable for a natural disaster Care with flammable materials Reporting of suspicious behaviour All supervisors of visiting groups and any accompanying Zoo Zoo contractors As and when using flammable materials As and when suspicious behaviour is reported Zoo staff with implement relevant emergency procedures All visitors to follow directions of Zoo staff
Sleep Baby Safe and Sung Board Book Safe Sleep Do's and Don'ts Magnet Safe Sleep Do's and Don'ts Poster Price $ 2.00/book Price $ 0.25 $0.50 Quantity Quantity (English) Quantity (English) Charlie's Kids Brochure Price On request Quantity (English)
Safe Do's and Don'ts Sticker (Spanish Only) These Spanish stickers replace the English sticker on the back cover of the book (Full Spanish version is currently in Price On Request Quantity A Charlie's Kids representative will contact you shortly after completion of this form. Completed ordered forms can be returned to: Fax: 502-212-0601 Mail Charlie’s Kids PO Box 1571 Jeffersonville, IN Your total will be calculated after your order has been shipped. All major Credit cards and Checks are welcome. For any questions or concerns e-mail or call (312) 600-SIDS
Name: Target Grade: Teacher: Study Buddy’s Name: Assignment Title What you/your teacher/peer said you did well What your you/your teacher/peer said you needed to improve Your mark/out of Grade Over/on/ under target grade 1 / 2 / 3 / 4 /
How to include synoptic information… This is your ‘synoptic toolbox’. This toolbox will help your to draw to synoptic material in the exam. Whenever you see the toolbox on the page, synoptic links can be made You need to make sure that you put the correct tools in your box…these tools are: Issues (AO2) Gender bias Ethical issues Culture bias The role of animals in research Debates (AO2) Free will and determinism Nature vs. nurture Reductionism Is psychology a science Approaches (AO2) Biological Behavioural Cognitive Psychodynamic Evolutionary Research methodology (AO3) How science works Validity Reliability Scientific method (e.g. observation/survey etc) Demand characteristics Social desirability bias Lack of control
For more information: Phone AccessPoint on 020 8770 4690 Disabled Children’s Service Sutton Offices St Nicholas Way Sutton Surrey SM1 1EA Sleepless nights ... tired days? Sleep Counselling for Children and People with additional needs ages 2-18 Our sleep counsellors have had intensive training by Sleep Scotland and have received accreditation. The programmes are tailor made for individual children and their families. They begin with a home visit from the counsellors when an in-depth assessment will be completed with you. This is followed by fortnightly visits from the counsellors during the implementation of the programme.
analyse, package and present main points using pictorial/drawings and interpreting the information to the daily reality situations and examples. Art meets Science Open Mic Session: Learners and the audience chosen to perform Poetry, Music jams (rap/kwaito etc), act out in a 5 minute drama or dance to interpret Biodiversity, South African Mining, Manufacturing sector driven by STEMI, Climate change, Economic Development and seasonal changes (downgrading by Moodys, Heat wave on our livestock). Workshops: indigenous games and science fun games; a collection of optical illusion picture frames, mathematical words problems/riddles games and astro quizzes. The audience will receive printed quizzes and games to complete in groups competing against each other for prizes. 09/08/2016 Bakenberg High Innovation and Investors workshop: Hands on workshops for learners, educators and public which encourages intergenerational exchange of knowledge and innovation in creating new/current. Indigenous Knowledge System: Talk show with local Herbalists vs Pharmaceutical medicine knowledge. Public Lectures: Waterless Bath-an SA discovery, Astronomy - SKA, Bloodhound, Gravitational Field Sounds and the New Planet discovery. Workshops: Maths, indigenous games and science fun games; a collection of optical illusion picture frames, mathematical words problems/riddles games and astro quizzes. The audience will receive printed quizzes and games to complete in groups competing against each other for prizes. Public, Learners and Educators 09:00 – 10:30 11:00 – 12:00 12:00 – 13:00 13:15 – 15:30 10/08/2016 Ellisraas, TVET College Community Hall 12/08/2016 Ga-Mathapo, Mathapo Stadium or Seshego Capricorn TVET College
30. Respondent acknowledges and waives its to an administrative hearing pursuant to sections 120.569 and 120.57, Florida Statutes, on the terms of this Order. Respondent acknowledges its right to appeal the terms of this Order pursuant to section 120.68, Florida Statutes, and waives that right upon signing this Order. 31. Electronic signatures or other versions of the parties’ signatures, such as .pdf or facsimile, shall be valid and have the same force and effect as originals. No modifications of the terms of this Order shall be effective until reduced to writing and executed by both Respondent, the Department, and the Board. 32. [USE THIS PARAGRAPH IF THE RESPONDENT IS THE PROPERTY OWNER] In the event of a sale or conveyance of the Respondent's riparian upland property, if all of the requirements of this Order have not been fully satisfied, Respondent shall, at least 30 days prior to the sale or conveyance of the property, (1) notify the Department of such sale or conveyance and (2) provide a copy of this Order with all attachments to the new owner. The sale or conveyance of the property shall not relieve the Respondent of the obligations imposed in this Order. Further, this Order and any rights and privileges contained herein, are for the sole benefit and use of the Respondent and shall not be assigned or transferred by the Respondent to any other party without the prior written consent of the Department and the Board, which consent shall not be unreasonably withheld. 33. The terms of this Order pertaining to the Respondent's use of the Sovereign Lands may be enforced by the Board notwithstanding that the proprietary authorization granted hereunder has expired. 34. Unless otherwise specified, all submittals and payments required by this to be submitted to the Department shall be sent to the Florida Department of Environmental Protection, [Insert TITLE AND Address]. 35. This is a settlement of the Department’s and the Board's civil and administrative authority arising under Florida law to resolve the matters addressed herein. This Order is not a settlement of any criminal liabilities which may arise under Florida law, nor is it a settlement of any violation which may be prosecuted criminally or civilly under federal law. 36. This Order is a final order pursuant to section 120.52(7), Florida Statutes, and it is final and effective on the date filed with the Clerk of the Department unless a Petition for
Our are available for school to school support, to work with in your school settings. Contact Lorraine Hughes on to check availability Trust Specialist Leaders of Education Examples of possible support - Providing bespoke outreach/consultancy/training to other schools in: - developing behaviour for learning systems - KS3 and KS4 Mathematics - developing effective intervention strategies - effective teaching and learning - creating positive learning environments - coaching Middle Leaders Shenila Abbas Based at Challney High School for Boys Shenila is an experienced secondary Mathematics teacher with 20 years experience. She has in depth knowledge of Mathematics teaching and assessment and co-ordinating the mentoring of NQTs and PGCE students. She has also worked with primary schools to improve Mathematics teaching. She has supported her Head of Department to develop new policies and worked with teachers to improve teaching and learning. She also has Governance experience as she is a Governor at Denbigh High School Santash Freebourne Based at Putteridge High School
Please confirm you have at least two years’ experience in your current role. If you have indicated ‘no’ to the question above, please detail your previous leadership role or responsibility and school name. Experience SLEs will be outstanding middle or senior leaders, with at least two years’ experience and a first-class knowledge in a particular field of expertise. SLEs will have a minimum of two years’ experience in a leadership role within a school or academy. Specialist area(s) of expertise Your Specialism Please indicate your specialist area(s) and the length of time you have been a specialist within the selected field(s) of expertise. Experience SLEs will be outstanding middle or senior leaders, with at least two years’ experience and a first-class knowledge in a particular field of expertise. Question 1. What motivates you to engage in system leadership? Capacity and commitment SLEs will have a commitment to outreach work, and the capacity to undertake such work. Leadership experience and capacity Question 2a. As a leader, please outline the significant impact of your contribution to supporting leaders in other schools, or to your own school’s performance, detailing the impact of this, and demonstrating clear evidence of your outstanding practice within your area/s of expertise/specialism. Experience SLEs will be outstanding middle or senior leaders, with at least two years’ experience and a first-class knowledge in a particular field of expertise. Track record SLEs will have a successful record, supported by substantial impact evidence, of
in other leaders leading to sustainable improvements. SLEs will have excellent communication and interpersonal skills. SLEs will have the ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues. SLEs will have the ability to grow leadership capacity in others. and Question 4. Please provide an example of significance where you have challenged, collaborated, motivated and inspired your peer colleagues to set and establish new and innovative working practices. How did you approach this? What impact did this have? Skills SLEs will have excellent communication and interpersonal skills. SLEs will have an analytical approach in identifying the needs and ability to prioritise accordingly, including the ability to set and establish new and innovative working practices. Questions 5 Please address each area, evidencing where you have utilised each skill and the positive impact you have brought about. Skills and Experience SLEs will have excellent communication and interpersonal skills SLEs will have the ability to utilise high levels of emotional intelligence to work sensitively and collaboratively with peer colleagues.
I have had the privilege of being a teacher and leader in three very different schools in Surrey, Cheshire and now in Hartlepool. One of my key strengths is my ability to communicate with others, coach and mentor and enable others, forge successful productive working relationships and make valuable impacting contributions to various teams and networks. Frequently I provide peer-to-peer support in my own school and in wider settings. I have the capability to develop and influence others to improve them as professionals by developing their skills as classroom practitioners and key leaders. I can identify the needs of others, plan and prioritise actions for individuals and teams for whole college improvement. Raising achievement has been a key feature of my roles of responsibility throughout my teaching career and as Assistant Headteacher I currently lead on whole college progress and achievement. Lyndsay Reavley Senior Teacher in Charge of STEM Subjects High Tunstall College of Science I can offer support with: Improving attainment in Science Curriculum redesign and planning in Science Assessment in Science CPD in Science Leadership and Management Quality of Teaching Generation of income via grant writing Age Range 11-16 I have worked at High Tunstall College of Science since 2007 and have been science faculty leader here since 2011. Before taking up post at HTCS, I had the
Does the municipality have a board of education? (If yes, answer the question below) Yes No This application is on behalf of: (check either box A or B) Both the municipality & its board of education The Municipal Government Only Name of Municipality: Does the municipality have a board of education? (If yes, answer the question below) Yes No This application is on behalf of: either box A or B) Both the municipality & its board of education The Municipal Government Only Name of Municipality: Does the municipality have a board of education? (If yes, answer the question below) Yes No This application is on behalf of: (check either box A or B) Both the municipality & its board of education The Municipal Government Only Name of Municipality: Does the municipality have a board of education? (If yes, answer the question below) Yes No This application is on behalf of: (check either box A or B) Both the municipality & its board of education The Municipal Government Only (Please attach additional sheets if necessary for additional municipalities) Contact Person for the Application: Name Title Address City/State/Zip Telephone
SELF-STUDY REPORT INSTITUTION NAME Location Visit Date Self-Study Report The following Self-Study Report (SSR) template should be used by institutions hosting their first visit, a regular continuing accreditation visit, a focused visit, or a probation visit. This SSR template includes the prompts or questions to which the institution should respond. EDUCATOR PREPARATION PROVIDER MISSION AND RESPONSIBILITY Higher education programs for the preparation of education personnel operate under a written mission statement. The Educator Preparation Provider (EPP) statements of goals and program objectives, consistent with the mission statement, shall serve as a basis for decision making regarding policies affecting all of the programs for the preparation of education personnel and shall assure that education graduates are prepared to serve in P-12 schools.
K.2. What field experiences are required for each program or categories of programs (e.g., secondary) at both the initial teacher preparation and advanced preparation levels, including graduate programs for licensed teachers and other school professionals? What clinical practice is required for each program or categories of programs in initial teacher preparation programs and programs for the preparation of other school professionals? Please complete Table 7. Table 7 Field Experiences and Clinical Practice by Program Program Experiences Clinical Practice (Student Teaching or Internship) Total Number of Weeks or Hours K.3. How does the EPP systematically ensure that candidates develop proficiencies outlined in the EPP's conceptual framework, state standards, and professional standards through field and clinical experiences in initial and advanced preparation programs? K.4. How does the EPP systematically ensure that candidates use technology as an instructional tool during field experiences and clinical practice? K.5. What criteria are used in the selection of school-based clinical faculty? How are the criteria implemented? What evidence suggests that school-based clinical faculty members are accomplished school professionals? K.6. What preparation do school-based faculty members receive for their roles as clinical supervisors? K.7. What evidence demonstrates that clinical faculty members provide regular and continuous support for student teachers, licensed teachers completing graduate programs, and other school professionals?