zilongwang/ReadingBank huggingface dataset:
(a) Responsibility for Social Care Wales’ statutory compliance with health and safety legislaton. Executive Director of Corporate Services and Strategy, Human Resource and Wellbeing Manager, Assistant Director Corporate Services 17. Data Protection Act. (a) Responsibility for Social Care compliance with the Data Protection Act. Executive, Executive Directors, Senior leadership team, Management team, Technical and development team 18. Contractual arrangments between Social Care Wales and outside bodies. Responsibility for monitoring of Contractual arrangments between Social Care and outside bodies. Chair, Chief Executive, Executive Directors, Senior leadership team, Management team, Technical and development team 19. Declaration of Interests Register. Responsibility for the maintenance and monitoring of the declaration of interests register. Executive Director of Corporate Services and Strategy 20. Gifts and hospitality Register (a) Responsibility for the maintenance and monitoring of the hospitality register. Executive Director of Corporate Services and Strategy 21. Losses and compensation Register (a) Responsibility for the losses and compensation register. Executive Director of Corporate Services and Strategy, Assistant Director Finance and IT 22. Retention of records Responsibility for the retention and storage of records. Executive Director of Corporate Services and Strategy Amounts will be inclusive of VAT.
A = Accountable R = Responsible D = Delegated C = Consulted I = Informed S = Scrutinise STRATEGY & LEADERSHIP Members Trust Board Finance & Audit Committee Education & Standards Committee HTG HT LGB AO/ TP CFO Set strategic objectives of the Trust I AR C C Set strategic objectives of the Schools I A C C R Deliver strategic objectives of the Trust I A R I R (D) Deliver strategic objectives of the Schools I S S R A Scrutiny – review & challenge progress of the Trust against its strategic objectives and KPIs A R D D C I Compliance: – Trustees comply with all obligations including the Academies Financial Handbook, charity & company law, funding agreement, financial oversight, register of interest I AR (R) Compliance: Funding Agreement – Accounting Officer complies with all obligations including the Academies Financial Handbook, charity & company law, funding agreement, financial oversight, register of interest I A S R (D) Appointment of Trustees – ensuring processes in place for appointment of trustees (including ensuring that the Trustees and Governors have the skills to run the Trust) A R I
A = Accountable R = Responsible D = Delegated C = Consulted I = Informed S = Scrutinise STRATEGY & LEADERSHIP Members Trust Board Finance & Audit Committee Education & Standards Committee HTG HT LGB AO/ TP CFO Performance Measures – setting and reviewing performance goals of the LGB’s I AR D C Quality of Teaching - ensuring appropriate levels of support, challenge and intervention to support delivery of education outcomes I A R S D S Curriculum – setting the curriculum for the Academies and reviewing its effectiveness I A R S D Pupil Premium – reviewing and challenging the value for money/ ROI of the Pupil Premium in terms of educational outcomes and narrowing the achievement gap I A R S D Set admissions policy and make admissions decisions I AR C C Collective worship arrangements for the school I A D R Student issues (including attendance, exclusions, punctuality and disciplinary matters) I A S S D R Setting the opening and closing times for the Academies I A R D
HR & OPERATIONS Members Trust Board Finance & Committee Education & Standards Committee HTG HT LGB AO/ TP CFO Appointing the Headteacher at each Academy I A C R Appointing of cross-Trust Staff (in line with recruitment policy) I AS C R Appointing individual Academy I A I D R Establishing Trust wide HR Policies (including recruitment , discipline, capability, pay, appraisal, grievance and absence policies) in accordance with all appropriate regulations I A R C Setting and Conditions of Employment I AR C C Trust Staff Code of Conduct I A R C Setting Staff Handbook I A I R Dismissing Headteachers or cross Trust staff (in accordance with the Trust disciplinary and capability policies) I AR C D
7 Scheme of Learning Year Weeks Key Learning Theme Resources Key Learning Marking and Assessment P4- NC2 Baseline assessment teacher observation of circle activities 1-14 Getting to know you Range of props Frying pan Ticking Blind fold To learn drama rules, routines and rituals Learn sequence of warm-up movements To recognize the significates of the circle To learn basic drama techniques- focus/ listening/ observation Learn a range of circle games/activities SEMSC Raise confidence and self-esteem Following rules/ appropriate behavior Spiritual – Sense of enjoyment and fascination in learning about themselves Moral – following rules/boundaries Social – co-operating as a group Cultural – responding positively to artistic opportunities IT Using a digital camera Using a cam recorder
Quality circle time in the classroom Learn social skills to work as an ensemble Learn health and safety procedures and safe working practices ILS Personal safety Health and safety Numeracy Sequencing Counting games Embodiment of number shapes Communication Sign along Embodiment of letter shapes Speaking/listening – turn taking/relevant talk Keeping safe Personal space Physical warm up Following rules Developing spacial awareness Weeks Key Learning Theme Resources Key Learning Marking and Assessment P4 – NC2 Peer/self-assessment 1-10 Art gallery Emotion Emotion dice Picking of paintings Picking of sculptures Range of photos Using body language/movement/facial expression to convey feelings/emotions/moods Use social skills to convey feelings/emotions/mood Use freeze Logically sequence events Work collaboratively to achieve an outcome Respond to a visual stimulus (i.e. picture) SEMSC Spiritual - Embodiment of emotions Developing self-expressions Moral – Consequences of actions Social - Cooperating – communicating with others Negotiation/compromise Problem solving Cultural - Appreciating other cultures Respond to cultural artifacts IT Digital imaging Manipulating imagery ILS Negotiation and compromise Working as a team to achieve a goal to a deadline Numeracy Time and counting
Paintings – famous artists Art from other cultures Photographs drawing Communication Use of language for a of purposes Giving a personal opinion Planning/discussing/explaining Linking verbal language with body languages Keeping safe Personal space Spacial awareness Developing coordination Weeks Key Learning Theme Resources Key Learning Marking and Assessment CHP Self and peer assessment 1-10 Good day bad day -Comedy/ tragedy Comedy/ tragedy masks DVD- Mr. Bean Flash cards Play Practice Perform Introduction of genre Tragedy: Key features of tragedy Standup comedy Comedy sketching Basic ideas behind slapstick comedy Create/devise a piece of drama on a given theme Use ‘4p’ system to devise work. SEMSC Developing self-expression Working with others Spiritual – reflect upon experience Moral – consequence of actions Social - Empathy Cultural - Appreciation of cultural influence IT Digital imagery Manipulation of imagery ILS Negotiation and compromise Working to a deadline Numeracy Time Sequencing
Weeks Key Learning Theme Resources Key Learning Marking and Assessment Peer/ self-assessment 1-14 Physical theatre Poem Giovanni Open scene of Macbeth Texts from other cultures from the British literary cannon Explore mime techniques Use mime in role Use of narrator Understand how to use their bodies to create inanimate objects Learn importance of working in a group Create a non-naturalistic piece of drama Explore essence/theatre machines Explore sound scaping Respond to a Shakespeare text Explore a text from the British literary cannon through physical theatre Explore texts from other cultures through physical theatre Performing a piece of physical theatre to a studio audience Respond positively to a performance SEMSC Working with others Developing a response to drama/theatre Self-expression Embodiment of feelings/emotions Participate in a performance Cultural texts IT Digital imagery Manipulating images ILS Constructive evaluation Working independently or with minimal support Numeracy Embodiment of number shapes Sequences Communication Literacy – Image/metaphor in poetry Language for different purposes Sign along Communicating through body language Reading facial expressions from other cultures from the British literary cannon respond to a performance respect for stories from cultures/traditions Keeping safe personal space not to touch body areas physical warm up Weeks Key Learning Theme Resources Key Learning Marking and Assessment Peer/self-assessment 1-10 Dark wood manor Dark wood manor De resoura rat Using different drama techniques to build a narrative (i.e. cross cutting/flash back) Adapting and exploring a role Contributing to discussion Negotiating and compromise Be aware of social pressures Social skills IT Digital imagery
1/14 (Terms 1&2) Did Europeans destroy the American way of life? AQA worksheets Quick quiz booklets Hodder history foundation text books ‘The Native Peoples of North America’ Usborne History ‘who were the First North Americans’ Pictorial sources To varying degrees students will have:- Completed an AQA award ‘The People of the American Plains’ Appreciated the importance of museums in presenting peoples’ attitudes towards the past Acquired knowledge about a non-European society Formed personal opinions Examined artefacts Assessed the impact of Europeans on early America Completed an study SEMSC Consideration of terms such as tolerance, exploitation, empathy Reflecting on visit to museum Being creative in designing their own tipee IT Internet research ILS Instruction on how to behave in a museum and with members of the public generally Numeracy Time Dates Communication Keywords:- Speaking and listening Reading Writing Weeks Key Learning Theme Resources Key Learning Marking and Assessment P6 – NCL 1/2 Summative, peer, student, Classroom monitor. 1/7 (Terms 3) Images of an Age What can we learn from portraits? In-house booklets Quick quiz booklets To varying degrees students will have:- Examined famous portraits of key figures using National Portrait Gallery examples SEMSC Consideration/discussion regarding power and wealth IT Internet research- Primary.naace.co.uk/ ILS Independent working to a deadline Numeracy Dates, time
Pictorial sources Hodder history foundation text books ‘Crown and Country’ Extracted historical information using simple observation Discussed significance of portraits using key concepts and terms such as ‘power’, ‘symbol’ etc. Communication Keywords:- Speaking & listening Reading Writing Weeks Key Learning Theme Resources Key Learning Marking and Assessment P6- NCL ½ Summative, peer student self-assessment. Classroom monitor 1/7 (Terms 4) Who ruled Britain? An English Civil War In house booklets Quick quiz booklets To varying degrees students will have:- Gained and deployed an historically grounded understanding of abstract terms such as parliament, monarchy, voting, puritanism etc. SEMSC Discussion regarding rights, law and voting Consequences of not voting/being able to vote IT Internet research ILS Independent working to a deadline
Pictorial sources Hodder History Foundation Text books ‘Crown & Country’ Acquired knowledge about a historically significant event in Britain’s history Numeracy Dates, time Communication Keywords:- Speaking & listening Reading Writing Weeks Key Learning Theme Resources Key Learning Marking and Assessment P8- NCL ½ Summative, self and peer assessments, classroom monitor 1/14 5&6) Industrial changes Is Brunel our greatest Britain? In house booklets Quick quiz booklets Pictorial evidence To varying degrees students will have:- Undertaken a local study- Swindon as a railway town Examined the significance of an individual in British history SEMSC Discussions regarding conditions in early factories- exploitation etc. Small group discussion with variety of students regarding morality of ‘Empire’ Exploration of the history of Britain’s ethnicity IT Research on the internet. Game- Stephenson’s Rocket
1-14 (Terms 1&2) World War One- Life in the Trenches In house worksheets Quick quiz booklets Hodder history foundation text books ‘Challenge & Change’ Poetry Pictorial sources Artefacts Completed an AQA Produced structured work, using key terms and dates Selected information from a varied number of sources and artefacts Considered the folly of mankind Discussions regarding the morality of war- can it be justified? IT Internet research ILS Independent working to a deadline Numeracy Time Communication Keywords:- Speaking and listening Reading Writing Weeks Key Learning Theme Resources Key Learning Marking and Assessment P8 – NC L 1-3 Summative, peer, student, Classroom monitor. 1-14 (Terms 3 & 4) The Slave Trade In-house booklets Quick quiz booklets Pictorial evidence To varying degrees students will have:- Acquired knowledge and understanding about a significant occurrence which had economic, social, and political ramifications in world history. SEMSC Realising the consequences of anti-social, and aggressive behaviours such as racism on individuals and communities. Discussion in small groups taking into account views/background of others. Respecting others IT Research on the internet. ILS Independent working to a deadline
Hodder history foundation text books ‘The Slave Trade’ DVD: Roots Board games Considered experiences of Africans in the Caribbean, and USA through resource materials. Deepened their understanding of how actions affect others Undertaken an in-depth case study- Harriet Tubman. Numeracy Dates time counting Communication Keywords:- Speaking & listening Reading Writing Weeks Key Learning Theme Resources Key Learning Marking and Assessment P8- NC L 1-3. Summative, peer, and student Classroom monitor 1-7 (Term 5) War Two: An overview In house booklets To varying degrees students will have:- Analysed causation- Hitler’s Germany SEMSC Consideration of damage of war on civilian populations. Cultural diversity
and The Home Front Quick quiz booklets Pictorial sources Hodder History Foundation Text books ‘Challenge and Change’ Artefacts Researched the main features of warfare and theatre of war Visited local sites such as war memorials Undertaken an study – The Home Front. Analysed various artefacts, photographs, diaries, etc. Weeks Key Learning Theme Resources Key Learning Marking and Assessment P8- NC L 1-3. Student self-assessment. Classroom monitor 1-7 (Term 6) Genocide: How did the Holocaust happen? Photographs diaries Hodder History Foundation text books To varying degrees students will have:- Contemplated key questions in world history Examined written sources and photographs Read diaries and accounts contempory to the time SEMSC developing understanding and empathy considering the question of right and wrong discussion regarding religion and culture, particularly Judaism IT Internet research ILS Tolerance of people different from themselves Numeracy Dates Time
Great Expectations AO1 AO2 AO5 AO6 AO8 Film version of the text adventure story and will compare the time at which the story was set to present day. The reading of Great Expectations should run throughout the unit. Who is Charles Dickens? - Write key facts about him. Investigate plot structure and identify themes, settings and characters. Identify details in the text that describe characters and settings. Pip, Magwitch, Miss Haversham etc Write character and setting descriptions. Discuss their responses to the characters. Use drama to roleplay characters. Create a wanted Poster for Magwitch. Letter from Pip back to the Marches. Create a word bank of key vocabulary, use a treasure box as a display. Communication Real communication. Key Learning Theme Resources Key Learning Marking and Assessment Students produce a Showpiece which is marked and levelled using Exam Board criteria Term 3 The World of Work Job Adverts Exemplar letter of application The focus of this topic is to prepare students for future life. It is a very practical topic relating to being able to read and understand the language used in SEMSC Confidence by progressing through exercises. Selling yourself in a positive
AO2 AO5 AO6 Job Adverts and to also develop skills in writing applications involving forms and formal letters. Job Adverts Lesson objectives may include: To be able to identify information on a job advert. To be able to locate key points in texts. To be able to explain how writers use language and structure to achieve effects and influence readers. Discuss the meaning of words such as, lively, challenging, ambitious … Job Application To be able to create a plan for writing. To examine how others respond to job adverts and make notes from these. To develop vocabulary and using a thesaurus to search for appropriate words. To be able to spell most words accurately and use a dictionary to check for errors. To be able to sequence ideas logically. To be able to set out a formal letter. To be able to use formal language. IT Web ILS Independent Enquirer. Reflective Practitioner. Effective Participator Numeracy Numbered exercises Communication Through accurate written work and able to explain choices
Travel Itinerary- 23rd February 2018 to 14th March 2018 Check in Date No. of City/Country Name of the Hotel & Address Contact details 23rd Feb, 2018 2 Rome/Italy Camping village Roma Via Aurelia 831, Aurelio, 00165, Rome, Italy Tel: +39 06 6623018 25th Feb, 2018 3 Florence/ Italy La Campanella Via Citadella 5, 50144, Florence, Italy Tel: +39 3663245930 28th Feb, 2018 1 Venice/ Italy San Lio Tourist House Salizada S. Lio 5607, Castello, 30122 Venice, Italy Tel: +39 041.7241012 1st March, 2018 Flight from Venice to Berlin Flight Ticket needs to be booked yet 1st March, 2018 3 Berlin/ Germany Wyndham Berlin Excelsior Hardenbergstr. 14, 10623 Berlin, Germany Tel: +49 30 4th March, 2018 2 Prague/ Czech Republic Motel One Prague, Na porici 1048/30, Prague, 110 00, Czech Republic Tel: +420 222 334 500 6th March, 2018 2 Vienna/Austria Central Apartment, Hauptbahnhof Erlachgasse 7,10. Favoriten, 11 1100, Vienna ,Austria Tel: +43 6602058498 8th March, 2018 2 Budapest/Hungary Avenue Hostel 1067 Budapest, Oktogon ter 4. Hungary Tel: +36202387130 10th 2018 2 Budapest/Hungary Treestyle Hostel 1077 Budapest, Wesselenyi utca 32, Hungary Tel: +36 30 338 8242 12th March 2018 Flight from Budapest to Rome Flight Ticket needs to be booked yet
c ultraviolet – damage to surface cells and eyes, leading to skin cancer and eye conditions d x-rays and gamma rays – mutation or damage to cells in the body Describe some uses of electromagnetic radiation a radio waves – broadcasting, communications and satellite transmissions b microwaves – cooking, communications and satellite transmissions c infrared – cooking, thermal imaging and television remote controls d visible light – vision, photography and illumination e ultraviolet – security marking (detecting forged bank notes), fluorescent lamps and disinfecting water f x-rays – observing the internal structure of objects, airport security scanners and medical x-rays g rays – sterilising food and medical equipment, and the detection of cancer and its treatment Suggested practical ● Investigate refraction in glass blocks in terms of the interaction of electromagnetic waves with matter (links to CS 5.9). Atoms Describe the structure of an atom as: a a positively charged nucleus made up of protons and neutrons b negatively charged electrons surrounding the nucleus c most of the mass in the nucleus Understand that atoms of each element have the same number of protons in their nuclei Recall that each element has a different number of protons in the nuclei of its atoms and that this is called the atomic number
3.3 University, National and International Development Activities 3.3.1 Vice-Chancellor up to 2 points/year 3.3.2 Deputy Vice-Chancellor/Rector/Dean of a Faculty/ Director of a University/institute or a Research Institute up to 1.5 points/year 3.3.3 Head of a Department of a University or equivalent position in any other Institution up to 1 point/year 3.3.4 Director/Co-ordinator of a Centre/Unit or Equivalent recognized by the Senate of the relevant University and approved by the UGC up to 1 point/year 3.3.5 Co-ordinators for Postgraduate Programmes, University level Projects up to 1 point/year 3.3.6 Chief Student Counsellor/Warden of a Residential Hall/Proctor/ Director, Career Guidance Unit/Director, Staff Development Unit up to 1 point/year 3.3.7 Student Counsellor/Career Guidance Counsellor/Academic Counsellor at least at faculty level up to 1 point/year 3.3.8 President/Secretary/Treasurer of an approved Society in the University up to 1 point/year 3.3.9 President / Secretary / Treasurer in University Teacher Union / University Alumni Associations at National level up to 1 point/year 3.3.10 Membership of Councils, Boards of Management / Boards of in other Universities / Higher Educational Institutes, which are not ex-officio posts up to 1 point/year 10 06 03 03 03 03 03 03 03 03 of a Professional/Academic Association at National/ International level to 2 points/year 3.3.12 Secretary/Treasurer of a Professional/Academic Association at National / International up to 1 point/year 04 03 3.3.13 Chairman, Secretary, Member of National / International Committees, Task Forces or Statutory Bodies - up to 1 point/year 3.3.14 appropriate contributions at national/international level up to 1 point/assignment Note 1: For each of the 14 under 3.3, evidence of participation, attendance and contributions needs to be produced as appropriate. Note 2: An applicant from outside the university system can be allocated similar marks for 3.3 on the basis of holding equivalent positions. 03 03
Evidence Guide to the Guidelines for the Enrolment of Overseas Students Aged Under 18 CRICOS school roles and contracting commercial service providers School responsibility Examples of school roles and functions that can be contracted to commercial services, within the VRQA Guidelines Examples of roles and functions that cannot be contracted and are not compliant with the VRQA Guidelines Approving homestay accommodation for Confirmation of Appropriate Accommodation and Welfare (CAAW) students Schools can contract homestay accommodation agencies to: help schools recruit homestay providers provide ‘shortlists’, including details of agency-screened homestay options for the school to review, visit and potentially approve collate documentation such as Working With Children Checks (WWCCs), regarding homestays. Schools cannot: just refer CAAW students seeking homestay (via website or marketing material) to contracted commercial agencies state or imply in marketing materials that a commercial agency exercises the school’s role or responsibility in approving homestay accommodation. Verifying homestay accommodation Schools can contract with homestay accommodation agencies to provide ongoing support to homestay providers, such as: general advice on homestay requirements general information on helping international students adjust to life in Australia. It should be clear in any contract that the verification of a homestay being suitable to a child’s age and needs will be undertaken by the school: prior to any placement, and six months. Schools cannot contract commercial agencies to verify that a CAAW student homestay is suitable to a child’s age and needs. The ESOS National Code and VRQA Guideline requirement that schools verify that a CAAW student’s homestay accommodation is suitable for the child’s age and needs: prior to placement at least every 6 months cannot be contracted out and must be undertaken by a person accountable to the Principal Executive Officer of the school.
Lesson Teaching Time Specific Learning Outcomes/Skills Resources Materials Vocabulary Lesson 11.6 pp. 77 – 80 2.5 periods •Write fractions as decimals, and vice versa •Textbook 4B, Chapter 11, pp. 77 – 80 •BM 11.3: Equivalent (1.25 hours) •Workbook 4B, Chapter 11, Worksheet 7, pp. 57 – 58 fractions (Appendix) Fractions and decimals Thinking Skills — Comparing, Reasoning and Analysing I Know That pp. 81 – 82 •Reinforce and consolidate skills and concepts taught in •Textbook 4B, Chapter 11, pp. 81 – 82 Chapter 11 •Workbook 4B, Chapter 11, Putting It Together 1, pp. 59 – 62 Apply What You Know p. 82 21 st Century Skills — •Textbook 4B, Chapter 11, p. 82 • Critical Thinking & Problem-Solving •Workbook 4B, Chapter 11, Putting It Together 2, pp. 63 – 64 Internet Links: • • • • • • • • • • http://www.computersmiths.com/chineseinvention/decimal.htm http://www.sheppardsoftware.com/mathgames/decimals/DecimalModels10.htm http://www.aaamath.com/dec37bx3.htm#section2 http://www.ezschool.com/Games/CompareDecimals.html http://www.mathsisfun.com/numbers/ordering-game.php http://www.sheppardsoftware.com/mathgames/decimals/BalloonDecimalPatterns.htm http://www.math-play.com/rounding-decimals-game-1/rounding-decimals-game.html http://mrnussbaum.com/rounding/ http://interactive.onlinemathlearning.com/dec_round.php?action=generate&mode=0.1&numProblems=10 http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm Chapter 11 Scheme-of-Work © 2012 Alston Publishing House Pte Ltd Maths SMART Teacher's Guide Grade 4
State Price Quote Specification TYPE A— DIESEL, GAS & PROPANE Use this document to bid both non-lift and lift, gas, diesel and propane buses. Vendor: SCHETKY NORTHWEST SALES, INC. Mfr.: THOMAS BUILT BUSES ITEM STATE-SUPPORTED SPECIFICATIONS Vendor must meet or exceed these specifications. Item bid shall be specified in column to right. VENDOR SPECIFICALLY IDENTIFY ITEM BID Price of items bid will establish the state cost. Battery(ies) 535 CCA 12 volt minimum for gas and propane w/o lift. 1070 CCA 12 volt minimum for diesel or any bus w/lift. Gas/Propane w/o lift Diesel or any bus w/lift CCA 600 CCA 1100 Brakes Hydraulic: Drum or Disc. Refer to Washington State School Bus Specifications Manual. Gas Diesel Propane Disc Front Disc Front Disc Drum Drum Drum Rear Disc Rear Disc Rear Disc Drum Drum Drum Drum Size Drum Size Drum Size Doors, Service Power operated. Air Folding Electric Outward Opening Other Engine Gas and Propane—3.7 liters minimum. Diesel—130 H.P. minimum. Gas Diesel Propane Engine mfr. GM Engine mfr. GM Engine mfr. GM Liters 6.0L H.P. 260 Liters 6.0L Engine Heater Diesel only—engine manufacturer’s recommended heater. Watts 400 Volts 120 Mfr. OEM Fuel Tank Gas and Diesel—25 gallon minimum. Propane—largest available. Gas/Diesel Propane Capacity 33 Capacity 33 Hand Throttle Diesel only—locking type, electronic, or immediate acting electric fast idle. Vernier Electric T type Electronic Heaters Front—manufacturer’s standard. Rear—40,000 B.T.U. minimum. Rear B.T.U. w/o lift 50,000 Rear B.T.U. w/lift 50,000 Lights LED (Light Emitting Diode). Includes Clearance Lights, Stop Lights–7”, Tail Lights, Turn Signals, Eight-Light System, and Dome-Light System. if as specified If not, explain
2.1.5 Accounting Policies (Including Year-End Procedures) 2.1.6 Writing Off of 2.2 Basis of Accounting 2.3 Submission of Budget Plans 2.3.1 Submission of Financial Forecasts 2.4 Efficiency and value for money 2.5 Virement 2.6 Audit: General 2.7 Separate External Audits 2.8 Audit of Voluntary and Private Funds 2.9 Register of Business Interests 2.10 Purchasing, Tendering and Contracting Requirements 2.11 Application of Contracts to Schools 2.12 Central Funds and Earmarking 2.13 Spending for the Purposes of the School Capital Spending From Budget Shares Notice of Concern 2.16 Schools Financial Value Standard (SFVS) 2.17 Instalments of the Budget Banking Arrangements 3.0 Introduction 3.1 Frequency of Instalments 3.2 Proportion of Budget Payable at each Instalment Interest Clawback 3.3.1 Interest on Late Budget Share Payments 3.4 Budget Shares for Closing Schools 3.5 Bank and Building Society Accounts 3.5.1 Restrictions on Accounts 3.5.2 Monitoring of spend 3.6 Borrowing by Schools Other Provisions Construction Industry Scheme The Treatment of Surplus and Deficit Balances Arising in Relation to Budget Shares 4.1 The to Carry Forward Surplus Balances 4.2 Controls on Surplus Balances 4.3 Obligation to Carry Forward Deficit Balances 4.4 Planning for Deficit Balances 4.5 Writing Off Deficits 4.6 Balances of Closing and Amalgamating Schools 4.7 Licensed Deficits Loan Schemes Income 5.1 Income from Lettings 5.2 Income from Fees and Charges 5.3 Income from Fund-Raising Activities 5.4 Income from the of Assets 5.5 Administrative Procedures for the Collection of Income 5.6 The Purposes for which Income may be used The Charging of School Budget Shares General Provision 6.1.1 Charging of Salaries at Actual Cost Circumstances in which Charges may be made Trial
GETTING READY FOR YOUR PROGRAM (One week before the program is to be delivered) Copy the agenda for each participant. Copy the evaluation form for each participant. Copy handouts and assemble participant packets. A list of handouts are available at: Low and High-Acid Food (Yellow) HGIC Fact Sheet 3040 – Canning Foods at Home HGIC Fact Sheet 3020 – Home Canning Equipment HGIC Fact Sheet 3050 – Common Canning Problems HGIC Fact Sheet 3051 – Most Frequently Asked Canning Questions HGIC Fact Sheet 3320 – Preserving Tomatoes GETTING READY FOR YOUR PROGRAM (the day of the program) Set up the room Assemble and test audiovisual equipment Post room signs Set up the sign-in sheet and name tags as participants enter the room Set up refreshments – optional FOLLOW-UP Four after you have completed the course, if possible, call a sample of your participants to determine what changes that they have made.
Unit 325 Recognise a healthy farm animal Recognise a healthy farm animal correctly and safely clean coat lick marks on the coat bright eyes moves freely breathes normally SEMSC Health and Safety . team work , safety of themselves, others and animals IT cameras ILS Team work, reacting the opinions and beliefs of others, health and safety, care of themselves, each other and the animals on the farm Numeracy Math target Communication Working together –discussion checking instructions Weeks Key Learning Theme Resources Key Learning Marking and Assessment 25-30 Unit 327 Cleaning a farm animal Clean out an animal pen/housing and bed down Choose and wear personal protective clothing Recognise pen/housing to be cleaned and prepared Choose and collect tools and equipment to be Ensure that pen/housing is safe to enter SEMSC Health and Safety . team work , safety of themselves, others and animals IT Cameras ILS Team work, reacting the opinions and beliefs of others, health and safety- lifting , care of themselves, each other and the animals on the farm Numeracy Math target. Communication Working together –discussion checking instructions Weeks Key Learning Resources Key Learning Marking and Assessment 1-6 To recognize poultry breeds Chickens Unit 330 Characteristics and breed of poultry Recognise breeds of poultry Recognise characteristics of those breeds SEMSC Health and safety- to yourselves, others and the animals. IT Finding information. ILS Health and safety. Team work- working together. Listening to others. Numeracy Math target. Number of breeds. Number of characteristics Communication Discussion, asking questions Weeks Key Learning Theme Resources Key Learning Marking and Assessment 7-12 To have a better understanding of poultry Housing Straw Wood Unit 331 Poultry housing and bedding Recognise of suitable housing for poultry and select suitable bedding material SEMSC Team work, reacting the opinions and beliefs of others. IT Find information. Cameras ILS consideration for others Numeracy Math target
Local history linked to a significant person or event Students will be given opportunity to research a local place. Person or event, i.e. Brunel, Crowdys Hill School etc. They will use visits and research in books/ICT to create a presentation about their findings. Other students in the group to use ‘W’ questions about their findings. Peer assess their work. (Whilst out on visits, students to be encouraged to ask staff in places of interest questions relevant to their presentations. They should take photos to annotate and support their understanding) Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others IT Research local place, person or event – Google search ILS Ask staff in public places questions to gain information ASDAN SKILLS Learning, coping with problems, teamwork Communication Sharing work with peers for assessment Weeks Key Learning Theme Resources Key Learning Marking and Assessment Entry 1 & 2 ref 1106 & 1107 Entry 2 ref 1105 Contrasting countries Using geographical vocabulary and skills, students will select a small area in the UK and in a different country. They will be taught how to compare the two focusing on physical and human features. Students to create a Powerpoint presentation to show their findings. The rest of the group will peer assess. Students will be taught how to create a picture map to show the comparisons between two small areas in the countries. SEMSC Understanding and appreciation of the of different cultures within school and further afield as an essential element of their preparation for life in modern Britain IT Microsoft Powerpoint ASDAN skills Learning, coping with problems, communication ILS Sharing comments with other students – identifying strengths and areas for improvement Numeracy
Weeks Key Learning Theme Resources Key Learning Marking and Assessment Entry 3 ref 1181 Social in own community Students will share their ideas of what activities they like/have interest in. Do any of them do regular clubs/activities? Using the internet, students research local social places of interest and find name, phone number, opening times etc. As a group, decide which is the most popular that they would like to arrange a booking for. Students given opportunity to call one of the places and ask staff a question. Students should also consider how they would travel to the place. Students to make a review of the chosen activity to share with other possible interest from other year groups. Who else might like to do it? SEMSC IT Research contact details of local social activities ASDAN skills Learning, coping with problems, communication ILS Making a phone call, arranging a booking, trying a new social activity Numeracy distances, times Communication 1:1, group work Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT ASDAN skills ILS Numeracy Communication Weeks Key Learning Theme Resources Key Learning Marking and Assessment SEMSC IT
91. Ceteris paribus 92. A HEADLINE article in the text asks parents, "Do you expect your children's generation to enjoy a higher standard of living than your generation?" What is necessary for the standard of living to rise? 93. A HEADLINE article in the text indicates that Korea is running out of food. If North Korea is on its production possibilities curve and reduces its production of food so that it can increase the size of its military, this is most consistent with: 94. A HEADLINE article in the text indicates that North Korea is expanding its missile programs, and at the same time it is running out of food. If North Korea is on its production possibilities curve and reduces food production so that it can increase the size of its military, this is an example of:
AACSB: Reflective Thinking Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-03 Recite society's three core economic questions. Topic: Three Basic Economic Questions 47. Ceteris paribus when technological change allows a smaller amount of a resource to be used in producing any combination of two goods, there will be: Change in technology allows for resources to be used more efficiently. AACSB: Reflective Thinking Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-03 Recite society's three core economic questions. Topic: Three Basic Economic Questions 48. Ceteris paribus, of the following is least likely to contribute to economic growth? Price is not a factor in growth. AACSB: Reflective Thinking Blooms: Analyze Difficulty: 3 Hard Learning Objective: 01-03 Recite society's three core economic questions. Topic: Three Basic Economic Questions 49. Ceteris paribus, which of the following will most likely cause an inward shift of the production possibilities curve?
Overarching Principles…………................................................................................. 3 Stage 1 – Initial Scoping…………………………………………………………………... 4 Stage 2 – On-Site Scoping..………………………………………………………………. 5 Stage 3 – Planning the Scheme Review……………..………………………………….. 6 Stage 4 – Completing the Scheme Review……………………………………………… 7 Stage 5 – Presenting Proposals……………………..……...……………….…………… 8 Stage 6 – Validation & Sourcing ………………………………...………………….……. 9 Stage 7 – End of Scheme Review………………………………………………………. 10 Stage 8 – Follow up Review …………………………………………………………….. 11
Negative Symptoms Atypical experiences that represent the loss of a usual experience such as clear thinking or ‘normal’ levels of motivation. Avolition Speech poverty Sufferers of schizophrenia often have very reduced motivation to carry out a range of tasks and results in lowered activity levels, sometimes called ‘apathy’. Can also be described as finding it difficult to begin or keep up with goal-directed activity i.e. actions performed in order to achieve a result. Andreason (1982) identified 3 identifying signs of avolition; Poor hygiene and grooming Lack of persistence in work/education Lack of energy Schizophrenia is characterised by changes in patterns of speech. The ICD-10 recognises speech poverty as a negative symptom. This is because the emphasis is on reduction in the amount and quality of speech. This is sometimes accompanied by a delay in the sufferer’s verbal responses during conversation. The DSM-5 places its emphasis on speech disorganisation in which speech becomes incoherent or the speaker changes topic mid-sentence (this is classified as a positive symptom), whilst speech poverty remains as a negative symptom.
Gross total *Page/sheet indicating the total landed cost in Indian rupees( Ensure to mention Currency Exchange rate considered in case of imported equipments, freight , taxes, spares, special installation, etc ) Please project the actual cost taking into account reliable cost estimates as no cost revision would be admissible B. Recurring Items (General) B1. Manpower Designation* Educational Qualification Experience in if applicable Justification (* Refer latest guidelines at DST website ) Manpower Budget JRF /SRF/ Research Associates/ Project Assistants Details (applicable for the given category) Designation Total Emoluments (in Rupees) No. of persons (Inclusive of all Allowances ) Total Amount (Rs.) 1st Year 2ndYear 3rdYear Total (1st Gross amount required for manpower budget head =
Forwarding Letters Undertaking from Principal Investigator I am hereby submitting the Project Proposal titled: _________ ____________________, complete in all respect, along with (a) Endorsement from the Head of the Organisation (on letter head), and (b) Undertakings from the Collaborating Industries/Agencies I have not submitted this Project Proposal titled : ______________ or similar work, elsewhere for financial support. I shall ensure that if an equipment is available for use in my Organization, it will not be proposed to be purchased under the Project. Name & Designation: Date: Signature: Place: Stamp/ Seal: Endorsement from Head of Organisation Name of Agency: _________________________________ I, on behalf of the organization, welcome the participation of Dr/Mr/Ms __________ as the Principal Investigator (PI) and Dr/Mr/Ms ________ as the Co-PI for the Project Proposal titled: ____________________________________. In the unforeseen and legitimate event of discontinuation by the PI, the Co-PI will assume full responsibility for completion of the Project. Information to this effect, endorsed by me, will be promptly sent to DST
B6. Other Costs ,if applicable Budget for Costs (To be borne by DST) Item Total ( Rs. in lakh) Detailed Justification ( derived cost calculation and relevant Quotation at Annexure- / page no* ) Outsource work items,if any Gross total = Rs. Collaborator budget / Contribution Submit similar above detail breakup for each collaborator, if any Organization details: a. Designation of the financial authority in organization: b. Whether organization registered with Govt. of Central Plan Scheme Monitoring System* (CPSMS): Yes/ No *( refer website: http://cpsms.nic.in/Users/LoginDetails/Login.aspx?ReturnUrl=/default.aspx) c. If not, please get it registered as soon as possible at CPSMS website which is mandatory. If yes, inform Agency code registered at CPSMS
Entrepreneurs Incubated by STEP/TBIS C1 Cumulative Year-wise details of Entrepreneurs Assisted Year-wise Details since Inception No. of Resident Entrepreneur (Incubatee) promoted Details of seed funding provided( No. of Graduate Entrepreneurs (give detailed if external/ venture raised) No. of assisted C2 Give Details of seed fund earlier availed from TDB /NSTEDB or any other GOI agency. Seed Fund sanctioning organization Sanction no. , date and amount sanctioned and disbursed Year-wise details of seed funding disbursed to incubates with name of companies and amount ( Attach a separate annexure) % utilization of seed fund at the time of applying C3 Indicate few notable achievements of seed supported startups through past experience C4 Justification for first time applying/reapplying for seed support to DST Present Incubatee at STEP/TBI Sl. No. Name of the Incubatee Profile of Incubatee (Age, Qualification, Experience) Name of the Venture promoted Date of Initiation of Residency Product Area Seed Money Raised/ Required giving time frame Financial Status of STEP/TBI
BALTIMORE: T. NEWTON KURTZ. PHILADELPHIA: E. W. MILLER. GETTYSBURG: A. D. BUEHLER 1867. [[@Page:ii]] Entered according to Act of Congress, in the year 1867, by S. S. SCHMUCKER in the Clerk’s Office of the District Court of the United States for the Eastern District of Pennsylvania. J. FAGAN & SON, STEREOTYPERS, PHILAD’A. PRINTED BY SHERMAN & CO. [[@Page:iii]] PREFACE. The origin of this volume was somewhat peculiar. It has several times happened, that the appointed speakers of the Historical Society of the Evangelical Lutheran Church in the United States, whose meetings coincide with those of the General Synod, have failed to meet their appointments. This was naturally unpleasant to the Society, as well as mortifying to the writer as its present president. To prevent a similar disappointment, he resolved, several months before the late meeting of the General Synod at Fort Wayne, to prepare a Lecture to be delivered as a volunteer exercise, in case the appointee should again fail. As to a suitable subject for such exercise, the frequent late attacks on the General Synod did not permit him to hesitate. An ardent friend of this General Union of the Synods from its incipiency, he was [[@Page:iv]]willing to step forward in its defence, and having been present as a visitor at Baltimore in 1819, when the formation of such a body was first the subject of synodical discussion, and at Hagerstown in 1820, when the constitution was discussed and adopted; present as a member of the body in 1823, and either as a member or visitor at every meeting held since, the writer may, without vanity or presumption, profess to be acquainted with its design, history and spirit, and may ask a hearing in its behalf.
Entrepreneurs Incubated by STEP/TBIS C1 Cumulative Year-wise details of Entrepreneurs Assisted Year-wise Details since Inception No. of Resident Entrepreneur (Incubatee) promoted Details of seed funding provided( No. of Graduate Entrepreneurs (give detailed if external/ venture funds raised) No. of other assisted C2 Give Details of seed fund earlier availed from TDB /NSTEDB or any other GOI agency. Seed Fund sanctioning organization Sanction no. , date and amount sanctioned and disbursed Year-wise details of seed funding disbursed to incubates along with name of companies and amount ( Attach a separate annexure) % utilization of seed fund at the time of applying C3 Indicate few notable achievements of seed supported startups through past experience C4 Justification for time applying/reapplying for seed support to DST Present Incubatee at STEP/TBI Sl. No. Name of the Incubatee Profile of Incubatee (Age, Qualification, Experience) Name of the Venture promoted Date of Initiation of Residency Product Area Seed Money Raised/ Required giving time frame Financial Status of STEP/TBI
Bill McKibben “Trump’s Pipeline and America’s Shame,” The New Yorker, February 8, 2017. Visitor to class, Mr. Dallas Goldtooth. Required attendance at Evening Performance on Friday March 2 of the 1491s. 3/6 T TS/IS: Chapter 9 “Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice” Vann R. Newkirk II “Fighting Environmental Racism in Carolina,” The New Yorker, January 16, 2016. Jedediah Purdy “Environmentalism Was Once a Social Justice Movement: It Can Be Again,” The Atlantic, December 7, 2016. Jill Schneiderman “The Common Interests of Earth Science, Feminism and Environmental Justice” in NWSA Journal, 9.3, 1997. 3/8 Th TS/IS: Chapter 10 “The Art of Metacommentary” Jedediah Purdy “Environmentalism’s Racist History,” The New Yorker, August 13, 2015. Jourdan Imani Keith “At Risk” from Orion in The Best American Science and Nature Writing 2015. Jourdan Keith “Desegregating Wilderness,” from Orion in The Best American Science and Nature Writing 2015. Paper #2 due by noon Spring 3/27 T John Henderson “How to Evaluate a Book or Article Without Reading It,” Ithaca College Library. PBS. American Experience. Rachel Carson. Paper #3 assigned. 3/29 Th Conferences with me on your writing and class participation 4/3 T Conferences with me on your writing and class participation TS/IS: Chapter 11 “Using Templates to Revise” 4/5 Th Howard Becker “Persona and Authority” in Writing for Social Scientists, 1986. John McQuaid “Mining the Mountains,” Smithsonian Magazine, January 2009. Eliza Griswold “The Future of Coal Country,” The New Yorker, July 3, 2017. PBS. American Experience. The Mine Wars. Paper #3 assigned 4/10 T Martin Donohoe “Flowers, Diamonds, and Gold,” Human Rights Quarterly 29, 2007.
Burnham boilers use hydraulic heating which is the method of heating your home with hot water instead of air. All Burnham boilers are made in America and come with a lifetime limited warranty on the cast iron heat exchangers. Gas boilers offer up to 95% AFUE. Oil boilers offer up to 87% AFUE, which is the most fuel efficient oil boiler on the market today. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ The Hot Dawg Low Profile Gas Fired Garage Unit Heater is quiet and has a permanently lubricated motor for trouble free dependability. Comes with a full 10-year warranty on the heat exchanger. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Only Wirsbo Radiant Floors give you all these advantages Radiant floor heating heats your body and objects in the room, not the air. The warmth stays down around the floor where it is needed most. Wirsbo Radiant Floors provide comfortable, even heat throughout your home or in difficult to heat areas.
International Projects: S. No. Project Title Name of the Collaborating Scientist & Institute Sponsoring Agency Budget Status C. Proposed Project Budget from the Indian Side and its justification 1. Summary of Budget Estimates (in Rupees) Item 1st Year 2nd Year 3rd Year Total 1.Salaries/wages n n n n 2. Consumables n n n n 3. Travel n n n n 4. Exchange Visits 5. Contingency ** n n n 6. Other costs, if any 2. Details of Budget proposed for Salaries/ Wages(in Rupees) N n 1st Year / (m.m.*) 2nd Year / (m.m.) 3rd Year / (m.m.) Total / (m.m.) Designation Monthly Emoluments n n n n N n n n n n n n n n n *m.m.: man months to be given within brackets before the budget amount 2.1. Justification for the manpower requirement. 3. Details of Budget proposed for Consumable Materials budget (in Rupees) S.No. Item 1st Year 2nd Year 3rd Year Total n n n n n n n n n n n n n n n