zilongwang/ReadingBank huggingface dataset:
To find out how to contact your School Nursing Team see below for the area your child attends school in. If your doesn’t attend school or are home educated contact the School Nursing Team in the area which you live. Derbyshire Region Team Address Phone E-mail Erewash Ilkeston School Nursing Team Ilkeston Community Hospital, Heanor Road, Ilkeston, DE7 5LN 0115 9512438 Long Eaton Nursing Team Long Eaton Health Centre. Midland Street, Long Eaton, Nottingham, NG10 1RY 0115 85540500 Amber Valley Alfreton School Nursing Team Alfreton Health Centre, Church Street, Alfreton, DE55 7AH 546800 Belper and Ripley School Nursing Team Belper Clinic, Derby Road, Belper, DE56 1WH 01773 820093 Heanor School Nursing Team Heanor Health Centre, Wilmot Street, Heanor, DE75 7EF 01773 713149 Southern Derbyshire and Derbyshire Dales Ashbourne School Nursing team St Oswolds Hospital, Clifton Road, Ashbourne, DE6 1DR 01335 230000 Wirksworth School Nursing Team Hannage Brook Medical Centre, Hannage Way, Off Water Lane, Wirksworth, DE4 4JG 01629 823721 Swadlincote School Nursing Team Swadlincote Health Centre, Civic Way, Swadlincote, DE11 0EA 01283 818093
High peak and Dales Matlock (Covers Matlock and Bakewell Schools) Whitworth hospital, 330 Bakewell Rd, Matlock DE4 2JD 01629 593029 Buxton The Lodge, Cavandish hospital, Manchester Rd, Buxton, Derbyshire SK17 6TE 01298 212800 New Mills (covers New Mills, Hope Valley and Glossop Schools) New Mills Health centre, Hyde Bank Road, New Mills, High Peak.SK22 4BP 01663 746236 Chesterfield Brimington and Stavely Both at same address Church Street, Brimington, Chesterfield. S43 1JG 01246 733262 North chesterfield 01246 733259 South Chesterfield Walton Hospital, Whitecotes Lane, Chesterfield, Derbyshire S40 3HW 01246 253025 Chesterfield central Wheatbridge surgery, 30 Wheatbridge Rd, Chesterfield S40 2AB 01246 223356 North East Derbyshire and Bolsover Shirebrook Shirebrook Health centre, 17 Patchwork Row, Shirebrook, Mansfield NG20 8AJ 742906 Bolsover (for Bolsover, Eckington, Dronfield and Clowne area) Wellbeck road health service centre, 1B Welbeck Rd, Bolsover, Chesterfield S44 6DF 240853 Claycross (covering Claycross and Tibshelf Schools) Claycross hospital - Clay Cross, Chesterfield S45 9NZ 01246 252900 South Normanton Shiners Way, Off Market Street, South Normanton DE55 2AA 01629 533754
by students, must be forwarded to University Relations for review prior to publication and distribution. The same review procedure applies to all on-air advertising or any video or audio message recorded for dissemination to the community. All productions must refer to the University of Michigan-Flint, not the University of Michigan. The UM-Flint Logo has an approved official logo. All marketing or course materials created by students must receive approval from the University prior to printing, posting, or broadcasting information to ensure quality and consistency. The approval process is initiated in the School of Nursing with course faculty and/or an academic advisor. Test Proctoring Services To maintain test integrity and security, faculty may require students to utilize an online test proctoring service. Students incur the cost of this service Study Abroad Trips Students may attend University-sponsored study abroad trips but may only receive credit for clinical hours when a faculty member is in attendance. University Closing Weather related closings for pre-licensure program courses: Clinical and CTA preceptor experiences are cancelled when the University if closed. Weather cancellation of clinical experiences outside of the Flint area will be determined by the lead faculty. Students should always make an informed decision regarding the safety of travel during inclement weather. Clinical days lost due to University closings are not required by the University to be made up. However, in preceptor courses the lead faculty may schedule make up experiences. Assignments due on a weather related school closure day will have an adjusted due date determined by the lead faculty. For campus closures not related to weather the lead faculty may elect to have an off-site clinical proceed as scheduled. Winter Break: University is closed. No clinical activities may take place. Spring Recess: It is expected that students are on break. In special circumstances, students may participate in clinical hours which must be approved by the Program Director. See University of Michigan-Flint SON Policy: School Closing/Class or Clinical Cancellation. Student Rights and Records It is the policy of the University of Michigan to comply with the Family Education Rights and Privacy Act (FERPA), the Federal law that governs release of and access to student education records. Consult the University Catalog for a full description of Student Rights and Records. Student Record Retention
4 3 2 1 Ideas are appropriate, coherent & complete and recorded in the correct place. Ideas are mostly appropriate, coherent & complete and recorded in the correct place. Ideas could be more appropriate. May be lacking some coherence and be somewhat incomplete. Ideas may not be recorded in the correct place. Ideas are inappropriate, lacking coherence and mostly incomplete. Ideas are recorded mostly in incorrect places. Details I carefully reflected and responded to each question and provided excellent evidence for each answer. I mostly carefully reflected and responded to each question. I provided adequate evidence for each answer. I could have responded more carefully and provided more evidence. My responses lack careful thought & reflection. Much evidence is missing. Mechanics Spelling, capitalization, punctuation and word usage are excellent. There may be one or two minor errors. Spelling, capitalization, punctuation and word usage are good. There may be one or two minor errors along with one major error. Fair spelling, capitalization, punctuation and word usage. There are several minor errors and one or two major errors. Poor spelling, capitalization, punctuation and word usage. There are many minor and major errors. Evaluation and synthesis Important and crucial are included and explored in depth. There is strong evidence of critical thinking shown. Some important and crucial are included and explored sufficiently. There is some evidence of critical thinking. Some important and crucial are missing and need more careful exploration. More critical thinking should be shown. Most important and crucial ideas and themes are missing. There is no evidence of critical thinking.
Presentation My playbill is typed, neat, colorful and complete. It is neatly stapled or bound together. My playbill is typed or neatly hand written. It is mostly neat, colorful and complete. It is neatly stapled or bound together. My playbill could be neater. It could be more colorful and complete. It may or may not be stapled or neatly bound together. My playbill is not neat or colorful. It is incomplete. It is not stapled or bound together.
3. Student recruitment initiatives 3.1 increase the proportion of UK-domiciled students from target groups Undertake review to ensure SSEES admissions policy and procedures take into account the needs of widening participation and the LPN targets January 2014 Head of Teaching Resources / Senior Admissions Officer Review findings and discuss measures to improve participation to inform action plan for 2014/15 2.2 Deliver out-reach Summer School in 2013; increase involvement of SSEES students in ambassadorial roles for school visits June 2013 Institute Managers Faculty Manager to request and review data and Institute Managers to discuss measures to improve participation; 2.3 Deliver Polish Schools Day March 2014 Senior Admissions Officer in liaison with nominated academic (KZ in 2013) Provide report for Head of Teaching Resources to discuss with Management Committee to inform action plan for 2014/15 2. Improve Black and Ethnic Minority (BEM) recruitment
Chapter:_____________________________________________________________________ Name of the school/organization: School Contact: Email: Phone: Chapter Contact: Email: Phone: Does it support the mission of SCTE? What benefit will this partnership provide to the school, students, chapter and the society? How will this partnership be incorporated into Tech Sessions / Vendor Days?
Schools and Futsal Student Placement Description To support Schools and Futsal programmes throughout Northern Ireland in the Primary, Post Primary and Further Education sectors. The appointee will work as a member of the Irish FA Foundation. The candidate will be given targets to develop Schools and Futsal programmes and competition opportunities for both males and females. Main Duties Deliver a nationwide Schools Futsal coaching programme within the education sector between Key Stage 2 and Key Stage 4. Support the delivery of a nationwide Schools Futsal leagues and competition at Primary, Post Primary and Further Education levels. Support the delivery of Schools Football programmes such as festival events and competitions Provide administrative support for the Schools Quality Mark programme. Establish links with and work on existing Grassroots Football Development Programmes. Establish new, or further develop existing, school / club links. Ensure that all relevant programme and activity information is documented, collated and analysed so that progress towards outcomes can be demonstrated internally and externally. Work closely with IFA staff to ensure the IFA Youth Strategy is delivered to agreed timescales and service programmes outside the remit of this role when deemed appropriate by the line manager. Attend meetings and workshops, training courses and visit network sites as appropriate. Proactively participate in training and development opportunities, staff performance appraisals and reviews as required. Service the Irish Football Association’s policies in line with its development plans. Adhere to and actively support at all times all company policies, procedures, processes and working practices, including adhering to best practice. Any duties as may be reasonably requested from time to time. This role description is not to be regarded as exclusive or exhaustive. It is intended as an outline indication of the areas of activity and will be amended in the light of the changing needs of the Association.
Thornborough Infant School SCHOOL POLICY FOR SUPPORTING PUPILS WITH MEDICAL NEEDS Please read the attached Policy updated SCHOOL POLICY FOR SUPPORTING PUPILS WITH MEDICAL NEEDS and sign/date below. Gill Bevington ………………………………………………………… Date …………………………………………… Jo Waggott ………………………………………………………… Date …………………………………………… Jane Pallister ………………………………………………………… Date …………………………………………… Gill Winter ………………………………………………………… Date …………………………………………… Barbara Sutherland ………………………………………………………… Date …………………………………………… Michelle Williamson ………………………………………………………… Date …………………………………………… Carole ………………………………………………………… Date …………………………………………… Amanda Willmot ………………………………………………………… Date ……………………………………………
Ave Maria University Bellarmine University Belmont Abbey College Boston University Catholic University Clarkson University Drexel University Immaculata Univeristy Juniata College Lafayette College Lebanon Valley College Loyola University of Maryland Lycoming College Lynchburg College Marymount University Marywood University McDaniel College Millersville University Mount St. Mary College New York University (Stern) Randolph-Macon College Rensselaer Polytechnic Institute Rochester Institute of Technology Salisbury University St. Mary's College of Maryland Susquehanna University University of Central Florida University of Dallas University of Delaware University of Kentucky University of Pittsburgh University of Tennessee University of Vermont Ursinus College Vanderbilt University Villanova University Virginia Tech Wake Forest University Washington College Westminster College Widener University
Q1 Academic Meeting Notes/Ratings [School] [Date] Q4 (Spring) Academic Formative Ratings Ind. Q1 Q1 Calc. Q2 Q2 Calc. Q4 Q4 Calc. 1.1 – A-F R: M: R: M: R: M: 1.2 – Growth R: M: R: M: R: M: 1.3 – Prof./Yrs. 2yrs: 3yrs: 2yrs: 3yrs: 2yrs: 3yrs: 1.4 – Gaps Race: SES: Race: SES: Race: SES: 1.5 – Att. Q: Avg.: Q: Avg.: Q: Avg.: 1.6 – Comp. Cannot calculate until official data release 1.7 – SS goals 1: 2: 1: 2: 1: 2: Performance Framework Notes Yes No Tentative Rating 3.1b – Has the leadership structure/personnel changed since the last meeting? 3.1c – Did school staff communicate clear and relevant information during the meeting? 3.1d – Is there clarity around the leadership team structure and responsibilities?
Academic & Governance Compliance Meeting – Quarter 1 [School] [July 00, 2015] Objectives Review/Update compliance documentation Review governance updates Review academic updates Review OEI updates Required Quarterly Reporting (MCRR) July Reporting Quarterly Report using Excel template (Quarter 4) Updated roster for Board of Directors Updated employee spreadsheet Updated 2015-16 Schedule of Board meetings (if necessary) Annual Compliance Letter using template (for 2013-14 school year) School calendar for upcoming school year School-Specific educational goal results for the 14-15 school year Assessment calendar for 2015-16 school year Board approved 2015-16 budget Board-approved letter of engagement Submit verification of planning meeting/activities Submit a copy of updated board policies Submit a copy of updated bylaws Submit a copy of updated Articles of Incorporation Q4 (Spring) Academic Formative Ratings Ind. Q1 Q1 Calc. Q2 Q2 Calc. Q4 Q4 Calc. 1.1 – A-F R: M: R: M: R: M: 1.2 – Growth R: M: R: M: R: M: 1.3 – Prof./Yrs. 2yrs: 3yrs: 2yrs: 3yrs: 2yrs: 3yrs: 1.4 – Gaps Race: SES: Race: SES: Race: SES: 1.5 – Att. Q: Avg.: Q: Avg.: Q: Avg.: 1.6 – Comp. Cannot calculate until official data release 1.7 – SS goals 1: 2: 1: 2: 1: 2: Discussion Items/Questions School Updates Summer Priorities/Goals Changes for 2015-16 SY Leadership personnel/structure? Curriculum?
SHERBROOKE VILLAGE HANDS ON HISTORY SCHOOL REGISTRATION KIT 2016 P.O. Box 295 Sherbrooke, Nova Scotia Canada B0J 3C0 Telephone: (902) 522-2400 Fax: (902) 522-2974 E-mail: svillage@gov.ns.ca Thank You for your interest in the Hands on History Program at . Participating in this living history program will help ensure an appreciation and understanding of ’s unique past for years to come. As a participant you will engage in “hands on” activities that give you an opportunity to experience a glimpse of the past! The Hands on History program at includes: interactive, hands-on experiences such as butter making, pottery and baking (just to name a few); dressing in period style clothing; food and accommodations on site. We are eager to work with you and your group to customize your learning experience. Please find enclosed the Sherbrooke Village Hands on History Resource Kit including: regulations; a list of items to bring on your trip; a size sheet for girls; and chaperones; current prices and a floor plan for sleeping arrangements; etc. We do encourage you to send in the attached application form as soon as possible due to limited available space. It is a popular program! Thank you for your interest and we look forward to hearing from you. Yours in History,
ACTION PLAN for Student Achievement GOAL 1 EVALUATION The percentage of our students in grades 6-8 who scored Met or Exemplary in the core subjects as measured by the state assessments will increase as detailed on the chart included. STRATEGY: 1: Implement Timeline Start/ Person Responsible Estimated Funding Indicators of Monitor research-based instructional End Date Cost Source Implementation strategies and programs Completed supporting curricula and high YES/NO & expectations for all Hillcrest Date Middle students. Continue=C Activity: (List the processes to fully Modified, implement the strategy. Include Year professional development, scientifically based research, innovation initiatives, etc.) 1. Ensure the use of the August 2012 – Instructional $0.00 No funding Administrators and Curriculum C curricula pacing guides June 2017 Leadership Team needed Coach monitor lesson plans and developed by Sumter School classroom lessons to ensure that District in classroom they reflect the use of the pacing instruction. guide. 2. Minimize performance gaps August 2012 – Instructional $0.00 No funding Observations C by the use of strategies to June 2017 Team needed Logs address cultural diversity. Monitoring of classroom setting 3. Provide academic August 2013 – Instructional Team $15,000.00 TBD Diagnostic Tests Modified intervention in reading and June 2017 Curriculum Coach Universal Screens 2013-2014, math using intervention Intervention Teachers Progress Monitoring 2014-2015 2015-2016 programs such as Read 180, Class Rosters Math Topics, and ALEKS. 4. Utilize Special Education August 2012 – Instructional $0.00 No funding Administrators will monitor C teachers to monitor and support June 2017 Leadership Team needed lesson plans and classrooms to the Special Education students ensure implementation. in the inclusion process in the Monthly Accommodation Logs general classroom. 13
SCHOOL RENEWAL PLAN FOR: Hillcrest Middle School DATE: April 14, 2016 Performance Goal Area: Read to Succeed ☐ Student Achievement ☐ Teacher/Administrator Quality ☐ School Climate (Parent Involvement, Safe and Healthy Schools, etc.) ☐ District Priority ☒ Read to Succeed PERFORMANCE N/A GOAL ONE: INTERIM To Develop a School Literacy Leadership Team. PERFORMANCE GOAL: DATA SOURCE(S): Action Plan for Read to Succeed Goal One: To Develop a School Literacy Leadership Team. STRATEGY 1.1: Meet Timeline Entity/Person Estimated Funding quarterly Start/End Responsible Cost Source Date Activity (List the processes to fully July 2016 implement the strategy. Include – June professional development, 2017 scientifically based-research, innovation initiatives, etc. STRATEGY 1.2: Analyze the Data Activity (List the processes to fully July 2016 implement the strategy. Include – June professional development, 2017 scientifically based-research, innovation initiatives, etc. Evaluation Indicators of Monitor=M Implementation Completed YES/NO Continue=C Modify/Modified Date=M (year) C C 29
Note: If you are a current Wiltshire Council employee or employed in a Wiltshire Council school, please complete the equality and diversity monitoring form, even if you have already given us this information, as we need this to help us monitor recruitment. _____________________________________________________________________ Please return this completed form to the school shown on the advertisement E1/ Equality and diversity monitoring form The school is committed to building a workforce that reflects the diversity of the community and improving access to careers. The school requires information about gender, ethnic origin, age and disability to help monitor our human resources policies and practices. Further details are provided overleaf. The following information will be used only for this purpose. It will be separated from the job application and will be treated in the strictest confidence. Our aim is to ensure that no applicant or employee is discriminated against or is disadvantaged by policies, procedures, conditions or requirements Title of post applied for Name of school Ethnic origin I would describe my ethnic origin as: (please indicate in an appropriate box White British Other White (Please specify)
To provide all staff with the necessary information to enable them to meet their child protection responsibilities To ensure consistent good practice To demonstrate the school’s commitment with regard to child protection to pupils, parents and other partners To contribute to the school’s safeguarding portfolio Prevention: (insert school name) is committed to early help and identification of unmet needs and vulnerabilities. The school works in partnership with other agencies to promote the welfare of pupils and keep children safe. Protection: All staff and volunteers are trained to recognise and respond to abuse and neglect. All staff and volunteers are expected to be vigilant and must act quickly when they suspect a child is suffering, or is likely to suffer harm (in line with the Local Safeguarding Children Board procedures). Support: Our school acknowledges the sensitivity and complex nature of safeguarding and child protection and therefore ensures that pupils, staff and families are supported appropriately. At (insert school name) we recognise that effective safeguarding systems are which: Put the child’s needs first; Provide children with a voice; Promote identification of early help; Encourage working and sharing of information. Statutory Guidance Note: You may wish to add to/alter this section so that it relates specifically to your school Education Act 2002: Section 175 of the Education Act 2002 requires local education authorities and the governors of maintained schools and further education (FE) colleges to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children. Section 157 of the same act and the Education (Independent Schools Standards) (England) Regulations 2003 require proprietors of independent schools (including academies and city technology colleges) to have arrangements to safeguard and promote the welfare of children who are pupils at the school. Working Together to Safeguard Children 2015 sets out organisational responsibilities for schools and colleges and this applies to maintained, independent, academies, free schools and alternative non provision academies Keeping children safe in education: Statutory guidance for schools and colleges 2016 was issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014 and the Education (Non-Maintained Special Schools) (England) Regulations 2011. This contains information on what schools and colleges should do and sets out the legal duties with which schools must comply.
Appendix B Single Central Record Template Identity Qualifications Prohibition from teaching or management check (section 128 List 99/Barred List check DBS/enhanced Child Care Regulations 2009 check Right to work in the UK Overseas criminal records checks Name Address Date of Birth Evidenced & date Qualifications required: yes/no Qualifications evidenced: yes/no & date Check evidenced & date Check evidenced & date Check evidenced & date Disclosure Number Check, evidenced &date Check evidenced & date Check evidenced & date
School Spirit Wear Collection Pullover Hooded Sweatshirt Full Zip-Up Hooded Sweatshirt Grey Short Sleeve Embroidered, 50/50 Blend Embroidered, 50/50 Blend Screen-Printed, 90/10 Blend Size: YS-XXL Size: YS-XXL Size: YXS-XXL Flannel Pants Grey or Navy Sweatpants Red/Navy Knit Cap Embroidered, 100% Cotton Screen-Printed, 50/50 Embroidered, 100% Acrylic Size: YS-L, S-XXL Elastic or Open Bottom Available One Size Fits All Size: YS-XXL Size Chart YXS YS YM YL YXL S M L XL XXL Pullover Sweatshirt N/A 15 x 18 17 x 21 19 x 24 20 x 25.5 20 x 26 22 x 27 24 x 28 26 x 29 28 x 30 Zip-Up Sweatshirt N/A 14.25 x 18.5 16.25 x 21.5 18.25 x 24.5 19.25 x 26 19.25 x 26 21.25 x 27 23.25 x 28 25.25 x 29 27.25 x 30 T-Shirt 16 x 20.5 17 x 22 18 x 23.5 19 x 25 20 x 26.5 18 x 28 20 x 29 22 x 30 24 x 31 26 x 32 Flannel Pants N/A 11 x 22.5 12.25 x 25.25 13.5 x 27 N/A 14.5 x 29 15.5 x 29.5 16.5 x 30.25 17.5 x 30.75 18.5 x 31.5 Sweatpants (length – open bottom) N/A 10.5 x 19 11 x 22 12 x 25 13 x 29 13 x 29 (32) 14 x 29.5 (32.5) 15 x 30 (33) 16 x 30.5 (33.5) 18 x 31 (34) Measurements given in inches width x length, except flannel pants which are given in inches waist x inseam. Special sizes may be available upon request.
comply with appropriate requests to provide copies of a student’s records to the student or a person authorised by the student to receive the records. A senior secondary education provider must have processes in that comply with the requirements of the awarding body for the course for the accurate and timely issuing of qualifications; and for the retention, archiving and retrieval of sufficient information about student enrolments and results to enable the re-issue of statements and certificates if required. Evidence to be retained at school (and made available on request) There must be evidence in the form of the policy and procedures for senior secondary assessment, administration of records and monitoring and analysis of results to meet the requirements of this standard. If the school shares responsibility for a senior secondary course with another provider, must be evidence in the form of a copy of a written agreement between the providers stating how the requirements of the student records and results standards will be met. For this standard the evidence is: highly relevant relevant not relevant Suggestions for clarifying or improving this evidence requirement: Student welfare A senior secondary education provider must have policies and procedures in that are consistent with any relevant laws and legislation to ensure the care, safety and welfare of students and the provision of opportunities for students with special needs to access the course. If two or more senior secondary education providers share the responsibility for providing an accredited senior secondary course or its components to a student, each of those providers must have procedures in place to identify and satisfy the legal duties owed to the student while the student attends, travels between or undertakes an excursion with the providers. Evidence to be retained at school (and made available on request) There must be evidence in the form of an outline of how students with special needs are able to access courses. If the school shares responsibility for a senior secondary course with another provider, there must be evidence in the form of a copy of a written agreement between the providers stating how each manages its legal responsibilities for students who attend the course, travel between providers or go on excursions. For this standard the evidence is: highly relevant relevant not relevant Suggestions for clarifying or improving this evidence requirement:
INTERNATIONAL PUBLIC SCHOOL CLASS –IX Syllabus periodic test-1 Maths- Chapter – 1,2,3 & 4 Computer- Chapter- 1, 2,3 & 4 Science- Physics- Motion Chemistry- Chapter-1(Revise), Performed all the activities mentioned in chapter 1. Biology- Improvement in food resources. Social Science- History:- French revolution Geography:- Chapter- 1 Eco:- Chapter- 1 Pol. Science- Chapter-2 English:- Beehive- Chapter 1 & 2 Poem-Road not taken Moments: - Chapter – 1 & 2 fganh Li’kZ xn~; [kaM ikB 2]3 in~; ikB 1 lap;u ikB 1 O;kdj.k vuqLokj] vuqukfld] uqdrk] o.kZ foPNsn] o.kZ la;kstu vukSipkfjd i=] vifBr xn~;ka’k
 All kindergarten students shall be assessed using the Georgia Kindergarten Inventory of Developing Skills (GKIDS) during their kindergarten year as the school readiness assessment for first grade.  FIRST-GRADE ASSESSMENT. Subject to appropriations, local systems shall administer a formative assessment with a cumulative component that is tied to performance indicators in reading and mathematics in grade one.  SECOND-GRADE ASSESSMENT. Subject to appropriations, local systems shall administer a formative assessment with a cumulative component that is tied to performance indicators in reading and mathematics in grade two.  Alternate Assessing Comprehension and Communication in English to State (ACCESS) - for English Learners who meet the criteria  Georgia Milestones End of Grade Assessment (EOG) - ELA, Math for grades 3-8: Science, and Social Studies for grades 5 and 8.  Georgia Milestones End of Course Assessment (EOC) 9th grade literature, American Literature, Physical Science, Biology, Math II, Analytic Geometry, US History, and Economics in grades 9-12  Georgia Alternate Assessment (GAA)- for students who meet the criteria in grades 3-8, and 11 District Assessments Gladden Middle School may offer common district level assessments. Schools should follow security protocols as defined for each assessment. Assessments:  MCSS Common District Assessments- All Math Courses: Grades 1-12  MCSS Common District Assessments- All ELA/Reading Courses: Grades 1-12  MCSS Common District Assessments-All Science Courses: Grades 3-12  MCSS Common District Assessments-All Social Studies Courses: Grades 6-12
Incident Management Flowchart for Visit Leaders 1. An Incident Develops 5(C)/2 Wherever possible delegate a responsible person to look after the remainder of the group 4(C) Emergency Services required Call 999 2 Make sure that the remainder of your group are accounted for and in no further danger. 4(B) Do you need help from a Doctor or Hospital? - Remember to take relevant consent forms 7(C)/2 If abroad, Contact Embassy or Consulate 5(C)/1 Act on instructions from Emergency Services - they are now in charge of the situation. 3 Think! - Make a decision as to your next course of action. 5(B) Advise parents if the casualty is 18 years old 7(C)/1 Emergency Contact Person to contact parents of all participants. Those of involved parties first. Set up a reliable line of communication 6(C) Call Emergency Contact Person as soon as that DP contactable at all times. 4(A) If First Aid was sufficient: Continue visit or return to the groups base 6(B) Dependant on the severity of the incident or numbers involved, notify the delegated person 7(C)/3 Neither you nor members of your party should make comments to the press or other people not involved with the situation 5(A) Back at base: Complete Accident Report Review Risk Assessments 7(B) Those involved can either: Continue with Activity, Stay at groups Base or Return Home
Form ‘B’ Educational Visit Risk Assessment Description Team Leader Year Date of Visit Male Staff Female Staff Number of Students Hazard Persons at Risk Risk Description Gross / Initial risk Risk Level Current Mitigating Action (Existing Controls /Precautions) Net risk Risk Level Owner Likelihood Impact/ Severity Likelihood Impact/ Severity Assessed by (Print) Signed Date assessed EVC does not need to sign this risk assessment as it will be submitted onto EVOLVE and checked through an online process.Page 1 of
Supporting statement (Max 150 words) Why do you want to come to the Library for your work experience? What skills, experience and interests do you have that you think would make you suitable for a placement? Do you require any access or other adjustments as a result of disability/ learning difficulty
Object of tender SCHOTT GOETHEGLAS is a colorless machine drawn flat glass that has been developed for historic window glazing, especially for buildings from the 18th and 19th century. It is based on old window glass and has a slightly waved surface. Besides the application as historic window glazing, SCHOTT GOETHEGLAS can be used for protective glazing, furniture or other interior design applications. Offered product: Technical data* Heat transfer coefficient Ug-value (DIN EN 673) 5.8 W/(m2-K) UV-transmittance τUV 78 % Spectral transmittance τ380 nm – 420 nm 91 % Light transmittance τV 91 %
__________________________________________________________________________ For further information please contact: SCHOTT AG Architecture + Design Hattenbergstraße 10 55122 Mainz Germany Telephone: +49 (0) 6131 / 66 – 2400 Telefax: +49 (0) 6131 / 66 – 2525 www.schott.com/architecture info.architecture@schott.com
from the panel surface. Do not allow any metal parts of the cleaning equipment to come in contact with the panel surface. 3.4 Glazing schedule Rating Rating Application Max. exposed area of glazing in. (m²) Max. width of exposed glazing in. (mm) Max. height of exposed glazing in. (mm) Min. depth of groove in. (mm) Groove Width In. Building Code Marking Up to 90 min Rise 3708 (2.39 m2) 36” (914 mm) 76” (1930 mm) 5/8” (16 mm) 7/16” 3/8” D-H-NT-90 Up to 180 min Doors Temp Rise and Non-Temp Rise 100” (0.0645 m²) 12” (305 mm) 33” (838 mm) ½” (12.7 mm) 7/16” 3/8” D-H-NT-180 Up to 90 min Transom lites, sidelites, windows 4933” (3.183 m²) 98 ¼” (2495 mm) 98 ¼” (2495 mm) 5/8” (16 mm) 7/16” 3/8” OH-90 End of Section
Cups & Medals: Medals & Trophies for National big competitions No appetite for travel if no ‘reward’ Don’t need for 6’s (Festival format) for new players – competitive but no ‘winners’ ‘losers’ ‘Speed dating’ – Turn up & get put into a random team Some High Schools do not have the facility to compete – ‘speed dating’ in South region. Need opportunity to participate/compete Big competitions: Main Trophy and Shield so ‘weaker' teams can participate/compete As can be seen above there was again a range of differing opinions. Everyone was thanked for their input and the next steps were clarified: The comments from the Forum will be collated and circulated to all School and club contacts with a request for additional input. The final collation of input will be considered by the Camanachd Association Youth Working Group and recommendations for the future structure of Schools Camanachd will be made to the Camanachd Association Board The outcome of the deliberations will be circulated to all school and club contacts.
REPUBLIC OF KENYA MINISTRY OF EDUCATION State Department for University Education & Research ALGERIA GOVERNMENT SCHOLARSHIPS - 2018/2019 The Government of the People’s Democratic Republic of Algeria is offering Seventy Five (75) scholarships to Kenyan students at undergraduate level in the following specialties taught in French language except Technical Sciences, Spanish Language and Diplomat in Imamat: No. Fields Language of studies Conditions No. of seats reserved 1 Medicine French KCSE in Science 4 2 Pharmacy French KCSE in Science 2 3 Dental Surgery French KCSE in Science 1 4 Veterinary Doctor French KCSE in Science 1 5 Technical Sciences French KCSE in Science 26 6 Science of Matter French KCSE in Science 7 7 Mathematics and Informatics French KCSE in Science 7 8 Sciences of Nature and Life French KCSE in Science 11 9 French Language French KCSE in Science 4 10 Sciences of Earth and the universe French KCSE in arts or Science 2 11 Economic Sciences and Commercial Management French KCSE in Science 3 12 Human and Social Sciences French KCSE in Arts or Science 1 13 Architecture and Urban Planning French KCSE in Science 1 14 Technical Sciences English KCSE in Science 1 15 Spanish Language Spanish KCSE in Arts or Sciences 1 16 Telecommunications: (State Engineer) French KCSE in Science 1 17 Transport Engineer (option Meteorology) French KCSE in Science 1 18 Diplomat in Imamat Arabic - KCSE in arts or Science -Good Knowledge of 1 Total 75 ELIGIBILITY Applicants should meet the following conditions:
One of the many applications of routine activities theory includes geographic profiling, uses satellite-positioning systems. Uses GPS to predict where certain chronic offenders or crews/gangs will strike next. In police departments that use geographical mapping software showing where crimes take place or 911 calls for service originate (i.e., “hot spots”), this technology helps policing authorities determine where they should concentrate their efforts, such as where to assign more officers. Lifestyles Perspective The lifestyles theory claims that individuals increase the probability to become victims (as well as offenders) due to the type of lifestyle they choose to engage in. For example, elderly persons are far less likely to be victimized because they tend to stay indoors, especially at night. On the other hand, younger individuals are far more likely to be victimized because they tend to go out late at night and/or hang out with other young persons. The bottom line in terms of theorizing about lifestyles is that certain individuals tend to increase the likelihood of their own victimization by associating with the very individuals most likely to commit offenses (e.g., young males), hanging out in locales that tend to serve alcohol, or not taking adequate measures to protect themselves from being victimized. Policy Implications Broken Windows Emphasizes the need for police to down” on more minor offenses to reduce more major crimes. Although many cities have claimed reductions in serious crimes by this theory (such as New York and Los Angles) the fact is that crime was reduced by the same amount across most cities during the same time (the late 1990s to mid-2000s). “Three-Strikes-You’re-Out” Assumes that offenders will make a rational choice not to commit future offenses because they could go to prison for life if they commit three. A controversial three-strikes law was passed by voter initiative in California, and other states have adopted similar types of laws. It third-time felons to prison for the rest of their lives regardless of the nature of the third felony. California first requires convictions for two “strikeable” felonies, crimes like murder, rape, aggravated assault, burglary, drug offenses, and so on. Then any third felony can trigger the life sentence. One study from California suggests that three-strikes reduced crime, but the remaining studies show either that three-strikes has no effect on crime or that it actually increases crime. Shaming
the most consistently supported programs for such at-risk children are those that involve weekly infant home visitation. Mandatory health insurance for pregnant mothers and children, is quite likely the most efficient way to reduce crime in the long term. All youths should be screened for abnormal levels of hormones, neurotransmitters, and toxins (especially lead). Conclusion Theory Key Proponents Factors/Concepts Key Propositions Craniometry Phrenology Physiognomy Brain/Skull Size Bumps on Skull Facial/Body Attributes Larger skull/brain, more superior. Abnormalities on skull reveal deficiencies. Certain facial or body features reveal inferiority. Atavism/Born Criminal Lombroso Variety of Stigmata identify “Born Criminals” Stigmata reveal individuals likely to be born criminals. IQ Testing/ Feeblemindedness Binet (Invented) Goddard (U.S) IQ identifies who is superior/inferior Low IQ person’s likely criminals. Body Type Sheldon Tissue layer growth in embryonic stage leads to body type Body type determines personality and behavior.
postconventional. Within each level are two stages. issues such as right and wrong, avoiding punishment, responsibility, societal rules, and respecting human life in a different form of reasoning. Attachment Theory Seven essential features: specificity, duration, engagement of emotion, course of development, learning, organization, and biological function. John Bowlby Mary Ainsworth Individuals may react in certain ways if they experienced some type of separation, or they may have weak attachments to significant others.
One needs to emphasize positive, or prosocial, role models and avoid negative, or antisocial role models. Head Attempts to provide youths with more positive, or favorable definitions of conventional behavior. Engaging youths in more conventional-type activities Thus, programs such as Boy Scouts, Girl Scouts, 4-H clubs, and Little League baseball are examples of such programming Conclusion Theory Concepts Proponents Key Propositions Differential Association Criminal behavior is learned in interaction with other persons; learning occurs within intimate personal groups; learn definitions favorable or unfavorable to the legal code; associations vary in frequency, duration, priority, and intensity. Sutherland Criminality is learned just like any conventional activity; any normal individual, when exposed to definitions and attitudes favorable toward crime, will learn both the motivations and techniques for engaging in illegal behaviors. Differential Reinforcement Theory Criminal behavior is learned according to the principles of operant conditioning and modeling/imitation; criminal behavior is learned both in nonsocial and social interactions; learning occurs in groups which comprise the individual’s major source of reinforcements. Robert Burgess and Ronald Akers Assumes individuals are born with a blank slate; socialized and taught how to behave through classical and operant conditioning as well as modeling; behavior occurs and continues depending on past and present rewards and punishments. Techniques of Neutralization Criminals are still partially committed to the dominant social order; there are five techniques of neutralization to Gresham Sykes and David Matza Individuals can engage in criminal behavior and avoid feelings of guilt for these actions by justifying or rationalizing their
with different levels of power; group interests are reflected in various aspects of society especially in the legislative political process. another; the law is an essential tool used to reflect the interests of those powerful groups; differences in power are reflected in who defines behavior as criminal. Radical Conflict Perspectives of production influence various aspects of the social structure including the criminal justice system, family, and school. Various Similar propositions as Conservative (Pluralist) Conflict Perspectives with an emphasis on wealth and social
Booking Form Cromwell Association – St Paul’s School History Conference 27th June 2018 Name of school Address Contact teacher Contact’s email address Curriculum studied For non-members of the Association* I wish to book ………………………teacher places and ………………….student places at £20 a head *or , please join my school as a member of the Association at no cost and complete the remainder of the form For members of the Association I wish to book ………………………teacher places and ………………….student places at £15 a head Please submit this form as an attachment to an email to If you require an invoice to raise payment please indicate in your email, otherwise payment instructions will follow, along with all other necessary information. Please ensure that your booking is received by Monday 11th June. Any places booked and cancelled after that date will be not be refundable
External contact lists – last updated: Where possible include a primary and alternate number. Emergency services contact information Police, Fire, Ambulance 111 Police (local station) Phone National Poison centre Urgent line 0800 764 766 Non-urgent 03 479 7284 School doctor Name Address Mobile Medical Centre Name Address Phone Mobile Essential government contact information Ministry of Education National Office (04) 463 8000 Traumatic Incident Team 0800 TI Team (0800 848 326) Contact Centre 0800 225 580 Ministry of Education advice and assistance Point of contact Senior Media Advisor, Communications Group Phone 04 – 463 8000 Child, Youth and Family (CYF) 0508 326 459 Local council Local Emergency Management office/group Point of contact: Phone Mobile Essential utility contact information Power company Account number Gas company Account number Electrician Builder / handyman Plumber
Students / parents and caregivers (and alternate) contact list – Last updated: Add in your parents and caregivers emergency contact list (including alternate contact) Key: P = Primary, A = Alternate Student name Parent / Caregiver Day Contact details After hours Contact details Comment Land line and mobile Land line and mobile Note if staff member is a first aid holder P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A: P: A:
contextual material is gleaned from secondary sources and legal rulings. We include in the Appendix a comprehensive listing of all South Dakota voting rights cases. Quantitative Data As noted earlier, no one has collected information about the numbers of American Indians, who have served or currently are serving in elected office. Just compiling such a list for even South Dakota is a daunting task. There are more than 500 incorporated municipal entities (towns and cities) in South Dakota, as well as 66 counties and many other local governmental entities. None of the local government associations, such as the South Dakota Association of County Commissioners, have data on the race, gender or even party affiliation of the elected officials associated with their organizations. We were, however, able to obtain lists of current and former state legislators from an archivist in the capitol’s library. Getting data about the make-up of county commissioners turned out to be more challenging. Most of the county commissioners serve on a part-time basis and have very limited staff support. We found that that best way to get information about the demographics of commissioners was by telephone and then persevere until we were directed to someone knowledgeable and willing to talk. This has turned into a very labor intensive process. We chose not to try to get information from the more than 500 incorporated town and cities and other local government entities. The effort involved in collecting this information would have been enormous and unlikely to turn up anything different from what we have found with respect to representation in state legislative and county council seats. Representation in the State Legislature
Bureau of Labor Statistics. 2015. “Economy at a Glance.” www.bls.gov/eag/eag.wy.htm Bureau of Labor Statistics. 2016. “Economic News Release.” March 4, 2016. http://www.bls.gov/news.release/empsit.nr0.htm Chilton, J. 2014, December 26th. “Wyoming job performance best in years.” Wyoming Tribune Eagle. Chilton, J. 2014. December 27th. “More people leaving Wyo. than moving in.” Wyoming Tribune Eagle. Chilton, James. 2015, January 11th. “Wyoming lotto to get new games.” Wyoming Tribune Eagle. Consensus Estimating Revenue Group. 2015. “Wyoming State Government Revenue Forecast: Fiscal Year 2015-Fiscal Year 2020. January 2015. Consensus Estimating Revenue Group. 2015. “Wyoming State Government Revenue Forecast: Fiscal Year 2016-Fiscal Year 2020. January 2016. Goss Institute. 2014. “January 2014 Mountain States Economy.” www.ernestgoss.com. Hancock, Laura. 2016. March 3. “Mead signs $3B budget bill while vetoing many portions of it.” Hancock, Laura. 2016. March 5. “State finances dominated 2016 legislative session.” National Governors Assocation. 2014. “Former Governors’ Bios.” Nickerson, G. 2014. December 2nd “Wyoming stashes $793M in savings, projects $4.4M shortfall.” Retrieved from Wyofile.com: Secretary of 2013. soswy.state.wy.us/Elections/Docs/VRStats/2012VR_stats.pdf
Microsoft Office System Customer Solution Case Study Ethical Review Board Saves 67 Percent, Boosts Flexibility, with Unified Communications Overview Country or Region: United States Industry: Healthcare Customer Profile Schulman Associates IRB, based in Cincinnati, Ohio, reviews research protocols and consent documents to evaluate compliance with regulations and ethical guidelines related to clinical trials. Business Situation Schulman had outgrown its legacy PBX system, and a proposed voice-over-IP solution didn’t interoperate well with the company’s presence and instant messaging (IM) solution. Solution The company expanded the use of that presence and IM solution—Microsoft Office Communications Server it the for a comprehensive, unified communications solution. Benefits Reduces upfront cost by 67 percent Provides ongoing savings Cuts time to provision employees from hours to minutes Provides more conferencing flexibility Delivers faster, more effective communications “We chose Microsoft Unified Communications because we needed a new phone system. As a bonus, we’ve lowered our operating costs.” Sergey Boytsov, Vice President of Information Technologies, Schulman Associates IRB Schulman Associates IRB had outgrown its PBX system, and a voice-over-IP (VoIP) system did not meet the company’s business needs as promised. With the help of solution provider PCMS IT Advisor Group, Schulman adopted a unified communications solution based on Microsoft Office Communications Server 2007 and related technologies. Within one system, the company now has fully scalable voice capability; presence and instant messaging; unified messaging; and audio, video, and web conferencing. The solution cost two-thirds less than a proposed solution from the VoIP provider, generates ongoing operational savings, and supports the company’s continued growth. IT staff spend less time managing the solution, and users can fully participate in meetings from anywhere with an Internet connection. making
SCHEDULE 1 Program Details Qualification Code and Title: Unit Code Title of Unit of Competency (UOC) NB Give details of any matters agreed under clause 5 of the Standard VET Auspiced Contract against relevant UOC Nominal Hours Delivery Site RTO School TTC Scored Assessment (Yes or No) Number of Enrolments For Delivery Sites other than the Host School's premises: Unit Code Site of Delivery Venue Address Contact Person Contact Number