zilongwang/ReadingBank huggingface dataset:
Stage 2 Essential Mathematics: Overview 2018 Weeks Topic Assessment Task Term 1 1 – 4 SCALES, PLANS, AND MODELS Geometry Scale Diagrams SAT ONE: SCALES, AND MODELS (T1, Wk 4) – 7.5% 30 minutes Non Calculator 20 minutes Calculator 5 – 11 MEASUREMENT Linear Measurement Area Measurement Mass, Volume, and Capacity FOLIO ONE: Scales, Plans, and Models and Measurement (T1, Wk 10) – 13.3% SAT TWO: MEASUREMENT (T1, Wk 11) – 7.5% 20 minutes Non Calculator 30 minutes Calculator Term 2 1 – 7 BUSINESS APPLICATIONS Planning a Business Premises Costing Calculations Business Structures and Taxation SAT BUSINESS APPLICATIONS (T2, Wk 7) – 7.5% Term 2/3 8 – 3 STATISTICS Sampling from Populations Analysis and Representation of Sets of Data Linear Correlation FOLIO TWO: Statistics (T3, Wk 3) – 13.3% 8 REVISION 9 MID YEAR EXAM Term 3 1 - 9 INVESTMENTS AND Lump-sum Investments Annuity Investments Loan Annuities SAT FOUR: INVESTMENT AND LOANS (T3, Wk 9) – 7.5% FOLIO THREE: Investments and Loans (T3, Wk 9) – 13.3% 10 onwards Revision for End of Year Exam (30%)
Criteria: Initial/mark the box under each category that best describes the supervisee's performance. 1. Performs consistently much poorer than the level expected 2. Performs consistently poorer than the level expected 3. Performs consistently at the level expected 4. Performs consistently better than the level expected 1.1 Adopts a client centred approach to practice 1.2 Practices in a culturally safe professional manner 1.3 Practices in a professional manner that meets ethical and legal responsibilities 1.4 Promotes and facilitates occupation through the application of professional knowledge, skills, attitudes and evidence appropriate to the practice context 1.5 Incorporates best available research evidence and professional reasoning into occupational therapy practice. 1.6 Maintains and enhances competence trough lifelong learning and continuing professional development activities 1.7 Demonstrates professional knowledge, skills and attitudes appropriate for the working environment 1.8 Contributes to the promotion and advancement of occupational therapy Unit 2 – Occupational Therapy Information Gathering and Collaborative Goal Setting
Signed (Carer) ………………………………………… Date ……………………… (Print Name) ………………………………………… (Carer) ………………………………………… Date ……………………… (Print Name) ………………………………………… (Family Placement Team Manager) …………………………………… Date ………………………
SELF-REFLECTION SELF-REFLECTION D – Application of skills in occupational therapy values and other clinical skills GOAL MIDWAY PROGRESS and SELF-REFLECTION signature FINAL REPORT and SELF-REFLECTION signature E) Engaging with your profession and being a responsible allied health professional GOAL MIDWAY PROGRESS and SELF-REFLECTION signature FINAL REPORT and SELF-REFLECTION signature Signed: ……………………………………………………………….. practitioner Date: …………………………………………. Signed: ……………………………………………………………….. supervisor Date: ………………………………………….
GOAL PROGRESS what activities have you undertaken towards goal achievement? Goal completed Y/N Signatures Supervisor and Supervisee FINAL SELF- REFLECTION Any additional activities undertaken for goal achievement Goal Completed Y/N Signatures Supervisor and Supervisee Supervisor’s comments (Required please) D – Application of skills in occupational therapy values and other clinical skills Does the applicant mention relevant wider OT skills, particularly if they are in a narrow field of practice? Does the applicant give an indication they have considered OT values? In general, has the applicant demonstrated awareness of relevant wider clinical skills required in Australian Health care settings? GOAL PROGRESS what activities have you undertaken towards goal achievement? Goal completed Y/N Signatures Supervisor and Supervisee FINAL SELF- REFLECTION Any additional activities undertaken for goal achievement Goal Completed Y/N Signatures Supervisor and Supervisee Supervisor’s comments (Required please) E - Engaging with your profession and being a responsible allied health professional Are specific relevant organisational, legislative, and/or national and international resources listed in the goals? GOAL PROGRESS SELF-REFLECTION what activities have you undertaken towards goal achievement? Goal completed Y/N Signatures Supervisor and Supervisee SELF- REFLECTION Any additional activities undertaken for goal achievement Goal Completed Y/N Signatures Supervisor and Supervisee
Signed: ……………………………………………………………….. practitioner Date: …………………………………………. Signed: ……………………………………………………………….. supervisor Date: ………………………………………….
acute angle aerial photograph ambiguous case angle of depression angle of elevation area area of a triangle best buy building plans compass bearing compass radial survey cosine rule cultural mappings elevation views energy energy rating fuel consumption rate heart rate International System of Units joule map scale navigational error non-right-angled triangle obtuse angle peak rate perimeter power Pythagoras’ theorem radial survey rate ratio scale drawing sine rule site plan speed targeted heart rate Trapezoidal rule trigonometric ratio true bearing volume watt Use of technology data can be accessed on the internet. Teachers can use appropriate technology to provide students with local-area examples of aerial photographs for calculations, for example, calculate the perimeter of a playing field or the area of an irregular-shaped field. Google Maps is an online resource that can be used to access maps and scaled aerial photographs, and to calculate distances on land. Online distance calculators and a ruler could also be used to determine the scale of a photograph. Aerial photographs of lakes or dams, combined with research about their depths, can be used to make volume calculations. Background information Almost all early civilisations used the shadow cast by a vertically positioned stick to observe the motion of the Sun and tell time. This instrument is now called a Gnomon, the Greek name of an L-shaped instrument used to draw a right angle. The foundations of trigonometry were laid as Babylonian, Greek, Hellenistic, Indian, and Arabic mathematicians investigated astronomical problems using numerical and geometric techniques, specifically the geometry of the circle. The most literal meaning of ‘trigonometry’ comes from the Greek words for ‘triangle’ and ‘measure’. Trigonometry was established as a distinct branch of mathematics during the 12th and 13th centuries. Herophilos (335–280 BC), a Greek physician and scientist was the first to publish information about heart rates. It was not until the invention of a stopwatch in 1707 that heart rates could be measured accurately.
They open the cocoa pods to take out the beans. Then, the cocoa beans, which are covered with the white pulp, are piled together with banana leaves in wooden boxes or on the ground. The cocoa beans rest in these piles for about 5 to 8 days. During this process, which is called fermentation, the gooey pulp gives the cocoa some of the flavor that makes it taste good, but after fermentation it disappears. Next, the beans are dried out in the sun for about another week or two until they have just the right amount of moisture, not too little and not too much!
Sometimes the farm workers are children, just like you. They have to work very hard on farms all day because their parents are too poor to afford to send children to school or hire enough people to work on the farm. They do not get to go to school or play very much. They may even get hurt while they are working on the farm. Do you like to go to school? What do you like about school? Do you like to play? What do you like about playing? Why is it important to be able to do these things? How would you feel if you could not go to school? How would you feel if you hardly had any time to play and you had to work hard all the time?
Location Recommend Foot Candles Classroom 30-50 Hallway 10-20 Gymnasium 30 Bathroom 20 What is the weather like outside? Circle Compare your measurements to: the box that best describes today’s weather: Sunny Mostly sunny/partly cloudy Mostly cloudy Overcast/no sun
Keynsham Bristol. Sharon Moore said: Fairtrade is a wonderful organisation, so please keep up all your hard work. Fleur Bradnock said: 10/11/2016 17:01 10/11/2016 18:01 Have come a long way and 2015-2020 programme good. Looking forward to hearing more. What a film by the women. Cherry Lavell said: 10/11/2016 18:26 Glad to see this -- have bought FT almost since inception and hope it continues to thrive and be even better/fairer. Deirdre said: I love buying fair trade chocolate for the chocolate lovers in my family. Lesley Parry said: Excellent chocolate. I always leave a donation when I buy fairtrade products Rodrigo said: Follow Fair trade is a dutie as a human Marlene esprey said: Love fair trade chocolate Beryl Snook said: 10/11/2016 19:52 10/11/2016 20:10 10/11/2016 21:14 10/11/2016 21:41 10/11/2016 22:13 How these poor brave women have to jump through so many hurdles to even try to compete with men on an even playing field. They work just as hard, probably harder than men, when you take into consideration they have to keep house, cook and care for the children. Being women, they will succeed, and be even more successful than the men. Good luck to all these wonderful African women Andy may their futures be ever more fruitful. Casavooloo said: 11/11/2016 05:31
A5 Company Registration Number of ultimate holding/parent company or subsidiary companies: A7 The year the company was established: A8 The company VAT number: A9 Registered address: A10 Name of ultimate holding/parent company or subsidiary companies including addresses and an explanation of group structure and internal relationships: A11 If you have included details of an ultimate holding/parent company above would this company be willing to guarantee your contract performance and enter into any requisite legal documentation? A12 Please provide the registered or trading name of all companies/ individuals you intend to with in order to deliver the proposed services: Please confirm the type of organisation for each (e.g. private limited company, partnership, sole trader, registered charity, non-profit making organisation etc): Type o 2 3 4 5 6 7 8 9 10 11 12 A13
STAGE DETAILS Stage Start Location Sign On Time Start Time Distance Stage Finish Location Expected Finish Stage 1 Wednesday 5th Sept Kilkenny (SHC) – Danesfort -Bennettsbridge –Thomastown - Graiguenamanagh- Goresbridge – Royal Oak – Paulstown – Gowran Spring Hill Court Hotel (SHC) 1pm to 3pm 16:45pm 70km Gowran 6.30pm Stage 2 Thursday 6th Sept Castlecomer (Discovery Park) Ballyraggett – Firoda – Castlecomer – Coolcullen – Rossmore – Castlecomer Castlecomer Discovery Park 11am 12pm 75km Castlecomer 2pm Stage 3 Friday 7th Sept Kilkenny (SHC) – Paulstown - Leighlinbridge – Bagenalstown - Borris – Ballymurphy – Kiltealy – Bunclody – Kildavin – Ballon - Mount Leinster SHC 11am 12pm 112km Nine Stones Mount Leinster 3pm Stage 4 Saturday 8th Sept Individual Time Trial Tullaroan - Ballybay Tullaroan GAA Club n/a 10am 6.4km Ballybay 12pm Stage 5 Saturday 8th Sept Kilkenny The Parade – Nuncio Road – Waterford Road – Upper Patrick Street Kilkenny Castle 4pm to 5pm 6:30pm 1hour Kilkenny Castle 7:30pm Stage 6 Sunday 9th Sept Kilkenny – Kells – Dunamaggin – Knocktopher – Thomastown – Inistioge – Woodstock – Thomastown – Paulstown - Kilkenny SHC 10.30am 11.30am 88km Kilkenny Castle 2pm STAGE DETAILS START TIME FINISH TIME Stage 1 – Wed 5th Sept Kilkenny (SHC) – Danesfort -Bennettsbridge –Thomastown - Graiguenamanagh - Goresbridge – Royal Oak – Paulstown – Gowran 4:45pm 6:30pm Trial
Race finishes in Castlecomer at Wandesford School STAGE STAGE DETAILS START TIME FINISH TIME Stage 3 – Fri 7th Sept Kilkenny (SHC) – Paulstown - Leighlinbridge – Bagenalstown - Borris – Ballymurphy – Kiltealy – Bunclody – Kildavin – Ballon - Mount Leinster 12pm 3pm Roll out from the Springhill Court Hotel Race neutralised 4km Race starts @ Blue Bike Lane Sign on LHS Race goes through towns listed Race finishes on Mount Leinster @ Nine Stones
STAGE STAGE DETAILS START TIME FINISH TIME Stage 4 – Sat 8th Sept Individual Time Trial Tullaroan - Ballybay 10am 12pm Time Trial starts at entrance to Tullaroan GAA club Riders go off in one minute intervals Time trial distance is: 6.4km Alternate route for rider's descent/team car access Time route: Alternate route:
STAGE STAGE DETAILS https://ridewithgps.com/routes/27569427 START TIME FINISH TIME Stage 6 Sun 9th Sept Kilkenny – Kells – Dunamaggin – Knocktopher – Thomastown – Inistioge – Woodstock – Thomastown – Paulstown - Kilkenny Castle 11:30am 2pm Race starts from Springhill Court Hotel Race is neutralised for 1km Race goes through towns listed above including one ascent of Woodstock Hill. Race finish at Kilkenny Castle via Rose Inn St to finish at the Parade.
Frightening facts Frightening cocoa facts In Ghana and Côte d’Ivoire: Using machetes Carrying loads Applying pesticides In Ghana and Côte d’Ivoire: Using machetes Carrying heavy loads Applying pesticides Working long days in the heat Many trafficked to plantations in hazardous labor 2 million children in hazardous labor Working long days in the heat Many trafficked to plantations Average daily wage of a cocoa farmer Average daily wage of a cocoa farmer (The average farmer has six children.) Manufacturing (The average farmer has six children.) Manufacturing $2.07 Côte d’Ivoire $2.69 Ghana Help Farmers. Retail 44% 6% 35% $2.07 Côte d’Ivoire $2.69 Ghana Help Retail 44% 6% Farmer 35% Buy Direct Trade 7% 8% Buy Direct Trade 7% 8% Chocolate. Profit share per ton of cocoa sold Chocolate. Profit share per ton of cocoa sold Frightening cocoa facts Frightening cocoa facts In Ghana and Côte d’Ivoire: Using machetes Carrying heavy loads Applying pesticides 2 million children • Working long days in the heat In Ghana and Côte d’Ivoire: Using machetes Carrying heavy loads Applying pesticides 2 million children • Working long days in the heat in hazardous labor Many trafficked to plantations in hazardous labor Many trafficked to plantations Average daily wage of a cocoa farmer Average daily wage of a cocoa farmer (The average farmer has six children.) Manufacturing (The average farmer has six children.) Manufacturing $2.07 Côte d’Ivoire $2.69 Ghana Help Farmers. Retail 44% 6% 35% $2.07 Côte d’Ivoire $2.69 Ghana Help Farmers. Retail 44% 6% 35%
7. Describe the rationale for the choice of assessment and its role within the programme of assessment. Required for assessment changes, and submissions that represent a move to an outcomes-based curriculum Referring to requirements 4.1a, 4.1b, 4.1h and 4.3 8. Describe how the assessment has been piloted or validated. Required for assessment changes Referring to requirement 4.1c
9. All assessments are blueprinted to the learning outcomes within the curriculum. Required for all changes Tick to confirm Referring to requirements 4.1d and 4.1e 10. Describe the standard setting methodology for the assessment. Referring to requirements 4.1f
15. Implementation plan Required for all changes Referring to requirements 2.4 and 5.1 Transition arrangements Stage of training Required to transfer (Y/N) Deadline for transfer Impact of transfer (eg will trainees need to take new assessment or learn new procedure?) Support available for trainees and trainers Less than full time
outlines of the internal reporting avenues, QA teams, QA committees etc. This should include periodic reviews of guidance material in the public domain and feedback from relevant stakeholder groups regarding need for necessary updates. CR2.6 Organisations must demonstrate that they meet legal obligations under equality legislation and that they have considered equality, diversity and fairness in the development of the curricula and programme of assessment. CR4.4 Provide a rationale that explains the impact of the assessments, including on doctors who share protected characteristics. CR5.3 Set out how the impact of the learning outcomes on the progression of different groups of doctors will be evaluated, including those who share protected characteristics. We have published and case studies for organisations when considering equality and diversity implications as part of curriculum and assessment development. Small specialties with limited data to draw from may wish to consider consulting directly with relevant groups or studying similar changes in other curricula. We encourage you to engage with us early in the curriculum development process so we can support you to complete your equality and diversity analysis. Please contact us at .
Implementation overview – A worked example for the Initial Police Learning and Development Programme case Score (max 10) Implementation Assessment method K S B Cost Complexity Independence & impartiality Grading Project 9 7 5 Low – integrated with real police work £ Medium – to be integrated and not in conflict with the role Good – a variety of officers can input into the assessment via testimony and references Hard – need to ensure consistency of decisions across a range of individuals Professional dialogue 9 6 9 Low £ Medium – occurs frequently, recording outputs complex Good – a range of officers data captured Difficult – capturing a range of data and assessing it objectively Multiple choice 9 4 5 Synoptic assessment 9 9 9 Low £ Medium – final written knowledge tests used throughout Good – a wide range of opinions integrated Difficult – limited opportunities to undertake the tests Practical observation 5 9 9 Low £ Low – continuous observation part of the assessment Good – a wide range of sources used Hard – subjective and qualitative Observed assessment 9 7 8 Low £ Low – used as part of routine training plan Good – multiple opportunities for assessment by a range of officers Hard – challenge to tease out progress elements for reporting Expert panel 9 4 6 Low £ Medium – used at the end of each grading stage. Varies in complexity based on need Good – a range of officers Difficult – due to the range of officers employed Viva interview 9 5 5
Written assignments 9 5 5 Medium ££ Hard – used frequently and on a needs basis Low – assignments contain judgments and competence assessments Moderate – grading uses a range of measures Evidence portfolio 7 7 7 Medium ££ Moderate – a core element of the assessment process used to monitor and assess progress Good – used and assessed by a range of officers Difficult – due to the complex range of evidence used Audio-video recording N/A N/A N/A Recognition of prior learning (RPL) 8 4 N/A Low £ Low – based on Pre-Join Certificate and/or training as Special Constable or PCSO Good – prior assessments are part of accepted learning system. N/A Analysis of the implementation matrix
“Gratias tibi ago” means?__________________________________________ “Ignosce mihi” means?_____________________________________________ How do you say “please” in Latin?__________________________________ “vertite ad paginam” means -________________________________________
PROTECT – VETTING (when completed) VETTING CHECKS APPLICATION FORM SECTION E – ADDRESS HISTORY continued Previous Residential Address: Previous Unit Address: Town: County: BFPO Number: Postcode: Country: At address from: At address until: Previous Residential Address: Previous Unit Address: Town: County: BFPO Number: Postcode: Country: At address from: At address until: Previous Residential Address: Previous Unit Address: Town: County: BFPO Number: Postcode: Country: At address from: At address until: Continuation Sheet
Stage 2 - Selection of Accelerated Bridge Construction Projects Appropriately selected ABC alternatives can substantially reduce construction time, impacts to users, and improve safety. Alternatives should be considered very early in the scoping process (concurrent with the Bridge Scoping Worksheet) to allow for potential adjustments in letting date, project schedule, funding, design duration, and time needed for pre-fabrication of bridge elements. This tool should be used during the scoping process to determine whether the following bridge related issues are present or should be considered during project development. The more questions that have “Yes” or “Possibly” as answers, the more likely that accelerated bridge construction (ABC) techniques may provide a viable solution. This tool should be filled out and recorded by the District Project Manager, with assistance from the District Bridge Engineer, Traffic Engineer, Resident Engineer, and the Bridge Preliminary Plans Unit and Regional Bridge Construction Engineer. Refer to pages 3-6 of this document for additional instructions and guidance. Prepared By: Date: District: Additional Assistance Provided By: Project Information: Bridge No.: TH: Let Date: ADT On: ADT Under: Project Description (work type, major roadway work also required?, anticipated duration): Question/Issue Yes No Poss N/A Comments Is it likely that this project will include complex traffic control schemes, long detours, or significant user impacts due to bridge construction? Is it likely that this project will have an extended duration (more than one construction season, or extend into late fall) due to bridge construction? Is bridge construction on the critical path of this project? Are there any issues regarding construction timeframes (e.g. fish spawning, bird nesting, high water, permits, major events)? Are there critical features or services on the route that need to be considered (e.g. hospital, emergency services, transit, school buses)? Could additional width be needed on culverts, bridges, or shoulders to maintain traffic on the existing route or the detour route? Does the existing bridge have features that make it difficult to accommodate staging (truss bridge, slab span, beam spacing issues, etc.)? Is it likely that temporary bridge structures will be needed? Could there be a need to maintain railroad traffic?
IRFU Course Code IRFU-F-389 STAGE 2 Course Venue Cavan RFC 1 Rugby Avenue Coleraine BT52 1JL Course Dates 19th & 21st October 2018 Fri 19th 17:30 – 22:15 Sun 21st 09:30 – 16:30 Full attendance is required as part of the accreditation process. FIRST NAME(S): SURNAME: ADDRESS: POSTCODE: TELEPHONE NUMBERS: HOME MOBILE NEXT OF KIN: RELATIONSHIP CONTACT NO.s 1. 2. E-MAIL: * PRINT CLEARLY * DATE OF BIRTH: COACHING INFORMATION CLUB NAME School NAME LEVEL / AGE OF TEAM COACHING: PREVIOUS COACHING ACCREDITATION: Venue/Branch Level / Stage Year DO YOU HAVE ANY SPECIAL DIETARY REQUIREMENTS? Please Tick: Yes: ☐ Details:_______________________________________ No: ☐ DO YOU CONSIDER YOURSELF TO HAVE A DISABILITY OR MOBILITY PROBLEMS THAT MAY RESTRICT FULL COURSE PARTICIPATION? (if you prefer, please call us to discuss what adaptations may be required to allow you maximum possible participation) YES ☐ NO ☐ PREFER NOT TO ANSWER ☐ COURSE FEE
Subject Matter Growth and Development Personal Identity Influences on self-esteem and behaviours Feelings about self and others Gender images and expectations The Body Body systems Functions Interrelationships Human Sexuality Changes at puberty Menstruation Reproductive process Changes Identify changes Physical, social, emotional Methods of coping with change Activity, relaxation, stress management and loss Dealing with emotions Values Importance of values Influences on personal values Uniqueness of self Identity, development, goals Challenging discrimination Interpersonal relationships Relationships Personal rights Importance of positive relationships Challenging discrimination Anti-discrimination legislation Groups Types of groups Working with others Sharing and helping Interacting with adults Communication Supporting others Recognising and articulating feelings Unit Evaluation Sample teacher and student unit evaluations are included at the end of the unit. Assessment Assessment strategies are included in each unit/lesson. The assessment task for this unit is in Lesson 1. An Overview of Towards Wholeness (TW) in the PDH Unit I Like Me - Stage 3 Key God’s Word: Our body is a gift of God, ‘God’s temple’ (1 Cor 3:16) to be treated with respect. (TW p. 19) It is our responsibility to be faithful to ourselves, others and God in all areas of our life. (Ecc 25: 1-2). (TW p. 24) Each individual is created in the image and likeness of God. (Gen 1:27-28:2:23-24) (TW p. 26) Enduring Understandings Beliefs and Values Lesson Overview/Links E.1 As we are created in the image and likeness of God all aspects of who we are in its essence is good. Every person is unique, with God-given gifts. TW p.19 We are created in the and likeness of God. TW p.19 God calls me to become a complete person, to build a strong sense of self worth, 1. How am I similar and different to others? 2. What are my strengths and achievements? 3. What factors impact on my body image?
A question this unit that I asked in class was… Something that still puzzles me is... A question about this unit that I asked at home was… I have changed my about… Something I am going to value/appreciate more about myself because of what I have learnt in this unit is… If I wanted to research more about this unit I could… Something I am going to value/appreciate more about others because of what I have learnt in this unit is… I think the effort I put into my learning in this unit was: (Circle one number) No effort 0 1 2 3 4 5 6 7 8 9 10 Most effort
Subject Matter Growth and Development Personal Identity Influences on self-esteem and behaviours Feelings about self and others Gender images and expectations The Body Body systems Functions Interrelationships Human Sexuality Changes at puberty Menstruation Changes Identify changes Physical, social, emotional Methods of coping with change Activity, relaxation, stress management Grief and loss Dealing with emotions Values Importance of values Influences on personal values Uniqueness of self Identity, development, goals Challenging discrimination Interpersonal relationships Relationships Personal rights Importance of positive relationships Challenging discrimination Anti-discrimination legislation Groups Types of groups Working with others Sharing and helping Interacting with adults Communication Supporting others Recognising and articulating feelings Unit Evaluation Sample teacher and student unit evaluations are included at the end of the unit. Assessment Assessment strategies are included in each unit/lesson. The assessment task for this unit is in Lesson 1. An Overview of Towards Wholeness (TW) in the PDH Unit I Like Me - 3 Key God’s Word: Our body is a gift of God, ‘God’s temple’ (1 Cor 3:16) to be treated with respect. (TW p. 19) It is our responsibility to be faithful to ourselves, others and God in all areas of our life. (Ecc 25: 1-2). (TW p. 24) Each individual is created in the image and likeness of God. (Gen 1:27-28:2:23-24) (TW p. 26) Enduring Understandings Beliefs and Values Lesson Overview/Links E.1 As we are created in the and likeness of God all aspects of who we are in its essence is good. Every person is unique, with God-given gifts. TW p.19 We are created in the image and likeness of God. TW p.19 God calls me to become a complete person, to build a strong sense of self worth, 1. How am I similar and different to others? 2. What are my strengths and achievements? 3. What factors impact on my body image?
Rosborough Springs – Marshall, TX Rosborough Springs Resort Site – 3040 W. FM 2625, Marshall, TX Marshall Pottery – 4901 Elysian Fields Rd., Marshall, TX Newman-Grissom House – On the grounds of Marshall Pottery Marshall, TX Edgemont – 4448 FM 3379, Marshall, TX – T/N William Anderson Home – Gum Springs Rd. 968, Marshall, TX – T Cain Anderson Dairy Farm – Gum Springs Rd. 968, Marshall, TX Hallsville, TX Noonday Holiness Camp – Hwy 450, Hallsville, TX LaGrone Chapel – Noonday Rd. & FM 2208, Hallsville, TX Josephine Davidson Memorial Chapel – Adjacent to Davidson Rd. (Co. Rd. 4501) about 3 miles west of intersection of FM 450 N. and Davidson Rd. north of Harleton, Harleton, TX Bear Smokehouse – 10853 Hwy. 154, Marshall, TX Nesbitt, TX Sloan-Haynes Plantation – 958 Hwy. 154, Marshall, TX Judge J. B. Williamson Plantation – 411 Hwy. 449, Nesbitt, TX – T/N John Barry Henderson Home – 6365 Hwy. 69 North, Woodlawn, TX – T Karma Farms – 7925 Hwy 59 North, Woodlawn, TX Frank Davis Home – Hwy 59, Woodlawn, TX
Mark Stagen (310) 913-1303 EXPERIENCE XLN (Executive Leaders Network) March 2016 - present Founder and CEO Peer based membership organization for Senior Executives. Youth Business Alliance September 2012 - present Founder and CEO Introduce 21st century business skills to the classroom in 15 high schools throughout the Los Angeles area. Provide a year-long after school course, Introduction to Business and Careers, aimed at juniors for full high school credit. Focus on experiential learning techniques including: student presentations, business competitions, guest speakers, and field trips. Leverage business partnerships and resources in the community to better integrate the course. Emerald Health Services June 2002 - present Founder and CEO Provide healthcare staffing services to over 1,000 hospitals throughout the nation. Assure quality and professionalism of our healthcare providers to increase the productivity of facilities. Specialize in travel, interim leadership, and direct hire staffing for RN’s nationwide. Adhere to the code of ethics and propositions established with NATHO, a travel healthcare non-profit trade association founded by Emerald. Telecore January 1998 – January 2002 Co-Founder Specialized in technology engineering and design for constructing and maintaining high-speed data networks nationwide. Raised over $7m in venture capital funding and opened approximately 40 offices nationwide. Telecore was sold to Viasource Communications in 2001, assisted with their initial public offering. Trainor & Associates September 1994 – December 1998 Partner Full Service Real Estate Development firm specializing in industrial and office properties. INVOLVEMENT Young Presidents Organization (Multiple roles including Chair) 2005 - Present EY Entrepreneur of the Year Judge 2009 - Present Crowdfunder (Advisor) 2014 - Present New Millennium Charter School (Founding Member) 2007 – 2011 RECOGNITIONS EY Entrepreneur of the Year (Los Angeles and National Award Winner) 2007 Inc. 500 (Award Winner) 2007 Los Angeles Business Journal (Award Winner) 2007 EDUCATION
Stages of Adolescent Development Activity Intellectual Change Emotional Change Physical Change Social Change Became more concerned with my grades Began to think about college Became interested in certain careers Began to make better grades in school Became more about myself and appearance Began to sympathize more with others Became more sensitive Often let things others say get to me Grew 2 inches Gained 15 pounds Began growing hair on my arms and legs Began growing facial hair Voice became deeper Started getting acne Made more friends Became more independent Became more responsible Started getting along better with others Started participating in school activities and activities
Stages in Dealing with Behaviour 2017 Stage of Procedure Staff Responsible Actions 1. Breaking Class Rules Breaking School Code of Conduct TA, Class Teacher, HLTA Discussion with child Opportunity to put things right Use of SEAL Attitudes Chart PSHE Curriculum 2. Continuation of Stage 1 Deliberate Harm Swearing Damage to Property/Stealing Significant disruption Disobedience Initial racist, harassing or abusive behaviour Key Stage Leader, Family Learning Mentor, SENCo If two ‘disappointing’ on Attitudes Chart, parents informed of loss of free time during break/lunch times Parents given opportunity to apply sanctions at home Restorative Thinking resolution procedure Managed class move IBP drawn up Consideration of CAF 3. Prolonged Stage 2 Behaviour Significant Physical/Verbal Abuse or Harm Significant Disruptive, Disobedient or Dangerous Behaviour Continuation of racist or harassing behaviour Bullying Headteacher Deputy Headteacher Parents informed and given opportunity to apply sanctions at home. Repeat of Stage 2 actions Detention Behaviour Management Programme SEN Review (if appropriate) including CAF Exclusion Bullying Actions specified in Policy Each incident will be dealt with on an individual basis. Actions will be determined by the staff responsible.
Sample Assessment Schedule (B) English EAL/D – Year 11 Sample for implementation for Year 11 from 2018 Task number Task 1 Task 2 Task 3 Nature of task Language, Texts and Context – Reading and Writing task Language, Texts and Context Extended Response Close Study of Text Multimodal presentation (including listening) Texts and Society Timing Term 1, Week 9 Term 2, Week 9 Term 3, Weeks 7–8 Outcomes assessed EAL11-3, EAL11-7, EAL11-8 EAL11-1B, EAL11-3, EAL11-4, EAL11-5, EAL11-7 EAL11-1B, EAL11-2, EAL11-7, EAL11-9 Components Weighting % Knowledge and understanding of course content 15 15 20 50 Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes 15 15 20 50 Total % 30 30 40 100
Sample Assessment Schedule (B) English EAL/D – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Task number Task 1 Task 2 Task 3 Task 4 Nature of task Reading and Writing task prescribed text and unseen material Module A: and Human Experiences Analytical response using prescribed text Module C: Close Study of Text Script and recorded review based on prescribed text (multimodal presentation) Module A: Language, Identity and Culture Imaginative or Persuasive writing including vive voce (multimodal presentation including listening) Module D: Focus on Writing Timing Term 4, Week 8 Term 1, Week 8 Term 2, Week 8 Term 3, Week 3 Outcomes assessed EAL12-3, EAL12-5, EAL12-6, EAL12-7 EAL12-1A, EAL12-3, EAL12-4, EAL12-5, EAL12-7 EAL12-1A, EAL12-1B, EAL12-2, EAL12-3, EAL12-4, EAL12-8 EAL12-1B, EAL12-3, EAL12-5, EAL12-6, EAL12-7, EAL12-9 Components Weighting % Knowledge and understanding of course content 10 15 10 15 50 Skills in responding to texts and communication of ideas 10 10 15 15 50
3 – Informative Understand and apply knowledge of language forms and features recognise some different of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785) discuss creative language features in imaginative that can enhance enjoyment, eg illustrations, repetition Respond to and compose texts use imagination to represent aspects of an experience using written text, drawings and other visual media respond to a range of imaginative and creative texts, including visual media retell familiar literary texts through performance, use of illustrations and images (ACELT1580) feelings and thoughts about the events and characters in texts (ACELT1783) discuss intended personal writing topics to form the basis for composing Review Art in school – Aboriginal Symbols Jointly discuss Aboriginal symbols and how they relate to appreciation and cultural identity. View and discuss a variety of traditional Aboriginal symbols including visual internet. Students use iPads to search for additional Aboriginal symbols. Walk around the school to identify Aboriginal symbols in school murals. Draw symbols noted. Design a map using Aboriginal symbols Reflection on Learning
Was the overall unit of work successful? Were the outcomes and indicators achieved in each lesson? Were the activities undertaken by students in each lesson successful? Were all the students’ sufficiently challenged/not over challenged (working in the Zone of Proximal Development)? Were the resources used throughout the unit of work appropriate and sufficient for students to achieve the desired learning outcome? Was communication effective? Were explanations throughout the unit of work concise and appropriate for students’ level of understanding? Was students’ possible misconceptions revealed and addressed? Did the unit of work follow the 5E Did the unit of work allow for co-operative learning, and learning social interaction effectively? Did the lesson and unit sequence flow and build upon previous lesson? Students Number There are 24 students in this Year 3 class. Differentiation Special Needs Students with special are catered to in Lesson 2, activity 9, during the explore phase, where students are to use their new knowledge about the size of the Sun compared to the Moon and Earth and amend or redraw their original drawings. The special needs student will have the opportunity to discuss the concept with the teacher in a one-on-one situation to clarify they have understood the concept being developed. The teacher will provide scaffolding for the student to ensure they are reaching the same knowledge development as the other students. Working at the expected level Students working at the expected level will be differentiated by their learner types: auditory learners, visual learners and Kinaesthetic learners. In lesson 4 and 5, during the explain phase, students are given the opportunity to express their knowledge development in the format in which they feel most comfortable. This will allow the information to be focused on, rather than the presentation of the information. Visual learners are catered to in lesson 3, during the explore phase, where students rotate through apps, internet websites and IWB activities. Gifted Gifted students are catered to during the lesson 2 by measuring the distance between the Moon (golf ball) and the Sun (basketball), then working out a basic ratio between the two and comparing their ratio to the actual ratio between the Sun and Moon. Gifted students are catered to during lesson 9 when students are asked to predict the time off the sundial they made a day earlier, the gifted students are encouraged to use angles and the degrees of angles to have a more accurate prediction.
Teaching and learning activities Inquiry 1 - guided inquiry on an early sea explorer Students examine early sea exploration and its significance through a guided inquiry into one explorer. Note: This can be replaced with a student-led inquiry into one explorer of choice. Stimulus Source 1: Mapping the Age of Discoveries, ABC Splash, 2011 In 2009, a Dutch antique map dealer found the original 1525 map of Magellan’s circumnavigation of the world undertaken in 1519–1522. It is the oldest known map of the Pacific Ocean. In the video in Source 1, the Dutch owner of the map shows it to the map curator of the State Library of NSW. They discuss the significance of the map and Magellan’s journey. View Source 1 then use the ‘Things to think about’ tab on the ABC Splash page to guide discussion. Students generate a ‘See–Think–Wonder’ chart about ‘Sea Journeys of Exploration’. Historical inquiry step 1: question With reference to the students’ See–Think–Wonder charts, use collaborative learning strategies to generate a class set of inquiry questions for one of the early explorers sent to open world trade routes, eg Janszoon (Dutch, early 1600s), Magellan (Portuguese, early 1500s), Zheng He (Chinese, early 1400s). Sample questions: Who was the explorer? When and where were his journeys? Why did he undertake his journeys? How were his journeys recorded? What were the impacts of his journeys at the time? How are his journeys significant? Note: Inquiry questions may need to be redesigned through the historical inquiry process. Historical inquiry step 2: research Provide at least one primary and one secondary source on the selected explorer, eg a biography of the explorer and an original map of the journey. Guide students in extracting information from the sources to answer the inquiry questions. Model the use of a source analysis table. 1: Early sea explorer - source analysis table
Degree Standards and breadth of knowledge Knowledge of methodologies Application of knowledge Communication skills Awareness of limits of knowledge Professional capacity/autonomy # # # # # # # Credential Recognition and Nomenclature Credential recognition Consultations Standards of regulatory, licensing or credentialing body Policies and procedures for transfer credits # # # # # Curriculum/Program Content Program structure Prerequisites Existing and new courses Alignment with program goals External review committee report Field placement # # # # # # #
Learning Methodologies/Program Delivery Learning methodologies Online or blended learning policies # # # Admission and Transfer/Residency Admission requirements Granting of transfer credits Prior learning assessment Residency requirements Articulation agreements # # # # # # Faculty Enrolment and staffing planning Faculty policies Faculty appointment Curriculum vitae # # # # # Program Resources Resources Implementation schedule Renewal and upgrading plans # # # # Program Consultation Consultations Comments market research Employment opportunities for graduates # # # # # Review and Assessment # #
Teaching/Learning Activities Resources Objective A Speaking and Listening 1 Respond to and compose texts use information to support and elaborate on a point of view demonstrate understanding of ideas and issues in texts through dramatic representation, role-play and simulations READING AND VIEWING 1: Develop and apply contextual knowledge draw on experiences, knowledge of the topic or context to work out the meaning of unknown words Respond to, read and view texts interpret text by discussing the differences between literal and inferred meanings Objective B SPEAKING AND LISTENING 2 Respond to and compose texts discuss how writers and composers of texts engage the interest of the reader or viewer listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) WRITING AND REPRESENTING 2: Understand and apply knowledge of language forms and features • understand how audience and purpose influence the choice of vocabulary Introduction to Lyrics of Song Ask what the students predict they will be doing when they are nineteen. Students record responses. Share with class. Discuss the unity of peers at that age. Teacher gives an introduction to the song, without details of meaning. Listen to song (audio only) ’I Was Only 19’ and discuss. Identify the unity that is represented in the text, concentrating on ‘And you wouldn’t let your mates down’. Provide students with a hard copy of the lyrics of the song. Students read, highlighting unknown words. Use a code key to mark examples of unity. Discuss vocabulary, recording on a wordbank. Discuss elements of text eg setting, characters. Students complete a visualisation of the song Visual Interpretation Introduction of Youtube text and interpretation. Students view Youtube song with images. During viewing, students complete ‘I Wonder’ questions on Postit notes. Students also note incidents of unity during viewing. Following viewing, discuss questions recorded. Classify questions eg vocabulary, Quick text search for proper nouns. How do we know they are proper nouns? Places or names (Form Military term vocabulary bank as the lessons progress.) Discuss unity within video. Concentrate on the unity of the soldiers. Pose question ‘Why did the soldiers have to support each other?’ Using the text handout, circle the word and phrases that demonstrate unity. Lyrics of song: Explanation of Lyrics: Youtube song with images Youtube song with images Postit notes Scissors
Explain, Elaborate, Evaluate Lesson 7: Presentation and Peer Evaluation Students will fill out a self evaluation form which addresses the following; Company Name Building Purpose Did you meet the design brief? How were the materials used economically? Was the original sketch design the one you used? If no, what modifications were made? Did you find planning helpful when you were designing and making? What were the challenges faced in the design? Rate your design performance on – selection of materials, economical, sustainable, functional, aesthetically pleasing, safe for the community Students will need to present and ‘sell’ their bridge to a panel of classmates and will be judged on the cost, sustainability, function, aesthetic and safety of the building. Peers will evaluate each group verbally as well as through the following criteria: INTEGRATED KLAS: ENGLISH, MATHEMATICS, HSIE, PDHPE & CREATIVE ARTS ASSESSMENT: Formative –students meet the requirements of the overall design, research, understating and application of the outcome (meeting the needs that are factored into design) - Peer Evaluation Forms - Self evaluation forms ST3-4WS ST3-14BE ST3-13MW ST3-16P ST3-1VA ST3-2VA ST3-3VA EN3-1A EN3-7C MA3-9MG MA3-3WM MA3-5NA MA3-14MG ENS3.5 ENS3.6 PSS3.5 VAS3.3
Engage, Explore, Explain, Elaborate Lesson 8: Videoconference Incursion– sustainable solutions workshop In this workshop, creative design solutions are used to reduce our ecological footprint. Students put on their eco-designer thinking caps and learn about ecological footprints and what it means to be sustainable in this hands-on workshop. This videoconference workshop is run in conjunction with the Powerhouse Museum and Connections, a project of the New South Wales Department of Education and Communities (NSW DEC) unit - Distance And Rural Technologies (DART). Students work with Mr Airhead and him how to think sustainably using the Six R’s: Reduce, Reuse, Recycle, Repair, Refuse and Rethink. Utilising the Rethink philosophy, students complete a Lifecycle Analysis of a common product and come up with ways to reduce the product’s ecological footprint. Students get creative and their hands dirty as they make their own creation using an eco-friendly, sustainable material from their classroom. The class is provided with materials from the Powerhouse Museum (at a cost of $80 for all materials and shipping costs, which works out to be roughly $3.30 per student) in advance, enabling students to examine and make eco-materials during the conference in the comfort of their own classroom whilst following along to the video conference as it guides and instructs the incursion Powerhouse Museum: DART Connections: & INTEGRATED KLAS: ENGLISH & HSIE ASSESSMENT: Observe and note students participation and their new understanding/knowledge gained in this incursion – students explain and demonstrate their understanding and what they have learnt through application and reasoning - IWB - Material box from the Powerhouse Museum ST3-4WS ST3-5WT ST3-14BE ST3-16P ST3-15I ST3-1VA ST3-2VA ST3-3VA EN3-1A EN3-7C EN3-8D ENS3.5 ENS3.6
COSTINGS – 2018 – YEAR 5 & 6 The following excursions and school events have been carefully planned to support your child’s learning. Excursions and extra-curricula activities are not only social but valuable learning experiences for children. Excursions/Activity Date of program Payment due date Cost Term 1 C.A.R.E.S – Road Safety excursion Monday 12th March or Tuesday 13th March Monday 6th March $14 Term 2 UNSW Computer Technologies Comp (optional) Tues 8th May Wednesday 21st March $9.90 Canberra excursion Wednesday 9th May – Friday 11th May FINAL payments due Thursday 12th April $344 UNSW Science Comp (optional) Tues 29th May Tuesday 1st May $9.90 Term 3 UNSW English Comp (optional) Tuesday 31st July Monday 25th June $9.90 Forensic Science Workshop – A Case of Discovery Thursday 2nd August Friday 27th July $9 UNSW Mathematics Comp (optional) Tues 14th August Monday 25th June $9.90 Life Education Thurs 14th June – Tues 19th June Friday 8th June $10 Swim school TBA – Term 3 or 4 Term 3 $60* Term 4 This new system has been set up so that payments can be made throughout the year at your convenience. Permission notes will be issued prior to each excursion with details and payment reminder. Full payment must be made by the due date outlined on the permission note. Please note that there will be other events that come up throughout the year that will require payment if you wish for your child to attend. These include activities like school disco’s, fundraisers, initiatives run by the Leadership team, author visits, stalls or other optional activities like sporting events that your child may participate in. If paying through class money bag, please clearly mark on the envelope your child’s name, the excursion or activity you are paying for and the amount you are paying. Kind regards, Stage 3 staff