zilongwang/ReadingBank huggingface dataset:
Academic Year 2016/2017 Total Fund Allocated: £8897 Primary PE & Premium Key Outcome Indicator School Focus Planned Actions Planned Funding Evidence Impact Sustainability/Next Steps 1, 2, 3 & 4 Swadelands Primary Sports Partnership Service Agreement (4th Year of partnership) To support Headcorn staff with the delivery and extension of the PE curriculum through specialist teacher support from Swadelands School. Focus for 4th year of partnership is for the development of teaching and learning in the provision of a broader spectrum of sports coaching. £7000 Audits were carried out at the start of the academic year to ascertain staff professional development needs in the Sports provision. From these audits the PE Coordinators liaised with the specialist link teacher at Swadelands to construct a program of work for the year ahead. Specialist staff will be working with the school staff ½ a day a week throughout the academic year. Staff will be trained and supported on a rotation basis so all receive training input. Specialist staff will also support training of teachers and TAs through 3 twilight CPD sessions across the year Increased confidence and skill in staff in delivering sports activities. A broader range of sporting activities are available for pupils across the school. Professional Development is provided for more general training for staff across the school on skill development and providing challenge for the more able pupils. To continue to develop a professional improvement schedule involving specialist teachers meeting and extending the needs of teachers and staff at Headcorn School through Sports. To develop the PE role through coaching and mentorship. Specialist staff will spend 1:1 sessions with the PE co-ordinator developing her role, management of the subject and writing an action plan. The PE co-ordinator will gain confidence and management skills in developing and championing sport throughout the school. Investing in the role of the newly assigned PE To develop a broader range of clubs with specific invite to disadvantaged pupils Specialist staff will train and support staff in running 6 sessions of a specific extra-curricular club of pupil/staff choice A wider provision of sport activities is offered after school with specific encouragement for disadvantaged pupils to participate. Ongoing provision of a variety of sports at Headcorn Primary School with increased % of disadvantaged pupils attending clubs
Personnel Office Training and Employee Development Submit requests, questions, and documents to: Training and Employee Development Division can help your agency with: Manager and Supervisor Training Cultural Competency Training Rights Customer Service Hiring the Right Candidate Time Management Workplace Ethics Harassment Free Workplace Training can also be conducted at your agency within the Santa Fe/Albuquerque area. Online classes are coming soon. Please contact us with any questions you might have at our . State Personnel Office Website: State Personnel Office InfoLink: Contact Us: Karen Spehar, Training and Development Division Director 505–690-4432 Charlene Gannon, Training Specialist 505-231-2131 Pennington, Coordinator of Classroom Technology 505-231-2696 Rachel Roybal, HR Training and Labor Specialist 505-690-4592 Zack Boatman, Training Specialist 505-231-2977
Intervention/Title I Implementation Action Steps (Teachers and Students): 1. 30 minutes of daily reading remediation using the blended model with i-Ready Reading (Grades 3-5) 2. 30 minutes of reading remediation using the Tyner model (Grades 1 and 2) 3. Students will be screened using the i-Ready diagnostic assessment (Grades 3-5) or the Rigby benchmark assessment kit (Grades 1 and 2) 4. Students will be grouped based on skill needs. Groups will be fluid and will be adjusted frequently as needed. 5. Teachers and Assistants work with leveled and differentiated groups. These groups are separated both on DEA and/or FSA strands. POC Plan: Starting October 11,2016 through 9,2017 we will have 34 days of POC tutoring. i-Ready toolbox lessons will be used with students during the POC. We chose students by starting with our retained students and then included as many level 1 and 2 students as possible. They will receive differentiated instruction based on their needs. Progress Monitoring: Initiative How Often How Will It Be Monitored Who Is Responsible To Monitor i-Ready Reading remediation strategies for identified students - 30 minutes Lesson Title I data records, fidelity charts, walk-throughs, Title I daily schedule Administrator, Title I specialist, Title I Instructional Coach I PD Data days Once per month Realignment of groups and meeting minutes Title I Teachers, Administrators Title I collaboration with classroom teachers Weekly Grade level minutes, weekly remediation progress reports Title I Teachers, Classroom Teachers, Title I Specialist, Title I Instructional Coach Tyner Model remediation for Grades 1 and 2 Daily – 30 minutes Lesson Title I data records, fidelity charts, walk-throughs, Title I daily schedule Administrator, I specialist, Title I Instructional Coach Evaluation: Evaluation of Goal & Implementation (Completed at the Beginning of Second Semester): Refinement of Goal (Completed at the Beginning of Second Semester):
Children really enjoy working with the coaches. It would be good to find ways to incorporate these male coach role-models positively in other areas of the school Coaches to develop lunchtime game/pastoral role. Coaches to join in with reading with children during Guided Reading. Coaches supporting children with guided reading is a good role model to children. 1 coach has supported a child with behavioural needs at lunchtime, which ensures his play is more positive at those times. Increase afterschool , lunch and before school work from the coaches. TOTAL £19,792
Please note: Spaces are limited to 90 (30 places per school) and are allocated on a first come first served basis. There are three activities per half day, and your school will rotate between all three during the 2 hour slot. ACTIVITY DATE VENUE SCHOOL BOOKING (10:00am – 12:00pm) SCHOOL BOOKING (1:00pm – 3:00pm) Trampolining (tbc) Karate Multi skills/Cricket stars 1/3/18 Birkenhead Club Watson St, Birkenhead, Wirral, Merseyside CH41 3PY 90 Places available Health and Fitness Karate Teambuilding Thursday 8/3/18 The Oval, Old Chester Rd, Bebington, Wirral CH63 7LF 90 Places available Zumba Karate TAG rugby Wed 6/6/18 Leasowe Leisure Centre Twickenham Leasowe, Wirral, CH46 1PF 90 Places available Dance Karate Multi Skills 12/6/18 The Oval, Old Chester Rd, Bebington, Wirral CH63 7LF 90 Places available
What percentage of your current Year 6 cohort swim competently, confidently and proficiently over a distance of at least 25 metres? 85% Measured Summer Term 2018 What percentage of your current Year 6 cohort use a range of strokes effectively [for example, front crawl, backstroke and breaststroke]? 70% Measured Summer Term 2018 What percentage of your current Year 6 cohort perform safe self-rescue in different water-based situations? 98% Measured Summer Term 2018 Schools can choose to use the Primary PE and Sport Premium to provide additional provision for swimming but this must be for activity over and above the national curriculum requirements. Have you used it in this way? 8 Chn received ½ term of lessons *Schools may wish to provide this information in just before the publication deadline.
Annex B Calculation of Pensionable Pay The table below gives some examples of how to calculate pensionable pay for contribution rate assessment Scenario Pensionable Pay Contribution Rate Full Time – Employed full time Rate of pensionable pay @ 1 April = £20,000 £20,000 No adjustment is required 5.5% based on table 2 below Full Time –but with a period of no pay through sickness Employed full time Salary point @ 1 April £24,000 Period of no pay 165 days during the year to scheme year end Rate of pensionable pay @ 1 April £0.00 £24,000 ignoring period of no pay through sickness 5.7% based on table 2 below Part Time – Full Year Employed part time 20 hours per week Full time for post is 37.00 hours per week (£37,000 pa) Rate of part-time pensionable pay @ 1 April = £20,000 £20,000 5.5% based on table 2 below Part-time – Full Year – with additional hours Employed part time 35 hours per week Works average additional hours (over the year to 31 March) 3 per week Full time for post is 37.00 hours per week Rate of part-time pensionable pay @ 1 April = £8 per hour Based on additional hours up to standard F/T hours for that employment (37 x £8 = £296) £296 x 52 = £15,392 5.5%
VA Virginia Community Healthcare Association Trinette Randolph Director of Clinical Programs Ph. 804.237.7677 ext. 1247 WA Washington Association of Community & Migrant Health Centers Patricia Gepert Outreach and Enrollment Coordinator Ph. 360.786.9722 ext. 230 WV West Virginia Primary Care Association Jennifer Boyd Director of Clinical Quality Ph. 304.346.0032 ext. 110 WI Wisconsin Primary Health Care Association Lisa Olson Director of Policy and Programs Ph. 608. 443.2946 WY Wyoming Primary Care Association Hannah Wickey Communications/Outreach and Enrollment Mgr. Ph. 307.632.5743
include in Activity Completion Report for the conduct of the SPPD All SPPDs submitted at the District Level SPPDs Priority Programs will be consolidated SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs on SPPDs at District Level District ES/PSDS Upon submission of the SPPDs at the District level ES1/PSDS consolidates the 3 priority programs for professional development listed in each SPPD. The accomplished Template will be submitted with a cover report to the Division T&D Chair through the PDP-WG. The number of SPPDs accomplished by schools within the division A Division Tracking Form will be completed listing the number schools who have accomplished SPPDs Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs Division PDP-WG Following the accomplishment of the SPPD by schools in each division Results will be included in Division Program Completion Report and inform future SPPD policy The number of SPPDs accomplished in each division within the region A Region Tracking Form will be completed listing the number of schools who have accomplished SPPDs across all divisions Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs Region PDP-WG Following the accomplishment of the SPPD by schools in each division Results will be included in Region Program Completion Report and inform future SPPD policy I PERSONAL DATA Name: (Surname) (First Name) (Middle Name) Employee Number (If Applicable): Sex: Male Female
IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs (electronic version available) Region: ____________________________ Date: _______________________ Divisions District Name No. of Schools No. of Teachers No. of Teacher IPPDs accomplished No. of School Head accomplished No. of SPPDs Completed Comments Division 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total Division 2 11 12 13 14 15 16 17 18 19 20 Sub Total Division 3 21 22 23 24 25 26 27 28 29 30 Sub Total TOTALS
EMILIA project: Used lifelong learning as a means of achieving social inclusion and paid employment. Occupational opportunities were created for mental health service users as trainers/educators, researchers/auditors and direct service providers in user-led services or mainstream services. Training packages, learning pathways, employment and support pathways were created. Training programmes were created in dual diagnosis; empowering people in recovery; family network support; personal development plan; post-traumatic stress disorder intervention; powerful voices; social competences (work related); social network; strengths support; suicide intervention; and user research skills. Adults with enduring psychoses, schizophrenia or bipolar disorder Qualitative case [65,66] Most participants experienced improvement in their social life, social contacts and networks. However, maintaining social relationships was perceived to be difficult. Peer support interventions Guided peer support 16 sessions of 90 mins of peer support group, minimally guided by a psychiatric nurse. Sessions discussed daily life experiences Adults with psychoses Randomised controlled [70] Intervention group increased contact and improved relationships with peers but not wider friends or family Adding peer support to case management: people with mental health problems were employed in community mental health services to work alongside mental health professionals. Professional staff provided conventional crisis management and therapeutic services using a strengths-based case management model. Peers were responsible for relationship building, facilitating social networks and providing social Adults with psychoses Randomised controlled trial [71] Improvements in network measures were observed in all arms of the trial: total number of others involved in social activities, reciprocity in social network and network density. Peer-assisted care was no more efficacious than other forms of care.
run sport competitions run sports activities with other schools Academic Year: / Total fund allocated: £8865 PE and Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps The promotion of active, healthy lifestyles through increasing the range of clubs on offer and through outdoor learning and Forest Schools Review the quality and range of clubs Arrange for club leaders to hold taster sessions to promote their clubs Teachers to plan for more outdoor learning Expand Forest Schools to include more children £4700 £4700 + £11000 from PTA/ school budget to extend play area +£928 to subsidise clubs More children attending clubs, children learning outside and active for more of the time School council and parent surveys show that Forest school is highly valued EYFS area extended, more space, wider range of activities has meant more children playing outside Lunchtime club established every week, all classes and children attend – has involved all children in physical activity Forest School impact: mentioned as a strength of the school by children and parents Lunchtime club to run for the whole year 2016-17 Forest school sessions increased so that all year groups have access every term Choice and challenge in PE leaders and year groups to identify opportunities for children to have greater choice and challenge in PE in line with Learning without Limits ethos School budget £1000 incl £754 dance workshop Children can explain how they have been challenged in PE. Planning shows children are given opportunities to show their learning in different ways PE wall displays more frequent Children identify PE as something they enjoy. Purchase of new equipment to improve access for all children SIP target 2016-17
Monday Tuesday Wednesday Thursday Friday Week 1 October Term 4 begins 8.50am 17 18 Students Bank Day 19 Inst. Lessons. 20 21 Week 2 October Seaton High School extra transition day 24 25 Students Bank Day 26 Inst. Lessons. Tennis Clinic 27 Open Access College Cultural Language Day C8, C10 & C16 28 Week 3 October/November MARBLES ASSEMBLY 9.00am ** 31 1 Students Bank Day Yr 6/7 Aquatics 2 Inst. Lessons. 3 4 Week 4 November 7 Underdale High School transition day 8 Governing Council Meeting 5.30pm Students Bank Day 9 10 Remembrance Day 11 Week 5 November 14 Volunteers Morning Tea & Special Assembly 15 Students Bank Day 16 Inst. Lessons. SAPSASA Beach Volleyball 17 18 Week 6 November MARBLES ASSEMBLY 9.00am ** 21 22 Students Bank Day Seaton High School Transition 23 Inst. Lessons. Seaton High School Transition Whole school excursion and year 3-7 sleepover 24 Woodville High School Transition 25 Week 7 November SCHOOL CLOSURE 28 STUDENT FREE DAY (Hub Music Concert 6.00pm) 29 Students Bank Day 30 Inst. Lessons. Henley High School & Findon High School Transition 1 Henley High School Transition 2 Week 8 November/December 5 Adelaide High School Transition 6 Students Bank Day SEATON CELEBRATES 5.30PM 7 Governing Council Meeting 5.30pm Hub Music Tour Day 8 9
Academic Year: / Total fund allocated: £8865 PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps To enable the children to lead a healthy lifestyle through increased participation in sport and access to outdoor learning club to run for the year 2016-17 school sessions increased so that all year groups have access every term morning club to Friday afternoon £1500 (£900 for lunchtime club) Choice and challenge in PE target PE equipment to be purchased for the delivery of gymnastics to improve access for all children and to motivate and inspire children £3500
11.2.2 Process Force Calculation The calculation of milling forces is based on a material removal simulation that also calculates complex cutter work piece engagement conditions and therefore the chip geometry. Based on the chip geometry the milling forces are calculated using a standard model presented in [3]. While other methods for cutter work piece engagement simulations are introduced in [12, 13, 14, 15] the dexel representation used in this work enables an efficient computation of the engagement condition. Especially in applications of milling with industrial robots the accuracy of the dexel based method is considered to be appropriate. In order to increase the calculation accuracy [16] recommends the usage of a multi-dexel model for the representation of the work piece (cf. Figure 11.4). Figure 11.4: Dexel representation of a work piece in three directions in space. Thereby the description of a single dexel is done by line equations, Here, p is a point on the line, d is the line direction, t is the scaling factor and s the starting point in space. The work piece is modeled using a multi-dexel representation compromising dexel directions in x, y and z. The discretization of the work piece is defined by the dexel distances dx, dy and dz. In order to receive a sufficient accuracy of the force calculation the relation kd between the dexel discretization and the tool radius R is considered, . During a simulated milling operation the tool moves through the work piece in discrete time steps ti. The incremental size of the time step is dt. In every time step ti=1,…, nint the material removal is calculated, whereis the tooth passing time calculated by with the number of revolution n and the number of teeth 11.2.2.1. Calculation of the Chip Geometry The material removal simulation calculates a point cloud representing the outer volume of a single chip from which the discrete chip geometry is extracted. The chip geometry is described by the angular discretized chip thickness h(φ,z) with the entry and exit angles φin, φout. As the chip thickness varies along the cutting
MAIN CONTACTS OF YOUR ORGANIZATION Principal representative Title First name Last name Position Procurement Policy Economics Fundraising Project Management Business Management Networks Email Mailing address Telephone Fax Country Alternate representative (or other relevant contacts, if applicable) Title First name Last name Position Expertise Procurement Policy Economics Fundraising Project Management Business Management Networks Email Mailing address What is your main motivation to participate in the programme? Adapt, replicate or scale-up projects from other participants Share knowledge on successful initiatives Showcase mature projects that can be replicated elsewhere Find guidance and information on SPP policy development Participate in international meetings Obtain funds for projects Provide funding for the programme or projects Other, please describe: In which world regions do you mainly operate? (please check all that apply) Global Europe Western Europe Eastern Europe Africa North Africa West Africa East Africa Americas North America Central America South America
Academic Year: / Total fund allocated: £18,700 PE and Sport Premium Key Outcome Indicator School Focus/ planned Impact on pupils Actions to Achieve Planned Funding Actual Funding Evidence Actual Impact (following Review) on pupils Sustainability/ Next Steps To enable the children to lead a healthy lifestyle through increased participation in sport and access to outdoor learning club to run for the whole year 2017-18 year groups to visit High Ashurst at least once in 2017-18 £8000.00 Role of exercise in maintaining good mental health PE equipment to be purchased for the delivery of gymnastics to improve access for all children and to motivate and inspire children £3500.00 continued… Completed by: Date:
Area Population Issue Action Taken Rancho Penasquitos 58,049 Neighborhood split to accommodate APAC request for maximum Asian district; neighborhood group requests are reunited. Commission cannot reunite neighborhood without dividing other neighborhood. Changes considered in hearings on 8/11, 8/15; Map presented by Nishioka 8/18; Staff presented options 8/18; No action taken Rhodes Crossing 421 56 Freeway to divide neighborhood clarified and withdrawn 8/11 Linda Vista 3,361 under discussion (28,277 total) Planning Area divided in three districts. Morena neighborhood spoke of community of interest with the beaches, not the rest of Linda Vista; other split was for population balance Division reduced to two 8/11 North City Water Plant 2 District boundary follows Planning Area boundary; other Interest Group requests following I-805. Changes rejected 8/11 Rolando Park/Redwood Village 3,717/4,679 Area in District 7; College Area Neighborhood requests area be put in District 9 Issue discussed 8/11, 8/15, 8/18, 8/22 No action taken Ridgeview 0 Area part of City Heights Planning Area separated from the rest of City Heights Changes rejected 8/11 (deference to a Commissioner who resides in Ridgeview) Southern City Heights communities 6,937 Residents of some City Heights neighborhoods describe more community of interest with District 3 than with District 9 Changes rejected 8/11 in order to keep City Heights together Kensington/ Talmadge/ Normal Heights See above Map with changes presented 8/18 Changes reversed 8/22 No change from Preliminary Plan Golden Hill 9,975 Latino groups ask for neighborhood to be included in majority Latino District 8 or 9 instead of District 3 Change considered 8/11 No action Shelltown 4,135 Latino groups ask for area to be linked to Southcrest, not Barrio Logan Change considered 8/11, 8/18 No action taken Mountain View 15,507 Community requests not to be divided, but Community in requests a division Not considered by the Commission East Village South 2 Area is a rail yard, part of Downtown Planning Area but Barrio Logan neighborhood; business interests want area connected to Downtown Changes made on 8/15 and reversed 8/18 Pacific Highway Corridor 282 Several residents describe future connections to District 3 due to redevelopment, not District 2 Change rejected 8/11
suicidal ideation and attempts in adolescents? Preventive Medicine, 87, 11-17. doi: Seil, K. S., Desai, M. M., & Smith, M. V. (2014). Sexual orientation, adult connectedness, substance use, and mental health outcomes among adolescents: findings from the 2009 New York City Youth Risk Behavior Survey. Journal Information, 104, 1950-1956. doi:10.2105/AJPH.2014.302050 Stone, D. M., Luo, F., Lippy, C., & McIntosh, W. L. (2015). The role of social connectedness and sexual orientation in the prevention of youth suicide ideation and attempts among sexually active adolescents. Suicide and Life-Threatening Behavior, 45, 415-430. doi:10.1111/sltb.12139 Tang, T. C., Ko, C. H., Yen, J. Y., Lin, H. C., Liu, S. C., Huang, C. F., & Yen, C. F. (2009). Suicide and its association with individual, family, peer, and school factors in an adolescent population in southern Taiwan. Suicide and Behavior, 39, 91-102. doi:10.1521/suli.2009.39.1.91 Vaux, A. (1988). Social support: Theory, research, and intervention. Praeger publishers. West*, P. H. S. A. L., Sweeting, H., & Leyland, A. (2004). School effects on pupils' health behaviours: evidence in support of the health promoting school. Research Papers in Education, 19, 261-291. doi: 10.1080/02671522.2004.10058645 Whitaker, K., Shapiro, V. B., & Shields, J. P. (2016). protective factors related to suicide for lesbian, gay, and bisexual adolescents. Journal of Adolescent Health, 58, 63-68. doi: 10.1016/j.jadohealth.2015.09.008
BIOL-Biology Ivan Moberly $ 240.00 New Orleans, LA BIOL-Biology Michael Fulbright $ 240.00 New Orleans, LA BIOL-Biology Arianna Rupp $ 240.00 New Orleans, LA BIOL-Biology Justin Scioli $ 240.00 New Orleans, LA BIOL-Biology Catherine Craig $ 240.00 New Orleans, LA BIOL-Biology Lori Rubin $ 300.00 New Orleans, LA BIOL-Biology Jaymes Awbrey $ 300.00 New Orleans, LA BIOL-Biology Eric Tobin $ 500.00 Boston, MA BIOL-Biology Alex Kascak $ 500.00 Boston, MA BIOL-Biology Samantha Hauser $ 500.00 Warwick, UK CACS-Computer Science & Engineering Oladiran Olaleye $ 160.00 Miscellaneous Research Expenses CACS-Computer Science & Engineering Alaa Ali $ 300.00 New Orleans, LA CACS-Computer Science & Engineering Amirhossein Tavanaei $ 400.00 Anchorage, AL CACS-Computer Science & Engineering Prabhakar V. Vemavarapu $ 400.00 Los Angeles, CA CACS-Computer Science & Engineering Uwem Ekong $ 400.00 Los Angeles, CA CACS-Computer Science & Engineering Jason Woodworth $ 400.00 Los Angeles, CA CACS-Computer Science & Engineering Mahmoud Darwich $ 400.00 San Francisco, CA EDCI-Educational Curriculum and Instruction Ashley Veillon $ 146.00 PRAXIS EDCI-Educational Curriculum and Instruction Margaret G. Bienvenu $ 146.00 PRAXIS ELEC-Electrical Engineering Saisreeteja Amirineni $ 160.00 Battery, Controller Board, Set ELEC-Electrical Engineering Mohammadjavad Morshed $ 160.00 Digital scale, digital multi meter, wire cutters, allen keys set, screw driver set, electrical tape ELEC-Electrical Engineering Ikem Haffner $ 160.00 LightCrafter 6500
Physical Education curriculum (How good is the teaching of PE in your school?) Area for Development Established Embedded Supporting evidence Action Areas are identified for further teacher professional development √ Continued use of coaches for CPD. Further CPD undertaken based on audit. Accessed training identified √ As above. Formal staff audit followed up by identification of suitable CPD dates. Specialists are used to help develop teacher skills / knowledge √ Rugby, dance, Tots on Tyres, Multi-skills used Sep 2016-Mar 2017. Continue to utilise SRSSP offer of coaches and other opportunities. A system is in place that enable the school to show that pupils make progress in PE √ √ Core task in games assessed KS2. FMS in KS1 led by L3 TA. Review tracking procedures. Create formal system for data. The school has intervention strategies for children not making progress in PE. √ Still ad-hoc at present due to timetable constraints. Fit for Life and inclusion events used as intervention. Use data from tracker. Create programme for intervention and link to L3 TA role. Teaching of PE is monitored and areas for development are identified and supported √ Opportunity for lesson observations more restricted this year. L3 TA has overview of EYFS - Y3. PE Lead Y5-Y6. Attempt lesson observations. More formal conversation between L3 TA and PE Lead. Pupils are involved in evaluating Physical Education √ Still very informal. Discussions with team players and sport captains. Children questionnaire to be drafted for Summer term.
Health and wellbeing Area for Development Established Embedded Supporting evidence Action The school offers a varied and inclusive extracurricular school sport opportunities √ √ At least one club on offer to each key stage every term. Continue to offer wide variety of clubs to all age groups. L3 TA role expanded to include breakfast clubs. The school has a system in place to identify the least active pupils and offers them appropriate opportunities √ √ Tracker for pupil participation currently being updated to more formalised system. Review new tracker and link to the increase in extracurricular clubs on offer. Non teaching staff and or volunteers are trained to run activity clubs for less active pupils √ TAs used to support Fit for Life and inclusion events. Current review of KS1 Huff and Puff. Complete review of KS1 dinnertimes and support improved delivery through training. Young leaders are trained to support clubs for less active pupils √ Current review of Huff and Puff to include support from UKS2. Return to Fit for Life support in Sum term. Review by Summer 2017 to check young leaders actively involved. The School has other programmes in place to support other areas of pupils health and wellbeing √ √ Continued healthy lunchboxes and high school dinner take up. Health week promoted idea (June 2016) and regular topic for assembly. Y5 Wellbeing course (Aut 2016). Continue to promote healthy eating and wellbeing through usual strategies. Competition Area for Development Established Embedded Supporting evidence Action
Progress in PE is monitored and provision is provided to raise standards where needed Pupil’s progress is fully reported to parents and carers. The majority of pupils make good or outstanding progress in PE. All pupils enjoy and achieve in PE Key priority: School Sport - To increase opportunities for participation, including for our young SEND pupils, in a range extra-curricular and competitive opportunities Actions and strategies Impact and sustainable outcomes Resources/ Cost By who By when Progress Evidence Curricular activity Audit, plan and develop before school, lunch and after school activities, using volunteers, staff and coaches, as well as young leaders Develop and implement a young sports leaders programme Midday supervisors trained to organise and support playground games. Increase the number of extracurricular opportunities Implement a promotion campaign to ensure as many children as possible attend extra-curricular clubs regularly Use monitoring tool to analyse participation and attendance rates The range of extracurricular opportunities is increased and included those requested by pupils The extracurricular opportunities include those for our SEND pupils which responds to their wants and needs Engagement and enjoyment at lunch and break times increases Pupils activity at lunch and break times increased by x% Behaviour improved in and out of the classroom with a decrease of x% in the behaviour log Improved school attendance in targeted pupils PE physical activity and school sport have a high profile and are celebrated across the life of the school Observations Participation rates Pupil discussion Behaviour logs Parental survey Competitive opportunities Participation
programme that includes pupil consultation and parental engagement Implement a Change4life programme Improved school attendance in targeted pupils Improved attitudes towards learning impacting on attainment in targeted pupils Parents of targeted pupils engaged and attending school activities Behaviour logs Attendance registers Key Priority: To use PE, School sport and physical activity to impact on whole school priorities Actions and strategies Impact and sustainable outcomes Resources/ Cost By who By when Progress Evidence Identify and target pupils who require support with attendance, behaviour and attitudes to learning and implement a sport for learning programme Develop a school approach to rewarding pupils, building on sport values to improve school ethos and pupils social and moral development. PE, physical activity and school sport are contributing towards improving attendance and behaviour for targeted groups Pupils understand the contribution of physical activity and sport to their overall development School values and are complemented by sporting values are fewer instances of poor behaviour in targeted pupils Attendance has improved across the school Attendance registers Behaviour logs Pupil discussion Pupil support folios Progress and attainment data
from the dialogue tag; place the punctuation mark before the closing quotation mark. Alliteration The repetition of consonant sounds at the beginnings of words that are close together In “The Southpaw,” alliteration is used in the closing -“Your former friend,” (the beginning “f” sound is repeated.) Context clues Information in words or phrases surrounding an unfamiliar word that hint at the meaning of the unfamiliar word In the novel excerpt Flipped: “Not a very sophisticated ditch, but hey, I was only seven.” Sophisticated means "reflecting educated taste"; the context clue is "I was only seven" so obviously not very educated or mature yet. Purpose The reason a writer or character tells a story The purpose of the short story “Eleven” is to narrate or entertain using the traditional elements of a fiction plot diagram. Theme A universal truth about life revealed in literature; the author’s message or moral Here is an example of a possible theme for “Thank You M’am”: The short story “Thank You Ma’am” by Langston Hughes is about forgiveness and reveals that everyone can be compassionate and forgiving even with those who don’t seem to deserve it. Evidence from the text: “Now here, take this ten dollars and buy yourself some blue suede shoes. And next time, do not make the mistake of latching onto my pocketbook nor nobody else’s…” Ms. Jones shows that she forgives the boy; she has opened her home, heart, and wallet to him even after he tried to steal from her. Figurative Language Words or phrases that depart from everyday literal language for the sake of comparison, emphasis, clarity, or freshness. The term “figurative language” is often substituted with “figure of speech,” “literary device,” and “poetic device.” Figurative language makes an author’s writing more appealing, descriptive, and meaningful. The most common types of figurative language are: simile, metaphor, personification, and hyperbole. Simile A literary device that compares two unlike things using the words like or as In the short story “Eleven”: “…the red sweater’s still sitting there like a big red mountain.” (compares sweater to a mountain using the word like)
Fencing club introduced to Years 1 & 2. Football club for Years 1 & 2 Children who don’t usually attend clubs. pupils involved in an after school club in 2016) To provide extra swimming lessons for non-swimmers in Year 6. JH 2014-16 Non swimmers in Year 6 All children to be able to swim by the end of Year 6. 300 per year To provide staff CPD in gymnastics for KS1 and KS2. To provide staff CPD in tennis for KS1 and KS2 staff. JH April 14 June 15 Staff more confident in teaching gymnastics. Staff more confident in teaching tennis. (children attending Area tennis tournaments) 200 (supply) To pay for coaches to transport children to the Gryphon School for sports coaching. JH Year 2014-16 Year 2 Year 3 Children to attend multi-skills sessions with other schools in the pyramid. Teachers more confident in teaching multi-skills. 200 per year To provide sports coaching as part of Healthy Schools Week. JH, FW June 14 Children involved in sports activities during Healthy Schools Week. Children to take part in activities at the of the week, record their results and try to beat their scores at the end of the week. 400
To run a cycling bikeability course for Year 6 to help promote healthy lifestyles and safer riding to school. JH 2016-17 Year 6 More children riding safely to school. 200 To ensure PE resources are available and of high quality to enable good teaching across the school. JH 2016-17 High quality resources being used confidently by all staff. 3000 To train Year 5 & 6 pupils as sports ambassadors for the school. JH 2016-17 G&T sport from Year 5 & 6 Sports ambassadors involved in helping with clubs, assisting on the playground, helping in lessons and being role models for the school. 100 To provide basketball coaching for KS2. 2016-17 KS2 Basketball skills improved in KS2 classes. Knowledge of staff increased. Talented children to attend Sherborne Area Basketball Tournament. Talented children signposted to South Coast Tigers Basketball club. 800 per year To provide tennis coaching for KS1 pupils. JH,KB, 2016-17 KS1 Tennis skills improved in KS1 classes. Knowledge of staff increased. 800 per year
To provide play equipment and playground markings to create an imaginative and playground environment after the building work is finished. AMK JH 2018-19 All children, but especially Reception area. Playground with fun and interesting activities that engage children in play. Approx 5000 To use external coaches to provide clubs. Fencing club and gymnastics for Years 1 & 2. Football club for Years 1 & 2 JH OD Premier Sports 2018-19 KS1 Children who don’t usually attend clubs. Greater take up of clubs.((68% of pupils involved in an after school club in 2017) 2000 per year To provide extra swimming lessons for non-swimmers in Year 6. JH 2018-19 Non swimmers in Year 6 All children to be able to swim by the end of Year 6. 300 per year To pay for coaches to transport children to the Gryphon School for sports coaching. JH 2018-19 Year 2 Year 3 Children to attend sessions with other schools in the pyramid. Teachers more confident in teaching multi-skills. 200 per year To provide trophies and medals and organise & run sport competitions between the Sherborne Pyramid. JH 2018-19 Competitions organised and run here at school and winners receiving medals and trophies. Competitions entered in football, netball, basketball, 50 per year
Event Name Date - Venue Home Team vs. Visiting Team Gates Open: Game Time: Action Time E +/- Run Event Name – Pre-Game Announcements Audio Video SFX 1 Action Time E +/- Run Event Name – In-Game Announcements Audio Video SFX
14 SPRC 13-3 Minutes § m Page 8 Air Force report on implementation status to eliminate the workaround process and provide a timeline for the retail side (to include in the PDC). (Reference ADC 247) Air 30 Jan 2014 19 Sep 2014 10 Dec 2014 Open 12/4/13 – CAV-AF – ADC 247 in place waiting for DLMS implementation. Retail – Tracking requirement but is only doing FIAR changes. 6/23/15 - AF Retail (ILS-S) reply: – ADC 247 is part of AF In-Transit requirement, ILS-S v 4.7.13 scheduled for release Aug 2016. Wholesale – CSRD written for D035 to do DLMS, no implementation date. 6/24/215 – Air Force provide the updated ADC 247 implement status for the wholesale side and provide the change number for both wholesale and retail sides 9/09/16 – followed up for Component responses by 9/23/2016 15 SPRC 13-3 Minutes § m Page 8 Marine Corps provide input on implementation of ADC 247. USMC 30 Jan 2014 19 Sep 2014 10 Dec 2014 Open 12/10/14 USMC advised no implementation actions within systems at this time. As retail and wholesale systems become DLMS compliant, implementation will be addressed through the normal system development processes No further updates received 9/09/16 – DLMSO followed up for Component responses by 9/23/2016 16 SPRC 13-3 Minutes § m Page 9 DLA Headquarters provide input on implementation of ADC 247. DLA 30 Jan 2014 10 Dec 2014 Open 1/28/14 – DLA confirmed this is not implemented in EBS as intended. EBS may recognize TCN as part of transaction, but does not use it to
No Reference Action Item Responsibility Target Due Date Status Notes 1 SPRC 16-1 JPIWG 16-3 Minutes § a Page 3 The Enterprise Business Process Standards Office will update flow diagrams and repost. This action is complete; the updated flow diagrams are available the link on the meeting agenda. DLMS Program Office Completed Closed 2 SPRC 16-1 16-3 Minutes § a Page 3 DLA Distribution (Mr. Weiner) will confirm if Navy currently receives the MRC transaction from DSS for each Issue. DLA Completed Closed 3 SPRC 16-1 16-3 Minutes § a Page 3 Services (except Navy) confirm whether their systems can receive and process DLMS 867I Issue transactions. Services (except Navy) Completed Closed 4 SPRC 16-1 JPIWG 16-3 Minutes § a Page 3 All DOD Components to evaluate proposed enhancements to the end of day/reconciliation process and determine whether the Services can benefit from it. Services and DLA 30 Jan 2017 Open 5 SPRC 16-1 16-3 Minutes § c Page 5 The Enterprise Business Process Standards Office will coordinate a meeting with DPAS (Ms. Hilert–Primary), and will add Mr. Stossel to the distribution lists. DLMS Program Office 30 Jan 2017 Open 6 SPRC 16-1 16-3 Minutes § c Page 5 Mr. Stossel (DPAS) will confirm with his technical support to ensure that ADC 399A and ADC 1009A requirements are met. DPAS 30 Jan 2017 Open
11 SPRC 16-1 JPIWG 16-3 Minutes § e Page 7 Enterprise Business Process Standards Office to issue a PDC defining the business rules for the funding office flag. DLMS Program Office 30 Jan 2017 Open 12 SPRC 16-1 JPIWG 16-3 Minutes § f Page 9 Services to review the two approaches and/or provide other alternative to the two approaches outlined, particularly on the methodology for conversion from RIC to DoDAAC. Will it be feasible to eliminate the one-to-many relationship that presents a problem for simple conversion? Response requested by December 16, 2016 to facilitate ongoing discussion with DAAS. Services 30 Jan 2017 Open 13 SPRC 16-1 JPIWG 16-3 Minutes § f Page 0 The Enterprise Business Process Standards Office to coordinate with DAAS to assess impact and develop detailed requirements (on the methodology for conversion from RIC to DoDAAC). DLMS Program Office 30 Jan 2017 Open 14 SPRC 16-1 16-3 Minutes § f Page 9 The Enterprise Business Process Standards Office will document the consensus approach (on the methodology for conversion from RIC to DoDAAC) in a proposed DLMS change DLMS Program Office 30 Jan 2017 Open 15 SPRC 16-1 JPIWG 16-3 Minutes § i Page 11 The Enterprise Business Process Standards Office to draft a PDC to (1) eliminate the longstanding DAAS interim conversion of obsolete D6S transactions to DRA functionality and (2) discontinue producing the monthly D6S transaction report. After the established cutoff date, any obsolete DIC D6S transactions that the Services may generate will no longer be counted as MRA transactions. DLMS Program Office Completed Closed PDC 1294 was issued on 06 December 2017
8. Select cell A7 and make the text bold 9. In cell B7 a formula that will calculate the total amount of calories in your chosen meal (use a SUM formula) If you don’t know how to do this watch the video (although this video is for Excel 2007 it is applicable for Excel 2010): http://www.teach-ict.net/software/excel_2007/formula/functions/sum_formula.htm 10. Replicate (autofil) the formula across to cells C7:E7 11. Highlight cells B6:E6. Format them with a single underline 12. Highlight cells B7:E7. Format them with a double underline 13. Select row 1 and insert a new row On the ‘Home’ tab go to the ‘Cells’ section and find ‘Insert’ From the drop-down menu choose ‘Insert Sheet Rows’ 14. In cell A1 write ‘My Favourite Meal’ 15. Highlight cells A1:E1. Use the ‘Merge and Centre’ icon on the title. (Home tab) Use the drop-down on the ‘merge and centre’ icon and choose ‘Merge & Centre’ 16a. Change the font to size 14 16b. Format the font so that it is italic 16c. Choose a suitable colour for the
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20 to 30 min D 30 to 60 min E >60 min F Unknown X Not applicable (e.g. biopsy) N Z Cold ischemia time < 2 min A 2 to 10 min B 10 to 20 min C 20 to 30 min D 30 to 60 min E >60 min F Unknown X Not applicable (e.g. autopsy) N Z Fixation / stabilization type Non-aldehyde with acetic acid ACA Aldehyde-based ALD Allprotect ® tissue reagent ALL Alcohol-based ETH Non-buffered formalin FOR Heat stabilization Snap freezing Non-aldehyde based without acetic acid NAA Neutral buffered formalin NBF Optimum cutting temperature medium OCT PAXgene® tissue PXT RNA Later® RNL Unknown XXX ZZZ Fixation time <15 min A 15 min to 1 h B 1 to 4 h C 4 to 8 h D 8 to 24 h E
24 to 48 h F 48 to 72 h G Not applicable N Unknown X Other Z Long-term storage PP tube 0.5- to 2-mL** (-85) to °C A PP tube 0.5- to 2-mL (-35) to °C B PP tube 0.5- to 2-mL <-135 ° C V 1- to 2-mL Liquid nitrogen*** C 1- to 2-mL (-85) to °C D 1- to 2-mL freezing to <-135 °C E Plastic Liquid nitrogen F Straw (-85) to °C G Straw (-35) to °C H Straw freezing to <-135 °C I PP tube ≥ 5 mL (-85) to °C J PP tube ≥ 5 mL (-35) to °C K (-85) to °C L (-35) to °C M 1- to 2-mL LN*** after temporary (-85) to °C N LN*** after temporary O
(-85) to °C Paraffin block RT or 2 to 10°C P Bag LN*** Q Dry medium RT R PP tube 40 to 500L (-85) to °C S PP tube 40 to 500L (-35) to °C T PP tube 40- to 500-L <-135 ° C W Original primary (-35)-(-18) °C or °C Y Unknown X Other Z *RT, room temperature: 18 to 28 °C **PP, polypropylene ***Liquid nitrogen refers to either vapor or liquid phase (this information being documented in the biobank’s SOPs) Volumes refer to container size
April 18 Ch. 12 Sponsorship , product placements, and branded entertainment April 20 Ch. 12 Sponsorship , product placements, and branded entertainment April 22 Simulations #7 & #8 April 25 Test 3 Ch 9-12 April 27 Special product placement April 29 Simulations #9 & # 10 Study for Exam May 2 Special product placement May 4 Ch. 13 Public relations, influencer marketing, social and corporate advertising Read Chapter 10 May 6 Ch. 13 Public relations, influencer marketing, social media, and corporate advertising Read Chapter 11 May 9 Ch. 13 Public relations, influencer marketing, social media, and corporate advertising Read Chapter 12 May 16 1.30-4 pm Comprehensive Final Exam (May be optional)* *Comprehensive Final is if class does not meet 80% rule. Tentative Class Schedule Date Topic Assignment Aug 24 & 26 Class Overview Get book Aug 28 Ch. 1 The world of integrated marketing communications Read Chapter 2
Jan 20 & 23 Class Overview Get book Read Chapter 1 Jan 25 Ch. 1 Overview of Marketing Read Chapter 1 Jan 27 Ch. 1 Overview of Marketing Read Chapter 2 Jan 30 Ch 2 Developing Marketing Strategies and Marketing Plan Read Chapter 2 Feb 1 Ch 2 Developing Marketing Strategies and Marketing Plan Read Chapter 2 Feb 3 Ch 4 Marketing Ethics Read Chapter 4 Feb 6 Ch 4 Marketing Ethics Read Chapter 4 Feb 8 Ch 5 Analyzing The Marketing Environment Read Chapter 5 Feb 10 Ch 5 Analyzing The Marketing Environment Read Chapter 5 Feb 13 Guest Speaker- Matt Colby, CEO Goosehead Insurance Feb 15 Test 1 Ch 1,2,4 & 5 Read Chapter 6 Feb 17 Ch 6 Consumer Behavior Read Chapter 6 Feb 20 Ch 6 Consumer Behavior Read Chapter 8 Feb 22 Ch 8 Global Marketing Read Chapter 8 Feb 24 Ch 8 Global Marketing Feb 27 Special Lecture Read Chapter 9 March 1 Special Lecture Global Marketing Read Chapter 9 March 3 Special Lecture Global Marketing Read Chapter 9 6 Ch 9 Segmentation, Targeting & Positioning March 8 Ch 9 Segmentation, Targeting & Positioning Read Chapter 10 March 10 Ch 10 Market Research ? Read Chapter 10 20 Ch 10 Market Research Study for Exam March 22 Ch 10 Market Research Read Chapter 11 24 Test 2 Ch 6,8,9 & 10 Read Chapter 11 March 27 Guest speaker Dr. Stephanie Thomas Read Chapter 12 March 29 Ch 11 Product, Branding, and Packaging Decisions March 31 Ch 11 Product, Branding, and Packaging Decisions Read Chapter 12 April 3 Ch 12 Developing New Products Read Chapter 12 April 5 Ch 12 Developing New Products Read Chapter 13 April 7 Ch 13 Services The Intangible Product Read Chapter 13 10 Ch 13 Services The Intangible Product Read Chapter 15 April 12 Ch 15 Strategic Pricing Methods Read Chapter 15