zilongwang/ReadingBank huggingface dataset:
demonstrating proficiency in all of the modes of communication (reading, writing, and speaking) that characterize communication in the language. Passage of the SAT II world language examination with a score of 600 or higher. In addition to the requirements mentioned above, if the primary language of a pupil is other than English, he or she shall demonstrate English proficiency on the English Language Proficiency Assessments for California (ELPAC), or any previous or successor state English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades one to twelve, inclusive (EC Section 51461). Statistics During the 2017–18 school year, the California Department of Education (CDE) awarded 55,212 SSBs. For additional SSB statistics, please visit the at . Growth by Year Table 1 1 shows the growth in the number of SSBs awarded since the program was established in 2012. In 2012, 10,685 SSBs were earned; in 2013, 19,586 SSBs were earned; in 2014, 24,453 SSBs were earned; in 2015, 31,816 SSBs were earned; in 2016, 39,575 SSBs were earned; in 2017, 46,952 SSBs were earned; and in 2018, 55,212 SSBs were earned. Since 2012, a total of 228,279 SSBs have been awarded. Top Languages 2 Table 2 shows the percentage of seals earned for each of the top requested languages in the 2017–18 school year. The percentage of seals awarded in each language are: 77% in Spanish, 8% in French, 6% in Mandarin, 2% in Japanese, 2% in American Sign Language, 1% in Korean, 1% in Vietnamese, 1% in German, 1% in Latin, and 1% in other languages.
Target Group 1: Goal: Objective: Individuals unable to protect their own interest from abuse neglect or exploitation. To Protect children and impaired adults from abuse neglect or exploitation. To investigate and assess all reports of abuse neglect or exploitation. Target Group 2: Goal: Objective: Family units experiencing or in immediate risk of disruption. To eliminate or alleviate causes of family disruption. To maintain the family unit or arrange for a permanent, alternate family placement. Target Group 3: Goal: Objective: Individuals with functional impairments or handicaps that restrict their ability to independently perform age-appropriate activities. To enable functionally impaired individuals to achieve and maintain their maximum potential for independent living. To enable clients to remain in their own homes or other residential facility or to enable clients released from institutions to resettle in the community. Target Group 4: Goals: Objective: Individuals unable to achieve or maintain some degree of economic self-support because of their lack of job-related skills and/or their responsibility for caring for family members. To enable individuals to achieve or maintain employment. To enable clients to achieve or maintain employment due to the provision of services to dependent family members. Target Group 5: Goal: Objective: Individuals and families unable, due to lack of age-appropriate skills, to function effectively in home management or personal care or hygiene. To enable individuals or families to achieve and/or maintain self-sufficiency. To prevent client regression to a more severe condition as evidenced by reclassification to Target Group 1 or 2, or to achieve or maintain some degree of self-sufficiency. Need Criteria
(5 Minutes) New Business : Update on EIA Budget/Expenses (15 Minutes) 1) Motion by Rob to use up to $10,000 as presented under EIA budget. Seconded by Jeanine. Vote: Approved unanimous 2) Motion by Jeanine to approve $1437 for Photo class as presented under General budget expenses. Seconded by Rob. Vote: Approved unanimous 3) Motion by Jeanine to approve $3,000 for Fine Arts Leadership class under General budget expenses. Seconded by Rob. Vote: Approved unanimous 4) Motion by Rob to approve up to $400 for 2 printers in the classrooms under General budget expenses. Seconded by Jeanine. Vote: Approved unanimous 1) Review and discussion on the expense requests from teachers presented by Rob. Teacher conferences, Math Tutor(s), Resource materials to meet common core, Support Workbooks and Supplemental materials. 2) Jim presented & discussed the new Digital Photo Class, full year. Request included paper and an HP Laser color printer via District Office pricing. 3) Jim presented a request for Fine Arts Leadership, Art class 2 times a week which is needed. Position would be advertised at HR. 4) Jim presented a needed request from our campus Tech person Brendan for 2 printers in classrooms that are very old and need replacing. New Business :State Level Assessments (5 Minutes) Administration none New Business : Parent Engagement Update Administration none Public Comments: none Adjournment: Adjourned at 5:00 p.m.
SSC Pubic Examinations 2014 suggestive divisions of syllabus Paper –I Q. No. 1 to 8 From A & B readings (prose & poetry) short answer questions 8 x 2 mark Short answer type (2 to 3 lines) 16 Q. No. 9 to 13 Reading comprehension (from A reading) 5 x 1 mark Multiple choice type 05 Q. No. 14 to 18 Reading comprehension (from B reading) poetry 5 x 1 mark Short answer type (one line) 05 Q. No. 19 to 24 Grammar (from A reading) Prose 6 x 1 mark Editing a passage by identifying the errors and writing the correct answer 06 Q. No. 25 to 40 Vocabulary (from A & B reading) Prose & Poetry 16 x ½ mark Cloze test: filling the blanks / replacing words and phrases from the given options 08 Q. No. 41 to 45 Grammar (from unseen text) 5 x 1 mark Editing a passage by identifying the errors and writing the correct answers. 05 Q. No. 46 to 50 Vocabulary (from unseen text) 5 x 1 mark Cloze test: filling the blanks / replacing the words and phrases selecting from the given options 05 Total 50 –II Q. No. 1 to 5 Short answer question (from C reading) Prose 5 x 1 Short answer of one line 05 Q. No. 6 to 10 Reading comprehension (from C reading) 5 x 1 answer of one line 05 Q. No. 11 Unseen text study skills verbal to visuals or visual to verbal 5 Changing from words into diagram / graphs and vice versa 05 (Choice: 1out of 2)
Oregon State Stewardship Coordinating Committee Meeting May 22, 2015 Oregon Dept. of Forestry Santiam Room, Building D 2600 Street, Salem, OR 97310 Members in Attendance: Jim Cathcart Dick Courter Peter Daugherty Eric Hartstein Morgan Holen Joe Holmberg Jim James Gary Jensen Jim Johnson Dan Logan Brad Siemens Jon Weck Owen Wozniak ODF Staff: Susan Dominique Lena Tucker Mike Hans Rudolf Guests: Karl Dalla Rosa Mike Running Klock Absent: Kelly Worley CalLee Davenport Renee Davis-Born Misty Seaboldt Rod Krahmer Call to Order Lena Tucker served as Chair for this meeting, filling in for Peter Daugherty. Morgan will be providing her roundtable report early to accommodate schedule. Introductions Karl Dalla Rosa, new Assistant Director of State and Private Forestry, PNW Region 6 USFS. Mike Running, Communications Manager for the Coalition of Oregon Land Trusts. Running is filling in for Kelly Beamer. Clare Klock, Clackamas Soil and Water Conservation District and Landowner Gary Jensen, Soil and Water Commission Committee under the ODA and also the Upper Willamette SWCD out of Lane County and Small Tree Farmer. Members continued introductions… Public Comment No comment was offered. USDA Forest Service State and Private Forestry – Brad Siemens Meet the New Assistant Director State & Private Forestry, Karl Dalla Rosa Karl was the Forest Stewardship Program Manager in Washington. Prior to that he was writing a Forest Legacy Program Assessment, and working in Cooperative Resource Management for the State of Hawaii. He got the Legacy Program up and going there. From Hawaii he went to Washington, D.C. and then wound up here, to be closer to partners and projects. The Regional Forester is all about increasing the pace and scale of restoration and has a really strong appreciation for the role that our State & Private Forestry Programs can bring to that. Dalla Rosa’s leadership most likely
Issues Log Date of SVC/SSCC Meeting / interaction Subject Action to be taken Concise detail of the issue and agreed required action Deadline Person responsible for taking action Progress & comments (keep on log until it is agreed that the issue is resolved and then move to resolved issues section below) Resolved issues Date of SVC/ meeting Subject Action to be taken Concise detail of the issue and agreed required action Deadline Person responsible for taking action Progress & any final comments following resolution of issue including impact on the student experience.
Ronald Hendriks (Chemetall GmbH) – Sealant SSC Task Group Representative Jeff Tomczak – Helpdesk Lead starting in Pittsburgh 2017 Awards/Recognition Arno Toelkes – 2015 Supplier Survey Analysis Team SSC Helpdesk Volunteers are always needed. Thank you to Lei Bao, Owe Carlsson, Steve Payne, Arno Toelkes, and Gary White for helping with the Berlin SSC Helpdesk. Contact Lei Bao if interested in joining the Asian Support Sub-team. The team has 5 members as of this meeting. Team hopes to improve the Asian supplier involvement in the Nadcap process. (NMC) Richard Blyth presented. REACH Paul Hogben, Boeing, presented. Dale Harmon presented. Bob Koukol, NMC Standardization Committee Chair, presented. Arno Toelkes presented. Dale Harmon presented. Auditee Communications Kit How to better communicate in world Joe Pinto addressed the ‘observation audit” as a ‘observation of the auditor’. He hoped this would bring a better understanding of this type of audit.
effectiveness of different new media. We expect that campaign insiders will continue to see their websites as inferior to Facebook, email, Twitter, and possibly other social media when it comes to communicating directly with voters. This is because, unlike email and social media, campaign websites present passive information that cannot be directly delivered to those who have joined an email list or subscribed to a social media feed (see, e.g., Bimber, 2014; Gerodimos & Justinussen, 2015). Moreover, this difference in perceived communication capacity should remain stable in 2016 given that the inherent qualities of these media are largely unchanged, even if the importance of different media shifted, the effectiveness (e.g., reach to communicate with voters) should not have changed. We asked respondents to estimate how well campaign websites, email, and various social media worked to communicate with voters in 2014 and 2016 (question not asked from 2008 to 2012). The results in Figure 4 show that respondents saw websites as moderately useful, although significantly less effective than Facebook and email (e.g., comparing email to campaign websites in 2016 gives t93 = 5.090, p = .000). While congressional campaigns used Twitter moderately in 2016, they reported (not shown) much less reliance on YouTube (3.10), Instagram (2.59), LinkedIn (1.73), and other social media (2.18), indicating a nuanced view of social media as a direct communications tool (e.g., comparing campaign websites to Twitter gives t92 = 0.362, p = .718; comparing campaign websites to YouTube gives t91 = 5.806, p = .000). Perhaps campaigns do not see social media with length (Twitter) or written content (Instagram) constraints as particularly effective for communicating with voters. This pattern may also reflect an understanding of social media use in that, according to the Pew Research Center, 79% of online adults use Facebook compared to 32% for Instagram, 29% for LinkedIn, and 24% for Twitter (Greenwood, Perrin, & Duggan, 2016).
Job Organisation: Address: Email: Phone: Are you an AMA member? Yes No How long have you been the leader of your organisation? Up to 1 year Up to 5 years Up to 9 Up to 14 years 15 + years Number of dedicated marketing / audience development staff in your organisation: No dedicated person One Two Three Four or more Indicate your organisation’s annual turnover for the last full financial year: Less than £49,999 £1m –£1.5m £50,000 – £99,000 £2.5m – £5m £100,000 – £249,999 £5m – £10m £250,000 – £499,999 £10m – £15m £500,000 – £999,999 Over £15m Why are you interested in attending the Small-Scale Development Programme? (up to 200 words)
PATHWAYS TO SUCCESS This four-week programme will enable students to set goals, build resilience, self-confidence and create a strategy to creating success in their life. Thursdays: 22nd, 29th March & 05th, 12th 2018 (13:00 to 14:00) Glasnevin Campus (Room AG00) LEARNING TO LEARN WORKSHOPS This new and unique 'Learning to Learn' 4-week programme teaches you how the brain learns and helps build meta-cognitive skills - an awareness of how you think. Sign up to one or all workshops! Plan and Motivate your Learning Monday 02nd April 2018 (13:00 – 14:00) Glasnevin Campus (Room AG00) Take Memorable Notes and Read Effectively Monday 09th April 2018 (13:00 – 14:00) Glasnevin Campus (Room AG00) Beat Procrastination and Keep your Brain Healthy Monday 16th 2018 (13:00 – 14:00) Glasnevin Campus (Room AG00) Maximise your Memory and Reflect on your Learning Monday 23rd April 2018 (10.00 – 11.000am) Glasnevin campus (Library) EXAM SUCCESS WORKSHOPS Sign up to one or all workshops! Revision Strategies Monday 23rd April 2018 (10.00 – 13.00) (Glasnevin Campus, C115) Monday 16th July 2018 (10.00 – 13.00) (Glasnevin Campus, TBC) Motivation for Exams Tuesday 24th April 2018 (10.00 – 13.00) (Glasnevin Campus, C115) Tuesday 17th July 2018 (10.00 – 13.00) (Glasnevin Campus, TBC) Managing Stress and Anxiety Wednesday 25th April 2018 (10.00 – 13.00) (Glasnevin Campus, C115) Wednesday 18th July 2018 (10.00 – 13.00) (Glasnevin Campus, TBC) Exam Performance Thursday 26th April 2018 (10.00 – 13.00) (Glasnevin Campus, C115) Thursday 19th July 2018 (10.00 – 13.00) (Glasnevin Campus, TBC) Practice Exam Friday 27th 2018 (10.00 – 13.00) (Glasnevin Campus, C115) Friday 20th July 2018 (10.00 – 13.00) (Glasnevin Campus, TBC)
Myself Self identity Self-awareness Developing self-confidence Making decisions Taking care of my body Health and well-being Knowing my body Food and nutrition Growing and changing As I grow I change New life Feelings and emotions Safety and protection Personal safety Safety issues Making decisions Myself and Others Myself and my family My friends and other people Relating to others Myself and the Wider Wold Developing citizenship My school community Living in the local community National, European and communities Environmental care Media Education S.C.O.T. Analysis Strengths Concerns
Children with different needs/Equality of participation and access Audit Question Y N Does our RSE provision promote inclusion and address children’s needs as appropriate? Programmes/Policies Audit Question Y N Notes Are the programmes used in the delivery of RSE listed? Is there an overall SPHE policy available in the school? Is the protection policy available in the school? Resources Audit Question Y N Have you a list of all RSE related resources? Are people aware of where these are stored and who has responsibility for them? Is procedure for facilitating guest speakers clearly outlined in this RSE plan? Individual Teacher’s planning and reporting Audit Question Y N Notes Is the RSE plan used to inform teachers long and short term planning?
There are there structures and approaches within the school that reflect interest in all the children There are opportunities for each child to succeed, to develop individual talents and to acquire a realistic picture of his/her own strengths and limitations The school expectations of children are positive and realistic New children and their parents are welcomed to the school There are structures to support children when they are upset are opportunities to affirm the work of members of the staff and provide whole school in career development? There are opportunities to celebrate achievements? Fostering respect for diversity The Children are treated in a fair and just way Children experience respect for diversity Issues of inequality are dealt with and addressed Strengths of individual children are fostered Children are encouraged to listen to different points of view Children learn about different cultures and explore different traditions
Date Assessed by (name and signature required) Checked / Validated (delete as appropriate) by (name and signature required) Location Version no. Review date Day /month/ 2013 SSEHS (All suitable locations) 001 Day/ Month/ 2015 Activity Hazard Who might be harmed and how Existing measures to control risk Likelihood* Severity** Risk rating*** Result (T,A,N,U) Additional controls required to adequately control the risk
A good response should compare and contrast at least 10 management methods discussed in your textbook. Grading Rubric Discussion 0 1 2 3 Management Theories 0-5 6-10 10-15 >15 Writings of management gurus 0 1 2 >2 Projections None Not well through out Well thought out Exceptional composed Situation evaluation None Not well considered Adequate consideration Exceptional Consideration
Location Zoom Time Topic Presenter 10 – 10:15 a.m. Welcome Introductions Agenda Norms and Agreements Joshua Lynch Kristi Coe 10:15 – 10:30 Internal Panel Update Implementation Science Menus of Best Practices Workshop Improving effective implementation Joshua Lynch Kristi Coe 10:30 – 11:00 2018-2019 LAP Panels Discussion Questions Recruitment LAP Application LAP Panels Joshua Lynch Kristi Coe 11:00 – 11:15 Legislative Updates Follow-up Joshua Kristi Coe 11:15 Thank you Joshua Lynch Kristi Coe
VOLUNTEERS ESTABLISH PRAIRIE AND WOODLAND PLANTS ON CAMPUS Paint spayed over holes in a plastic sheet mark future plant locations at the Natural Resources Building (NRB) on campus. Twenty species of woodland wildflowers were planted in five plots in front of the NRB. More woodland wildflowers are between the two entrances to Burrill Hall near the Quad. SECS and Red started prairie seeds in the Turner Hall greenhouse. Volunteers ranging in age from 4 to 70+ transplanted seedlings to small pots. Meanwhile Allerton Allies and students cleared 4 large circles in the Allerton Park prairie. The Allerton prairie has few species of forbs so the intent of the project is to establish a variety of species. On a April day about 1600 plants were placed in the circles. Most survived the drought and deer predation. Students and volunteers drilled holes for 600 prairie plants behind the NRB. Colored were used to guide the placement of plants. On April 22 seedlings dot the plot which is visible from Pennsylvania Avenue. Volunteers watered the plot and the plants were doing well in this September photo. U of I Facilities and Services placed on part of the Florida – Orchard prairie field for replanting by volunteers in May. Volunteers drilled about 6000 holes to receive seedlings grown by students in the greenhouse. Over 100 volunteers from campus and the community participated at the site over the spring and summer. Weeds, especially crab grass, took advantage of the drought and soon dominated much of the area. Volunteers and GPF interns spent many hours weeding in 90 degree heat. Limited watering was done from a borrowed tank. By late September many plants were in along Florida Ave. Volunteers are needed to help established the prairie. Orchard Downs residents Scattering seeds. Red Bison weeding at Florida -- Orchard
SSEES Postgraduate Teaching Assistants: Application Form Please complete all sections and present your answers clearly and concisely, limiting your application to no more than 3 pages. Personal & Details Name Contact telephone University/Department University email PhD Supervisor(s) Thesis Title Year of in September ‘18 Mode of Part time Full time Expected PhD submission date Relevant Teaching Programme Area: Languages and Culture Economics and Business Politics and Sociology History Teaching Experience and goals Outline any teaching experience and where you undertook it Provide details of a) any teacher training you have undertaken; b) a previous PGTA mentor that you would be happy for us to contact about your teaching experience: a)
Language & Culture Russian Cinema: History, Ideology & Society SERS0014 First Year Facilitating Film Screenings Language & Culture Russian Cinema: Innovation & Equipment SERS0045 Advanced Facilitating Film Screenings Language & Culture Russian Cinema: Men & Women SERS0027 Intermediate Facilitating Film Screenings Language & Culture The Making of Modern Russian Culture SERS0010 First Year Facilitating Film Screenings Language & Culture The Person Love & Utopia in Russian Thought SERS0032 Advanced Tutoring Language & Culture Comprehension of Russian Year 2A (Translation) SERS2001 Intermediate Tutoring Politics & Sociology Communism in the Soviet Union SESS0015 First Year Tutoring Politics & Sociology Comparative Political Analysis SESS0033 Intermediate Tutoring Politics & Sociology Introduction to International Relations SESS0011 First Year Tutoring Politics & Sociology Politics and Society in Central and Eastern Europe SESS0029 Intermediate Tutoring Politics & Sociology Post-Soviet Politics and Society SESS0035 Intermediate Tutoring Politics & Sociology Researching Politics & Society SESS0034 Intermediate Tutoring Politics & Sociology Understanding Politics: How Politics Works SESS0017 First Year Tutoring Politics & Sociology Understanding Politics: The Big Questions SESS0016 Year Tutoring Politics & Sociology Understanding Society: Introduction to Political Sociology SESS0014 First Year Tutoring Politics & Sociology Understanding Society: Introduction to Political Sociology SESS0014 Year Tutoring Politics & Sociology Understanding Society: Social Theory SESS0013 First Year Tutoring Politics & Sociology Russian Politics and Society SESS2103 Intermediate Tutoring History History of the Soviet Union SEHI7010 Advanced Tutoring History Frontiers of History SEHI1004 First Year Tutoring
Areas for Improvement (AY 2014–2015) Intervention/Action Plan Date Instituted/Individual Responsible Link to Program Aims and/or Context (Opportunities, Threats) Expected Resolution (Outcome Measures and Date) Status (Resolved, Partially Resolved, Not resolved) 1 2 3 …. for Improvement (AY 2013–2014) Intervention/Action Plan Date Instituted/Individual Responsible Link to Program Aims and/or Context (Opportunities, Threats) Expected Resolution (Outcome Measures and Date) Status (Resolved, Partially Resolved, Not Resolved) 1 2 3 …
processes) Outcomes Performance Ensuring Measures Duration (Hrs) Work Environment / Lab Requirement (Inclusive of Hardware / Software Specifications) B. Technical Knowledge Skills (S) Core Skills/ Generic Skills Writing Skills Reading Skills Oral Communication (Listening and Speaking skills) Outcomes Performance Ensuring Measures Duration (Hrs) Work Environment / Lab Requirement (Inclusive of Hardware / Software Specifications) Professional Skills Decision Making Plan and Organize Customer Centricity
Appendix to School Self-Evaluation Report: legislative and regulatory checklist Issue Relevant legislation, rule or circular Is the school fully meeting the requirements of the relevant legislation, rule or circular? If no, indicate aspects to be developed Time in school - Length of school year - minimum of 183 days - Length of school day 4 40 minutes (infants); 5 hour 40 minutes classes) Circular 11/95 Yes No Yes No Arrangements for parent/ teacher and staff meetings Circular 14/04 Yes No Implementation of agreement regarding additional time requirement Circular 0008/2011 Yes No Standardisation of school year Circular 034/2011 Yes No Valid enrolment of pupils Section 9(1), 15(2) and 23 Education Act 1998 Sections 20 and 21, Education (Welfare) Act 2000 Rules 55, 64, 108 and 123, Rules for National Schools Circular P24/02 Staffing Schedule for current school year Yes No Retention of pupils Rule 64 Rules for National Schools Circular 11/01 Circular 32/03 Yes No Development of school plan Section 21, Education Act 1998 Yes No Appointments to posts of responsibility Circular 07/03 Circular 053/2011 Yes No Time for literacy and numeracy - assessing and reporting literacy and numeracy achievement Circular 0056/11 Initial Steps in the Implementation of the National Literacy and Numeracy Strategy Yes No Exemption from Irish Circular 12/96 Yes No Implementation of protection procedures Circular 0065/2011 Please ensure the following in relation to child protection
▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE ▪ Number of cases where a report involving a child in the school was submitted by the DLP to the HSE and the school board of management informed ▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made ▪ Number of cases where the DLP sought advice from the HSE and as a result of this advice, no report was made and the school board of management informed 0 0 0 0 Implementation of complaints procedure as appropriate Complaints Procedures, Section 28 Education Act Primary Boards of Management Information Manual November 2007 Please consider the following in relation to complaints Yes No ▪ Number of formal parental complaints received ▪ Number of formal complaints processed ▪ Number of formal complaints not fully processed by the end of this school year _0 _0 _0 Refusal to enrol Section 29 Education Act 1998 Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year N/A Number of section 29 cases taken against the school Number of cases processed at informal stage Number of cases heard Number of appeals upheld Number of appeals dismissed 0 0 0 0 0 Suspension of students Section 29 Education Act 1998 Please provide the following information in relation to appeals taken in accordance with Section 29 against the school during this school year N/A Number of section 29 cases taken against the school 0
LEADS Summer Short Course 2017 – Waskesiu Monday, August 7th Those interested in golfing are asked to make their own arrangements. Tuesday, August 8th Morning Golf – Scramble (arranged through Derrick Huschi) 1:00 – 3:30 p.m. School Division Planning 6:00 – 7:00 p.m. Registration – Hawood 7:00 – 9:00 p.m. Welcome – LEADS President, Darrell Paproski – Terrace Gardens, Waskesiu (up the street from Hawood) Conference Details/Recognition of Planning Committee Michelle Prytula – Dean, College of Education, University of Saskatchewan 9:00 p.m. Hospitality – Terrace Gardens (bring toonies and loonies – $3 beverages) Wednesday, August 9th 7:30 – 8:30 a.m. Breakfast – Hawood 8:30 – 11:30 a.m. Family Program (Jan Paproski) – Hawood (Kingsmere) 8:30 – 10:00 a.m. My Student First Classroom – Zone 1 (Derrick Huschi, Tony Baldwin) – Terrace Gardens 10:00 – 10:15 a.m. Break 10:15 – 11:30 a.m. LEADS Summer Short Course 2018 (and beyond), and possible revision to LEADS bylaws – all members – Terrace Gardens 11:30-11:45 a.m. Greetings
SSBA – Darren Ministry – Rob Currie STF – Schmaltz 11:45 – 12:45 p.m. – Hawood 1:00 – 3:00 p.m. Modules – Hawood (Kingsmere, Spruce), Terrace Gardens 6:00 – 8:00 p.m. School Division Planning – Terrace Gardens Thursday, August 10th 7:30 – 8:30 a.m. Breakfast – Hawood 8:45 – 11:15 a.m. Modules continue 11:30 – 12:30 p.m. Lunch – Hawood 1:00 – 3:30 p.m. Modules continue 6:00 – 7:00 p.m. Hospitality – Community Hall 7:00 – 10:00 p.m. Steak BBQ – Community Hall Friday, August 11th 7:15 – 8:15 a.m. Breakfast – Hawood – sponsored by SSBA 8:30 – 10:00 a.m. Modules continue 10:00 – 10:30 a.m. Break/check out 10:30 – noon Modules continue Conference concludes
Unit Name Year Code No. Man / Option Credit YEAR 3 Forestry: Financial Control of Enterprises 3 F3YP35 M 1 Forestry: Design 3 F3YR35 M 1 Forestry: Policy & Law 3 F3YT35 M 1 Forestry: Protection 3 F3YV35 M 2 Urban Woodlands & Green Space 3 F40735 O 1 Forest Industries: Market Evaluation 3 F3YL35 M 1 Forestry: Ecology 3 F40335 M 1 Forestry: Conservation 3 F40235 M 1 Forestry and Land Use 3 F3YJ35 M 1 Forestry: Graded Unit 2 3 F4SJ35 M 2 Forestry: Use of Computers in Manage 3 F40135 O 1 Forestry in 3 F3YK35 O 1 Forest Investment Appraisal & Valuation 3 F3YE35 O 1 Getting Started In Business 3 DK2K34 O 1 Forestry: Products 3 F3YH34 O 1 30 Credits needed in total – all core units plus 2 optional credits from both year 1 and year 3 4 credits available in YR2
Unit Title WK 1 WK 2 WK 3 WK 4 WK 5 WK 6 WK 7 WK 8 WK 9 WK 10 WK 11 WK 12 WK 13 WK 14 WK 15 WK 16 WK 17 Financial Control of Forest Enterprises Forest Design Forest Policy & Law Forest Protection Urban Woodlands & Green Space Forest Industries: Market Evaluation PRJ Woodland Ecology Woodland Conservation Forestry and Land Use Use of Computers in Forest Manage Forestry in Europe Forest Investment Appraisal & Valuation Getting Started In Business Alternative Forest Products Forestry: Graded Unit 2
COLLEGE USE ONLY Date Application Checked by: Received: Support approved: Yes / No Approved by: 16-19 Applicant Bursary Support Award 1 / 2 / 3 / 4 (circle) Evidence: The table below shows the evidence needed that must be provided with the application form. Type of Income Evidence Required Qualifying Categories: Annual Salary P60 for tax year 2017-18, or evidence of all benefits you receive (including housing/council tax benefit) or 3 monthly salary or 4 weekly wage slips Any other income Relevant paperwork Income Support Entitlement / Award letter – dated within the last 3 months Job Seekers Entitlement / Award letter – dated within the last 3 months Employment Support Entitlement / Award letter – dated within the last 3 months Incapacity Benefit Entitlement / letter – dated within the last 3 months Carer’s Allowance Entitlement / Award letter – dated within the last 3 months Working Tax Credit Working Tax Credit Award Notice marked “2018-19”. Must be for full year and not partial awards (Full Award Notice) Child Tax Credit Child Tax Credit Award Notice marked “2018-19”. Must be for full year and not partial awards (Full Award Notice) Grants or bursaries etc. Relevant paperwork detailing entitlement and amount paid Disability Living Allowance Entitlement / Award letter – dated within the last 3 months Any other benefit Entitlement / Award letter – dated within the last 3 months
Appendix A -- Project Contacts and Locations of Reports and Information Project Contacts For information the site’s investigation and cleanup program, the public may contact any of the following project staff: New York Department of Environmental Conservation (NYSDEC): {insert name of project manager} Project Manager NYSDEC {insert region # if applicable} Division of Environmental Remediation {insert regional or central office address} {insert a contact telephone number} {insert name of regional citizen participation specialist or, if not available, a central office CPS contact} Citizen Participation Specialist NYSDEC {insert region # if applicable} {insert regional or central office address} {insert a contact telephone number} New York State Department of Health (NYSDOH): {insert name of project manager} Project Manager NYSDOH {insert central or regional office address} {insert a contact telephone number} Locations of Reports and Information The facilities identified below are being used to provide the public with convenient access to important project documents: {Instruction to preparer: add additional location(s) if appropriate.} {insert name of facility} {insert address} Attn: {insert contact name if applicable} {insert telephone number} NYSDEC {insert region # if applicable} {insert regional or central office address} Attn: {insert name of project manager} Hours: {insert days and hours of operation} Phone: {insert telephone number} Hours: {insert days and hours of operation} (call for appointment)
progress. The Spring Mountains are part of the National Forest which is the largest National Forest in the lower 48 states and the only National Forest in Nevada. Club Visits I look forward to visiting the rest of our Clubs that I have not been to yet. I am planning to visit Pahrump Garden Club with Larri Tarver and Vicki Yuen to encourage them to rejoin us. They were a great club to work with. Rose Garden Pruning Please remember the big rose pruning and cleanup at the Garden of the Pioneer Women will take place in late January or early February 2017. The Rose Garden Club will be in charge and all available NGCI Clubs are invited to take part. We will have three more cleanup times during the year which will be announced later. Cactus and Succulent Garden Visit I visited the Cactus and Succulent Garden of Bob Middag of the Cactus and Succulent Society of Southern Nevada in October. Bob has 870 plants with 400 plants in the ground and 470 plants in pots. This includes Prickly Pear/Beaver Tail types, Succulents, Agave, Barrel, Columnar, Desert Perennials, Hedgehogs, Cholla, Yucca and Creosote. Now that is quite a garden.
Equality Staff Advocate Leads Staff Support Group Name Contact Details MAPLE Lead Advocate: Cheryl Holding Advocate: Naishali Chandarana Secretary: Wendy Loseby Email: E-mail: E-mail: LPT Young Voices Lead Advocate: Patrycja Jedraszczyk Advocate: Luke Clark Secretary: Kartik Bhalla E-mail: Email: BME Joint Lead Advocate: Daniel Collard & Asha Day Secretary: Rekha Passi Email: Asha.Day@leicspart.nhs.uk Email: LGBT Lead Advocate: Kartik Bhalla Email: Carers Lead Advocate: Pauline Blake Email: Interfaith Lead Advocate: Sadhna Vaidya Email: Support Equality and Human Rights Team Email Equality@leicspart.nhs.uk
Student characteristics: Interests Strengths Aspirations Values Skills Extracurricular activities Goal setting Long term/annual planning: Expectations of parents/student Expectations of School Transition Post Primary/Post-Secondary options Post-school aspirations Short term planning: Curriculum Areas (Victorian Curriculum) Current achievement ABLES/Victorian Curriculum Specific Strategies Dissemination of information Program planning: Curriculum priorities Special considerations Implementation: Staff roles Time lines Family Environmental changes required Evaluation and monitoring: Record keeping Progressive assessments/reports Measurement of goal attainment
Template 3 will assist schools after they have completed the Abilities Based Learning and Education Support (ABLES) assessments to develop an ABLES and AusVELS Learning Plan Template 3: Recording Achievement and AusVELS Learning Planning School Long Term Student [List long term goals agreed by SSG here] Teacher AusVELS Domain Review Date Level Goal: [Insert AusVELS Domain] [Insert AusVELS level] Focus: [provide a focus statement here] Entry Skills Outcome Target Teaching and learning strategies [List the skills the student has already consolidated] [List the outcomes the teacher is working with the student to achieve] [Identify relevant teaching and learning strategies that may be used to achieve the outcomes sought] Goal: [Insert AusVELS Domain] [Insert AusVELS level] Focus: [provide a focus statement here] Entry Skills Outcome Target Teaching and learning strategies [List the skills the student has already consolidated] [List the outcomes the teacher is working with the student to achieve] [Identify relevant teaching and learning strategies that may be used to achieve the outcomes sought] Goal: [Insert AusVELS Domain] [Insert AusVELS level] Focus: [provide a focus statement here] Skills Outcome Target Teaching and learning strategies [List the skills the student has already consolidated] [List the outcomes the teacher is working with the student to achieve] [Identify relevant teaching and learning strategies that may be used to achieve the outcomes sought] Goal: [Insert AusVELS Domain] [Insert AusVELS level] Focus: [provide a focus statement here] Entry Skills Outcome Target Teaching and learning strategies [List the skills the student has already consolidated] [List the outcomes the teacher is working with the student to achieve] [Identify relevant teaching and learning strategies that may be used to achieve the outcomes sought] Comments
APUS Assignment Rubric Lower Level Graduate 500-600 Courses Updated: June 2012 Full Rubric for Classroom Publication School of Security and Global Studies Rubric Features Rubric categories are evenly distributed – 20 points per category. Assignment settings equal 100 points for each assignment. Grade book is set for weighted categories (not points). Separate rubrics in 100-200, 300-400, 500-600 courses for assignments. Standard forum discussion rubric for all levels. Quick Table for Insertion in Assignments (within Word document) Criteria Exemplary 16-20 Accomplished 11-15 Developing 6-10 Beginning 0-5 Total Synthesis of Knowledge Foundation of Knowledge Application of Knowledge Organization of Ideas/Format Writing and Research Skill Total
SARASWATI VIDYALAYA & JR.COLLEGE OF SCI & COMM H.S.C RESULT 2015-16 COMMERCE STREAM TOPPERS SR.NO NAME OF THE STUDENT PERCENTAGE 1 MST. MUDIT KUMAR JAIN 87.85 2 MST. ABHIJEET SHARMA 83.69 3 MS. SADHANA TIWARI 82.46 DISTINCTION 11 FIRST CLASS 25
DISTINCTION 15 FIRST CLASS 18 SECOND CLASS 14 STRENGTH 57 SARASWATI VIDYALAYA & JR.COLLEGE OF SCI & COMM H.S.C SUBJECT –WISE SCIENCE STREAM TOPPERS 2015-16 SUBJECT NAME ENGLISH MST.SHASHWAT MAHAPATRA MS.NIKITA MST.ATHARVA AGWEKAR 87 HINDI MS.CHINMAYEE THAKUR 91 MARATHI MST.RITESH JADHAV 78 MS.SHWETAL TALELE MST.NIPUN IYER MS.RASHI SHARMA 93
PHYSICS MS.SHWETAL TALELE 89 CHEMISTRY MS.SHWETAL TALELE 89 BIOLOGY MST.TANMAY DESHPANDE 70 COMPUTER SCIENCE MS. SHWETAL TALELE 195 SARASWATI VIDYALAYA & JR.COLLEGE OF SCI & COMM H.S.C SUBJECT –WISE SCIENCE STREAM TOPPERS 2016-17 SUBJECT NAME ENGLISH MST.ANKUSH GULIA 85 HINDI MS.ZEBA SHAIKH 71 MARATHI MS.KIRAN PAWAR 73 PHYSICS MS.ASHIKA BANGERA MST.MAYANK MISHRA 84 84 CHEMISTRY MS.NIHARIKA BANSAL 75
BOOK-KEEPING & ACCOUNTANCY MST.ABHIJEET SHARMA 97 OC MST.MUDIT KUMAR JAIN 95 MATHS MST.ABHIJEET SHARMA 88 SP KUMAR JAIN 90 SARASWATI VIDYALAYA & JR.COLLEGE OF SCI & COMM H.S.C SUBJECT –WISE COMMERCE STREAM TOPPERS 2016-17 SUBJECT NAME ENGLISH MS.TANVI GULBADHER 84 HINDI MST.MANISHA YADAV 82 MARATHI SHINDE 74 IT PATIL 91 ECONOMICS MS.TANVI GULBADHER 93
BOOK-KEEPING & ACCOUNTANCY MS.TANVI GULBADHER 98 OC MST.ADITYA KENI 91 MS.TANVI GULBADHER 94 SP MST.SIDDHARTH CHAUHAN 89 SARASWATI VIDYALAYA & JR.COLLEGE OF SCI & COMM S.S.C SUBJECT –WISE TOPPERS 2016-17 SUBJECT NAME MARKS ENGLISH MS.SOUMYA GANESH MS.FARHEEN GHANKAR 86 MARATHI MS.SOUMYA GANESH 89 SANSKRIT MS.SOUMYA GANESH 95 MST.YASH YADAV 86 MATHS MS.SOUMYA GANESH 98
coordination with AP Shared Services Processes and Procedures Payments and Income Services – Payments (AP) and Income (AR) operational procedures updated based on feedback from Trusts – FPL Team Payroll & Recruitment Services – operational procedures continued with available resource. For all above processes, Internal Audit to review processes, date to be confirmed . C C Pathfinder Payroll & Travel - BSO Early Handover of BSO Payroll and Travel completed. Documentation of Operational Procedures for Payroll has progressed with Resource constraints. Limitation due to sickness has been removed Drafting of Scorecard /KPIs has started BSO Payroll & Travel Pathfinder complete 1/8/13 C C Interim Payments - BSO Service Improvement at BSO - process inefficiencies, reduction of backlog Cutover of BSO to Greenmount took place on 10th Feb Complete on 10th February 2/9/13 C C Recruitment and Selection – BSO and SHSCT (Legacy) Went live on 1/10 and interim accommodation on ground floor in Pinewood is operational SHSCT and BSO R&S Operational Delivery – ongoing Completing outstanding readiness issues at Pinewood. Continue completing any outstanding readiness issues at Pinewood. Continue complete Desktop procedures Plan and prepare for ERec go live date 2014) (see below) 1/10/13 C C
Successful WHSCT internal Audit before go live. Recruitment of Band 5 and Band 3 staff progressed FPL Team carried out key work for Shared Services. Weekly Payments Steering Committee led by Seamus Wade commenced 07/02/14 to manage issues around transition arising from SMT dated 09/12. YEAR-END- All stakeholders focused on year-end preparation and coordination with AP Shared Services Income - NHSCT 3rd go live at NHSCT went live on 16th January 2014 - FPL/C17 staff resource on project for go lives - Six Band 5's & Four band 4's in post - 13 Band 3 in post, permanent post offers made to Six staff, await acceptance prior to offering FTC roles (to fill 47 WTE quota for AR SS) - Agency staff required 7 temporary staff approved in the short term for NHSCT/BHSCT Complete 13th Jan 2014 13/1/14 C C Income – BHSCT & NIAS Go live took place on 3rd Feb 2014 Agency staff required 7 temporary staff approved in the short term for NHSCT/BHSCT Complete 3rd Feb 2014 3/2/14 C C Payments - BSO BSO: Live 10/02/2014. Small bodies generally expecting small teams of finance to work on each ledger which does not align with shared services model. Education of customers and time will restore their confidence in new operating model. Complete 10th Feb 2014 10/2/14 C C
# of viewings of educational videos. Develop or host an existing video with clickable aspect to indicate it’s been viewed UNHCE? # of resident and/or contractor pledges Piggyback on UNH Seacoast Home and Garden Show (April) with information and display (SPECIAL EVENTS/FAIRS) # of cars counted at hazardous waste days # of signed pledges or checked boxes to read material? Informational materials distributed at HHW days. Green Grass Clear Water Brochure (UNHCE) Next Steps Action: Talk to UNH Cooperative Extension about materials and trainings Encouraging the proper Annual # of pledges to scoop the poop Press release Award pledges with dog biscuit with tag Pet Waste Outreach Campaign: flyer,
Degree (or equivalent) KNOWLEDGE/ Knowledge of a broad range of administrative tasks Able to demonstrate good understanding of how to work with people in a post-16 environment in particular a desire to support encourage and develop cadets Able to demonstrate good understanding of how to work effectively with employers to develop learning opportunities for students. Able to demonstrate good understanding of the principles of Safeguarding and Equality and Diversity as relevant to the needs of the post Knowledge and understanding of health and safety and risk assessments Experience of using and maintaining Westminster Database entries Experience of having delivered and assessed DofE participants including e-DofE Experience of working in an educational environment Experience of having trained or taught young people Knowledge and understanding of carrying out Risk Assessments in a CCF environment Application Interview References EXPERIENCE Extensive armed forces experience Experience in delivering training to younger individuals Experience in leading, organising and delivering expeditions and outdoor activities Experience in presenting/delivering information to groups Experience in formatting and presenting documents to a good standard Having served in the armed forces at senior NCO level Range qualified Application Interview References Excellent networking skills including good telephone manner Good motivational, organisational, logistical and planning skills Confidence in public speaking Good level of IT skills and competency using MS Office (Word, Excel & Outlook) and able to learn new systems as required databases Able to work to a high degree of accuracy, confidentiality and with attention to detail Able to work appropriately on own initiative and as part of a team understanding College roles and responsibilities Ability to remain calm and effective pressure Excellent interpersonal skills and able to relate to and communicate effectively with groups of students and staff Excellent understanding of MoD systems including Westminster database Outdoor bounds skill sets including camping, navigating and orienteering Application Interview Test References ATTRIBUTES Ability to work on own initiative and without direct supervision when required Strong influencing and negotiating skills Willing to play a part in the wider life of the College community Interview References
SSI Calculation Examples for 2017 Example of individual living in his/her own household with no in-kind support and maintenance who receives $320 per month in SSDI (a form of unearned income): Step Calculation Unearned Income $320.00 General Income Exclusion (GIE) − $20.00 Countable Unearned Income = $300.00 Gross Earned Income 0 Student Earned Income Exclusion − 0 Remainder 0 General Income Exclusion (if not used − 0 Remainder 0 Earned Income Exclusion (EIE) − 0 Remainder 0 Impairment Related Work Expense (IRWE) − 0 Remainder 0 Divide by 2 0 Blind Work Expenses (BWE) − 0 Total Countable Earned Income =0 Total Countable Unearned Income $300.00 Total Countable Earned Income + 0 PASS Deduction − 0
Unearned Income 0 General Income Exclusion (GIE) 0 Countable Unearned Income 0 Gross Earned Income $866.00 Student Earned Income Exclusion − 0 Remainder $866.00 General Income Exclusion (if not used above) − $20.000 Remainder $846.00 Earned Income Exclusion (EIE) − $65.00 Remainder $781.00 Impairment Related Work Expense (IRWE) − 0 Remainder $781.00 Divide by 2 $390.50 Blind Work Expenses (BWE) − $320.00 Countable Earned Income = $70.50 Total Countable Unearned Income 0 Total Countable Earned Income + $70.50 PASS Deduction − 0 Total Countable Income = $70.50 Base SSI Rate (check for VTR) $750.00 Countable Income − $70.50 Adjusted SSI Payment $679.50 Adjusted SSI Payment = $679.50
Student Success Initiative Check List SSI If a student passed the STAAR Math or Reading at the following administration, no further documentation is required for said student. Click on the resource tab found on the left side of the page. The information is available in English and Spanish. All of the check lists are written in English. Checklist for first administration. Key dates. Form 1 – student passed. Form 2 – student failed or was absent – notice of retest. Checklist for second administration. Key dates. The dates listed below are deadlines, not the required send date! June 5, 2018 Receive student results for (begin accelerated instruction) June 12, 2018 Notify parents of results for STAAR reading and/or math (R.1./M.1.) June 12, 2018 Notify parents of results of STAAR reading and/or math along with the plan for accelerate instruction (students who did not meet the passing standard) R.3.and/or M.3. June 19, 2018 Convene and document GPC meetings for students who did not meet the passing standard in grades 5 and 8 reading and/or math (include accelerated instruction requirements) R.4. and/or M.4. June 23, 2018 Notify parents of GPC decisions. R.5. and/or M.5. and R.6. and/or M.6. These are the forms that should be completed for any student that did not meet expectations on STAAR Math and/or Reading