zilongwang/ReadingBank huggingface dataset:
Boys Sweater Tie Pants Belt Socks Prek- 3 uniform St. Peter’s gray t-shirt with logo St. navy sweatshirt with logo None navy sweatpants or shorts with St. logo None or black only No or knee socks or black sneakers only (no lights) K-4th uniform light blue uniform dress shirt (long or short sleeves) navy blue cardigan sweater with St. Peter’s logo navy blue St. Peter’s uniform tie navy blue uniform pants (no corduroys or Dockers, or baggies) navy blue or black only black uniform dress shoes (no sneaker-type shoes or boots are permitted) 5th-6th uniform light blue uniform dress shirt (long or short sleeves) navy blue cardigan sweater with St. Peter’s logo solid navy blue St. Peter’s uniform tie navy blue dress uniform pants (no corduroys or Dockers, or baggies) black navy blue or black only black uniform dress shoes (no sneaker-type shoes or boots are permitted) 7th-8th uniform light blue uniform dress shirt (long or short sleeves) navy blue blazer with St. Peter’s logo solid navy blue St. uniform tie gray dress uniform pants (no corduroys or Dockers, or baggies) black navy blue or only black uniform dress shoes (no sneaker-type shoes or boots are permitted) Prek3 - 8th Gym uniform St. gray with logo Or St. Peter’s Sport t-shirt St. Peter’s navy sweatshirt with logo navy sweatpants or shorts with St. Peter’s logo white or black only No elite or knee socks white or black sneakers only ( no lights) Jewelry is not permitted. The presence of anything that proclaims a current fad is not permitted. (This includes dyed hair color, Mohawk haircuts, no designs or parts… etc.) Hair should be clean and well groomed Hair should not be longer than 2 inches anywhere on the head Braids are not permitted Hair length cannot be below the shirt Bangs should not be so long that they impede vision Boys should not have facial hair.
St. Georges Lower School Governors Committee Structure Core Committees Name of Group Full Governing Body Teaching, Learning & Welfare Resources Children’s Centre Advisory Board Frequency of Meetings Termly Termly Termly Termly Remit Overall strategic Budget ratification All governance matters School development plan Pupil progress School Self Evaluation (SEF) Head Teachers Performance Management Teaching & Learning Achievement & student progress Safeguarding Prevent Curriculum School Improvement Plan The impact of premium and school sports funding SEN / Gifted and Talented Health and Safety HR and Staff Pay review committee Finance and budgets Website Publication of statutory information Income generation Marketing and Promotion School lettings Children’s centre performance Children’s centre budget Children’s centre staff Children’s Centre SEF and Development Plan Delegated Powers n/a None The Headteacher has the power to dismiss Budget virement up to £xxx Children’s centre budget Quorum 50% of Governors Policy Responsibility
St. Georges Lower School Governors Annual Timetable Term Full Governing Body Teaching, Learning & Welfare Resources Autumn 16 Spring 17 21st February 2018 Headteachers termly report Pupil numbers Equality statement Pay review committee summary Ratification of minutes: Previous FGB T, L & W November Meeting Resources October Meeting 21st March 2018 Curriculum and mid-year progress report Groups of learners Whole school Reading, Writing, & SPAG Termly safeguarding report Progress against school improvement priorities National Comparative Data 2018 Annual draft budget Schools financial values standard (SFVS) Financial benchmarking annual report Scheme of financial delegation Income and Expenditure analysis Summer 18 11th June 2018 Headteachers termly report Ratification of minutes: Previous FGB T, L & W March Meeting Resources March Meeting Ratify annual budget 27th June 2018 Impact of pupil premium annual report Impact of school sports funding annual report Gifted & Talented annual report Safeguarding report May 2018 Spending priorities for next academic year School improvement Buildings (Formula Capital Returns) Pupil Premium School Sports Annual Health & Safety report Annual list report including scrapped items Annual lettings report and charges review Income and Expenditure analysis End of year budget Autumn 17 27th September 2017 Evaluation of progress against previous years’ school improvement priorities Forthcoming school improvement priorities Headteachers Annual report Ratification of minutes: Previous FGB T, L & W July Meeting Resources May Meeting 22nd November2018 Forthcoming curriculum priorities Progress against School Improvement Priorities Termly safeguarding report Allocation of Governor responsibilities and actions against school improvement plan Election of Adoption of ToR 11th October 2017 2nd Year Budget Income & Expenditure analysis Pay review committee Review of insurances Election of Chair Adoption of ToR
The Passion according to St. Mark The divisions below are drawn from Lutheran Service Book: Altar Book (pp. 504–505). The suggested hymn stanzas may be sung by congregation, choir, or a combination of both. If there are time contraints, not all of the stanzas need be sung. Hymn Jesus, I Will Ponder Now (LSB 440:1) Reading Jesus Anointed at Bethany (14:1–11) Preparation for the Passover and Institution of the Lord’s Supper (14:12–26) Hymn Jesus Christ, Our Blessed Savior (LSB 627:1, 2) Reading Prediction of Peter’s Denial (14:27–31) Jesus Prays in the Garden of Gethsemane (14:32–42) Hymn Rise, My Soul, to Watch and Pray (LSB 663:1) Reading Betrayal and the Arrest of Jesus (14:43–52) Jesus’ Trial before the Council (14:53–65) Hymn Upon the Cross Extended (LSB 453:4) Reading Peter’s Denial (14:66–72) Jesus before Pilate (15:1–15) Hymn My Song is Love Unknown (LSB 430:5) Reading Jesus Mocked and Crucified (15:16–32) Hymn Stricken, Smitten, and Afflicted (LSB 451:1) Reading The Death of Jesus (15:33–41) Burial (15:42–47) Hymn O Sacred Head, Now Wounded (LSB 450:1, 5)
St Kieran's Outside School Hours Care 63 Gordon Street, Manly Vale NSW 2093 T: 0481 602 078 E: W: Expression of interest Preferred days of attendance (please select) Date of application: Monday Tuesday Wednesday Thursday Friday Before school care school care Casual days only Child details 1 Child 2 3 Surname Given name(s) D.O.B. Gender Male Female Male Female Male Female School attending year Proposed start date Parent/Guardian 1 Parent/Guardian 2 Full name: Full name: DOB: DOB: Relationship to child: Relationship to child: Address: Address: T: M: W: T: M: W: Email: Email: Other relevant information Reason for care: Does your child have an additional need or require support? No Yes (Please provide details.)
4.To provide 5/6 weeks of Literacy Lift-Off in 2nd Class (Term 1), 1st Class ( Term 2), Senior Infants ( Term 3) 5. To introduce 4 comprehension strategies from Building Bridges of Understanding – prediction, making connections, declunking and visualisation 6. To review the School Plan in English with reference to reading and writing. 7.To ensure that all are allocating the agreed time for free writing and analysing errors evident to inform teaching and learning. 8.To recap with staff the steps for teaching a writing genre. 4.Reading Recovery teacher, LS/RT teacher/EAL teacher/Principal 5.Reading Recovery teacher to provide input/Class teachers .Principal/Acting Deputy Principal/Staff 7.All class teachers 8. Principal Start Term 1 2011/12 By end of School year 2011/ 12 Ongoing Staff meeting Feb 12 By Easter 2012 Pupils attainments in reading and writing assessed before and after Literacy Lift-Off .We expect to see gains in reading and writing ability Pupils independently using 4 comprehension strategies in 3rd-6th classes Consistent approach to reading and writing in teaching activities Lessons planned as a result of analysis of free writing Pupils independently writing a number of genres Review date –Sept 2012 Staff meeting St. Tola’s SCHOOL IMPROVEMENT PLAN - NUMERACY
award for knowing inverse at random. Pupils may then progress to principal’s ward for knowing all tables automatically in any order and in reverse. Pupils in First and Second work on addition and subtraction. Pupils in 3rd-6th work on addition, subtraction, multiplication and division. Pupils record progress on their individual card. 7.One support teacher trained in Let’s Think Maths programme. This teacher will work with individuals and provide in-class support in 2nd class in Term 3 LS teacher LS teacher/2nd class teacher Oct 2012 Take one individual from Feb 2012 and provide in-class support from April 2012 Pupils begin to use Maths Recovery strategies in Number 8.To provide in-class support and use station teaching to provide hands-on activities in Maths in Junior and Senior Infants Junior/Senior Infant teachers, LS/RT teachers as appropriate Ongoing Juniors to start 6 weeks station teaching using Ready set Go activities in March 2012 Pupils work in small groups and teachers can assess levels of mathematical attainment 9.To provide in-class support targeting 6th class in Maths 6th Class teacher/LS/RT teacher Support teacher to go into 6th class for Maths lesson and teachers teach collaboratively from Dec 11 Pupils work in small groups. Teacher to monitor progress through regular teacher designed tests. Review date – Planning meeting in Sept 2012
7 20 – 12.3 When electricity charges are included in the rent, the following amounts, or equivalent in local currency, shall be deducted from the total monthly rent payable to determine the amount of rent to be used for purposes of determining the rental subsidy: studio or one-bedroom dwelling, $30; two-bedroom dwelling, $40; dwelling, $50; four-bedroom dwelling, $60; and dwelling with five or more bedrooms, $70. Maximum amount of the rental subsidy 12.4 In accordance with section 4.7, the rental subsidy paid to a member shall not exceed 40 per cent of the rent paid by the staff member, or 40 per cent of the applicable reasonable maximum rent level determined in accordance with sections 4.4, 4.5 and 12.1, whichever is lower. Part IV Additional terms and conditions for rental subsidies at group 2 duty stations Section 13 Computation of rental subsidy at group 2 duty stations 13.1 Except as provided in sections 14 and 15, the computation of rental subsidy at group 2 duty stations shall be governed by sections 13.2 to 13.5. Determination of a reasonable maximum rent level 13.2 The reasonable maximum rent referred to in section 4.4 above for group 2 duty stations is set based on the determination as to whether, given the local market conditions, the rental payments are reasonable or substantially higher than rents for dwellings of similar quality and size. Such determination, to be certified by the authorized official, shall be made in accordance with the criteria set out in annex I to the present instruction. 13.3 When it is determined that the rental payments are substantially higher than for dwellings of similar quality and size at the duty station, the amount of the subsidy shall be calculated on the basis of the highest of the rents paid by staff members with similar family circumstances for dwellings certified as reasonable at the duty station. 13.4 In group 2 duty stations where the United Nations country team has established maximum reasonable rental levels, those levels should be used when determining the reasonableness of the rental payments in the rental subsidy application. Reimbursement rate 13.5 The reimbursement rate for the computation of a rental subsidy at group 2 duty stations shall be 80 per cent of that portion of the rent paid by the staff member that exceeds the individual threshold amount, provided the rent paid by the staff member does not exceed the reasonable maximum rent level determined in accordance with sections 13.2 and 13.4.
Section 2 Medical clearance for employment Validity of medical clearance for employment 2.1 Medical clearance for employment is valid for three months and for the duty station and job type for which it was granted. 2.2 Where candidates for employment or staff members are not granted medical clearance, they shall be considered as not having fulfilled the requirements set out in section 1 above and may not be recruited, assigned, reassigned or transferred to the duty station or be designated to perform the functions for which medical clearance was sought. Medical clearance for initial appointment 2.3 Initial appointments, regardless of duration, shall require medical clearance, as determined by the United Nations Medical Director. Medical clearance after initial appointment 2.4 Medical clearance after initial appointment is required in the following situations: (a) When a staff member is assigned, reassigned or transferred to a duty station where the conditions, including the unavailability of adequate medical facilities, present health risks; (b) When there is a significant change in the physical or mental requirements for the staff member’s designated job functions; (c) When it is part of a periodic review process, in accordance with requirements determined by the United Nations Medical Director; (d) When required by the United Nations Medical Director following a period of sick leave. 2.5 In addition, staff members may be required to undergo medical evaluation when so directed by a duly authorized health-care professional. Authority to medical clearance for employment 2.6 Medical clearance for employment is granted by a duly authorized health-care professional of the medical service at the duty station where the staff member is to serve. If there is no authorized health-care professional at the duty station, medical clearance is granted by the medical service specified by the United Nations Medical Director. The medical clearance may include, where appropriate, specific employment restrictions and recommendations on reasonable accommodation related to a recognized disability. Exit medical evaluation 2.7 Without prejudice to the provisions of appendix D to the Staff Rules, an exit medical evaluation may be required when specific circumstances indicate that the health of the departing staff member may have been affected by a medical condition attributable to the performance of official duties on behalf of the United Nations.
204-258-7065. . Organization or Program Requesting Training Name: Community: Primary Contact Person Name: Role: Contact Information Phone: Fax: Email: Workshop Requested Preferred Date Number of Participants Preferred Location (community, St.Amant) For St.Amant use Confirmed Date Confirmed Location Facilitator Managing Challenging Behaviour (Half-day) Coping Strategies for People Managing Challenging Behaviour (Half-day) Understanding Autism (One hour) Understanding Intellectual Disability (One hour) Understanding Seizure Disorders (One hour) How to Make and Use a Daily Schedule (One hour) Communication with People who are Non-verbal (Half-day) For St.Amant internal use
(ANNUAL CHARGES) 1 ANNUAL CHARGES 7755 2 MISCELLANEOUS CHARGES 2266 3 MEDICAL SHEILD 533 10554 4 PRINTING & STATIONARY EXP.(IX-X) 1000 4 NEWS PAPER ( IV TO X ) 400 QUARTER CHARGES 1 TUTION FEES:- I & II 6374 III & IV 6682 V - VIII 7001 IX TO X 11550 2 SMART CLASS 533 3 COMPUTER FEE 797 4 EXAMINATION FEE 313 5 JULIA GABRIEL 660 6 DEVELOPMENT FUND ( IX-X ONLY) 1732 7 LIFE SKILL LEARNING 650 Teacher Details Annexure-III SCHOOL (RECOGNISED) SECTOR-45,GURGAON COPY OF TEACHING STAFF(PRIMARY & ELEMENTARY)-2014-15 S.NO. TEACHER'S NAME DESIGNATION DATE OF BIRTH DATE OF TRAINED/UNTRAINED TIME 1 MRS. NEERA SIROHI H.M 6/3/1954 1/4/2007 TRAINED CONFIRM NA 2 MRS. SUSHMA RAJAT T.G.T/SCIENCE 3/12/1965 1/8/2008 TRAINED CONFIRM NA 3 ANSHU RANA T.G.T/MATHS 29.12.1983 01.04.2013 TRAINED PROBATION NA 4 MRS. ASHA VASHISHT T.G.T/ENG. 18/3/1979 1/4/2012 TRAINED CONFIRM NA
10 MR. Subhash Helper 01.03.2011 CONFIRM 11 MR. Helper 01.04.2013 PROBATION 12 MR. BRIJPAL Helper 01.04.2013 PROBATION 13 Mr.Ajit Helper 07.12.2012 PROBATION 14 Shakil Helper 05.08.2013 PROBATION 15 Mrs.Reena Maids 01.04.2007 CONFIRM 16 Ms.Pooja Maids 01.04.2008 CONFIRM 17 Mrs. Urmila Maids 01.04.2013 PROBATION 18 MRS.INDU GUPTA Maids 01.04.2013 PROBATION 19 ANNU MISHRA Maids 19.07.2013 PROBATION 20 SARITA Maids 01.02.2013 PROBATION 21 Mr.Bindeshwar Mali 01.04.2008 CONFIRM 22 KAMLESH MALI CONTRACT Strength Report 2013 31/07/2013 Class No. of Students TOTAL PM 15 15 M-I 20 20 40 M-II 21 20 21 62
41. Determine or clarify the meaning of unknown and words and phrases based on Grade 4 reading and content, choosing flexibly from a range of strategies. [L.4.4] a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [L.4.4a] b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [L.4.4b] c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. [L.4.4c] X X X X 42. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.4.5] a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. [L.4.5a] b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.4.5b] c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [L.4.5c] X X X X 43. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). [L.4.6] X X X X
PROJECT BUDGET: Total of Components cannot exceed the maximum total award amount GRANTEE CERTIFICATION I am the representative of the provider (“Grantee”) listed above who is authorized to execute this form. The above named project /grant award is in accordance with Section 13 of Public Act 13-239, the Notice of Grant Award, General Grant Conditions and NGP Grant Conditions. The Grantee has authorized the project for which it will receive State of Connecticut funds. The information contained on this form is true, accurate and complete. By (signature of authorized representative): ________________________________________________ Printed Name: Paul Iadola Title: Director Signed at , Connecticut, this day of 2015. (town/city/or borough) _______________________________________________________________________________________________ FOR OPM USE: Administrator Name: Valerie Clark Grant Administrator Phone: 860-418-6313 Grant Administrator Email: Valerie.clark@ct.gov
Plant name Flowers Alkanet, green Flowers Bedstraw, lady's Flowers Bittercress, Flowers Bramble Flowers Buttercup, bulbous Flowers Buttercup, creeping Flowers Buttercup, meadow Flowers Carrot, wild Flowers Cat's-ear Flowers Celandine, lesser Flowers Chickweed, common Flowers Cleavers Flowers Clover, white Flowers Daisy Flowers Dandelions Flowers Dock, broad-leaved Flowers Feverfew Flowers Field/wood forget-me-not Flowers Garlic mustard Flowers Groundsel Flowers Hawkweed, mouse-ear Flowers Herb-Robert Flowers Honesty Flowers Ivy Flowers Knapweed, common Flowers Lady's smock Flowers Lamb's Lettuce Flowers Lettuce, wall Flowers Mallow, common/musk Flowers Mouse-ear, common Flowers Nipplewort Flowers Oxeye daisy Flowers Petty Spurge Flowers Plantain, ribwort Flowers Primrose Flowers Salad burnet Flowers Sorrel, common Flowers Sow Thistle, smooth Flowers Speedwell, germander Flowers Speedwell, heath Flowers Speedwell, Flowers Speedwell, wall Plant species recorded 2014 (English names used where possible) Plant name Flowers Square-stalked willowherb Flowers Strawberry, barren Flowers Thistle, spear Flowers Vetch, common Flowers Wavy bittercress Flowers Willowherb, broad-leaved Flowers Willowherb, rosebay Flowers Wood avens Flowers Wood-rush, field Flowers Woundwort, hedge Flowers Yarrow Ferns Hart's tongue Wall Rue Grasses Cock's foot grass Grasses Sheep's fescue Grasses Sweet Vernal Grass Lichens several Mosses several, incl Rhytidiadelphus squarrosus Trees and Shrubs Deodar Trees and Shrubs Douglas Fir Trees and Shrubs Elder and Shrubs Holly Trees and Shrubs Oak, English Trees and Shrubs Ornamental cherry Trees and Shrubs Rowan Trees and Shrubs Silver Birch Trees and Shrubs Snakebark Maple Trees and Shrubs Yew Animal species recorded 2014 (English names used where possible) Group Animal name Bird Blackbird Bird Blue tit
Bird Chaffinch Bird Chiffchaff Bird Robin Mammal Hedgehog (droppings) Mammal (footprints) Coleoptera (Beetles) cardinal beetle, Pyrochroa serraticornis Coleoptera (Beetles) ground beetle, Bembidion quadrimaculatum Coleoptera (Beetles) ground beetle, Pterostichus maddidus Coleoptera (Beetles) ladybird, 7-spot Coleoptera (Beetles) ladybird, larch Coleoptera (Beetles) ladybird, pine Diptera (Flies) fly, St Mark's Diptera (Flies) hoverfly, Chrysotoxum sp Hymenoptera (Ants, bees and wasps) ant, yellow meadow Hymenoptera (Ants, bees and wasps) bumblebee, buff-tailed Hymenoptera (Ants, bees and bumblebee, common carder Hymenoptera (Ants, bees and bumblebee, white-tailed Hymenoptera (Ants, bees and wasps) Honey Bee Hymenoptera (Ants, bees and wasps) bee, Osmia caerulescens Hymenoptera (Ants, bees and wasps) mason bee, Osmia bicornis Hymenoptera (Ants, bees and mining bee, Lasioglossum calceatum Hymenoptera (Ants, bees and wasps) solitary bee, Andrena bicolor Lepidoptera (Butterflies and moths) butterfly, large white Lepidoptera (Butterflies and moths) butterfly, orange tip Lepidoptera (Butterflies and moths) butterfly, small tortoiseshell Lepidoptera (Butterflies and moths) micromoth, 20-plume Lepidoptera (Butterflies and moth, spruce carpet
After formal objection (New Approach) 4 2 0 0 0 0 1 Amendments (New Approach) 4 0 1 4 0 0 8 New Approach mandates 5 7 2 5 4 5 8 Mandates under other legislation 7 5 9 10 12 9 7 Mandates under Community policy 4 6 6 2 4 5 0 Total 24 20 18 21 20 19 24 5 – 2011 2012 Standard Directive Decision Date Decision Decision number O.J. Reference decision publication Date of reception Days to close the case (aprox) 1 EN 15947, Pyrotechnic articles - Fireworks, Categories 1, 2 and 3 2007/23/EC Publication of the reference in the OJ with a restriction 28/07/2011 C(2011)5310 L197/23 29.07.2011 20/09/2010 300
2 EN 15947, Pyrotechnic articles - Fireworks, Categories 1, 2 and 3 2007/23/EC Publication of the reference in the OJ with a restriction 28/07/2011 C(2011)5310 L197/23 29.07.2011 27/09/2010 300
2011 2012 2013 Notifications Comments Notifications Comments Notifications Comments Switzerland 7 2 11 2 7 1 Turkey 2 0 0 0 6 0 Table 14 – Number of comments from EFTA, Switzerland and Turkey regarding the notifications from the Member States 2011 2012 2013 EFTA 0 1 0 Switzerland 0 0 0 Turkey 0 0 0 10 – 2011-2013
SECTION II PORTABILITY Article 12 The portability service 1. The portability service allows PEPP savers to continue contributing to the PEPP they have already contracted with its provider, while changing their domicile by moving to another Member State. 2. Without prejudice to Articles 13 and 14, Iin case of the portability service, PEPP savers are entitled to retain all advantages and incentives granted by the PEPP provider and connected with continuous investment in the same PEPP. Article 13 Provision of the portability service 1. PEPP providers shall provide the portability service to PEPP savers holding a PEPP account with them and requesting this service. 2. When proposing a PEPP, the PEPP provider or PEPP distributor shall provide potential PEPP savers with information on which compartments are immediately available. 3. Three years at the latest after the entry into application of this Regulation, eEach PEPP shall offer national compartments for at least [10]all Member States upon request addressed to the PEPP provider. Article 14 Compartments of the PEPP PEPP providers shall ensure that within each individual PEPP account a new compartment could be opened, corresponding to the legal requirements and conditions for using incentives fixed at national level for the PEPP by the Member State to which the PEPP saver moves.
EIOPA shall submit those draft implementing technical standards to the Commission by … [within 9 months after the entry into force of the Regulation]. Power is conferred on the Commission to adopt the implementing technical standards referred to in the second subparagraph in accordance with Article 15 of Regulation (EU) No 1094/2010.] CHAPTER V ACCUMULATION SECTION I INVESTMENT RULES FOR PEPP PROVIDERS Article 33 Investment rules 1. PEPP providers shall invest in accordance with the "prudent person" rule and in particular in accordance with the following rules: (a) the assets be invested in the best long-term interests of PEPP savers as a whole. In the case of a potential conflict of interest, a PEPP provider, or the entity which manages its portfolio, shall ensure that the investment is made in the sole interest of PEPP savers; (b) the assets shall be invested in such a manner as to ensure the security, quality, liquidity and profitability of the portfolio as a whole; (c) the assets shall be predominantly invested on regulated markets. Investment in assets which are not admitted to trading on a regulated financial market must in any event be kept to prudent levels; (d) investment in derivative instruments be possible insofar as such instruments contribute to a reduction in investment risks or facilitate efficient portfolio management. Those instruments shall be valued on a prudent basis,
Education building 071-ELV2 - Change out rope gripper Education building 071-ELV 3 - Custom make new ceiling for freight elevator - Add independent call button Engineering building 029-ELV 1 - Rupture valve Engineering building 029- ELV 2 - Automatic gate - Add rupture valve Health Science Riverside 950-ELV 1 - Fire service - Safety Edge Liberal Arts building 030-ELV1 - Rupture valve Morrison Center for the performing Arts (ED) 014-ELV1 - Rupture valve - Safety edge - New soft start River Front Hall building 034-ELV 1 and 034- ELV 2 - Car top safety rail - Door operator Simplot Micron Advising & Success Hub 016-ELV1- Rupture valve - Safety edge Driscoll Hall 021-ELV - Safety Edge Morrison Center for the Performing Arts (PA) 013-ELV 3 - Automatic gate Bronco Stadium 035-ELV1 & 035-ELV2 - Safety edge - Rupture valve Student Union building 032-ELV 2 - Rupture valve - Safety edge Student Union building 023-ELV4 - Rupture valve - Safety edge Student Union building 023-ELV5 - Soft start
Geographical concepts Geographical inquiry skills Geographical tools Place: the significance of places and what they are like eg location and features of local places and other places in the world Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in eg where activities are located and how spaces can be organised. Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment eg natural and human features of a place; daily and seasonal weather patterns of places. Interconnection: no object of geographical study can be viewed in isolation eg local and global links people have with places and the special connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place. Scale: the way that geographical phenomena and problems can be examined at different spatial levels eg various scales by which places can be defined such as local suburbs, towns and large cities. Acquiring geographical information pose geographical questions (ACHGS007, ACHGS013) collect and record geographical data and information, for example, by observing, by interviewing, or using visual representations (ACHGS008, ACHGS014) Processing geographical information represent data by constructing tables, graphs or maps (ACHGS009, ACHGS015) draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010, ACHGS016) Communicating geographical information present findings in a range of communication forms (ACHGS011, ACHGS017) reflect on their learning and suggest responses to their findings (ACHGS012, ACHGS018) Maps – pictorial maps, large-scale maps, world map, globe Fieldwork – observing, collecting and recording data, conducting surveys Graphs and statistics – tally charts, pictographs, data tables, column graphs, weather data Spatial technologies – virtual maps, satellite images Visual representations – photographs, illustrations, diagrams, story books, multimedia, web tools
Use ‘pair and share’ to discuss the variety of connections to places around the world. As a class, reflect on the information collected and discuss: What do you know about these places? How long does it take to travel to these places? What natural or human features are represented in the places? What places would you like to visit? Why or why not? What is one feature of an overseas place that you think is really interesting? Why? Communicating geographical information Communicate: Students develop a brief presentation about their selected location to which they have connections. They include a world map of its location, photographs of the place, the mode of transport and travel time. Students include an explanation of their connection to the place. Respond: Students write a statement about the personal significance of the place. Geographical concepts Geographical inquiry skills Geographical Place: the significance of places and what they are like eg location and features of local places and other places in the world Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in eg where activities are located and how spaces can be organised. Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment eg natural and human features of a place; daily and seasonal weather patterns of places. Acquiring geographical information pose geographical questions (ACHGS007, ACHGS013) collect and record geographical data and information, for example, by observing, by interviewing, or visual representations (ACHGS008, ACHGS014) Processing geographical information represent data by constructing tables, graphs or maps (ACHGS009, ACHGS015) draw conclusions based on the interpretation of geographical information Maps – pictorial maps, large-scale maps, world map, globe Fieldwork – observing, collecting and recording data, conducting surveys Graphs and statistics – tally charts, pictographs, data tables, column graphs, weather data Spatial technologies – virtual maps, satellite images Visual representations – photographs, illustrations, diagrams, story books, multimedia, web tools
Interconnection: no object of geographical study can be viewed in isolation eg local and global links people have with places and the special connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place. Scale: the way that geographical phenomena and problems can be examined at different spatial levels eg various scales by which places can be defined such as local suburbs, towns and large cities. sorted into categories (ACHGS010, ACHGS016) Communicating geographical information present findings in a range of communication forms (ACHGS011, ACHGS017) reflect on their learning and suggest responses to their findings (ACHGS012, ACHGS018)
Date Length of Session Outline of Session Pm Clinical Topic Notes 21st Feb 2018 Full Day Introduction, formation of groups, for meetings. AJ, SJ, PC Child Protection (Charlotte Kirk), Paediatrics (Aly McClure) LUCS OOH Induction 18:30 – 20:00 WGH 28th Feb 2018 No Meeting 7th Mar 2018 No Meeting 14th Mar 2018 Half Day Leadership Activity 21st Mar 2018 Half Day Programme Work (PBSGL) 28th Mar 2018 Full Day Consultation skills AJ, SJ, PC Ethics in Professional Practice (John Dunn) 11th 2018 Half Day Programme Group Work (PBSGL) 18th April 2018 Full Day Musculoskeletal Medicine (Stephen Miller) Dermatology Ali) 2nd May 2018 Full Day Patient Safety Screening, Risk, Complaints, QIP + Leadership) SJ, PC, AJ Care of the Elderly (Suresh Sanders) 9th May 2018 No Meeting 16th May 2018 Full Day Decision Making and Medical Complexity AJ, SJ, PC ENT (Mike Ferguson) Heavy menstrual bleeding (Lucy Whitaker) 23rd May 2018 No Meeting 30th May 2018 Half Day Programme Group Work (PBSGL) 6th June 2018 No Meeting 13th June 2018 Half Day Programme Group Work (PBSGL) 20th June 2018 Full Day Community Orientation (Health Inequalities Rep + Health and Social Care, Alex Connan.) AJ, PC, SJ, Family Planning, Sex and sexual problems (Melissa Barker) 27th June 2018 Full Day Working with colleagues / Team Working AJ, PC, SJ, Drug users and blood borne infection in primary care (Ewan Stewart) 4th of July 2018 Full Day Trans Cultural + Vulnerable Groups AJ, SJ, PC, Tips for the AKT. Evaluation of the educational release programme & ST1s & experience in GP Feedback from Leadership Activity
Group work.  When given hand-outs.  Working in small groups.  Case based sessions.  Interactive discussions with the facilitator. Would you suggest any changes for next years group? More AKT preparation early in the year? ENT/ophthalmology by external speaker (specialist). I prefer presentations from GP’s rather than specialists as they provide the information relevant to use. Maybe add a session about community paediatrics or common paediatric issues, constipation, behaviour issues and allergies. Focus on areas where ALCT/ALOT/ALET? sessions show you your gaps in knowledge. Eldery polypharmacy; GP practice related sessions; and palliative care and management. The sessions should be more interactive. Continue current programme. Ask what they need to cover again. Continue. No.  All further comments? The paediatric rota does not allow us the opportunity to attend teaching. It would be better if they could release us even on call or twilight as there are enough doctors in the day to cover the work. Very impressed, high quality, well thought out. Thank you.  Very good organisation. Very good teaching and year. Good. I enjoyed the ST2 education programme! Keep it up!
Date & Time Activity Contact 7th October Saturday 7th October 1:00pm-4:00pm #StopAdani Big Day Of Action Repair Café St Luke’s Uniting Church Claire Ziegler St Luke’s Sunday 8Th October Refuge Action Sunday Luncheon at St Luke’s Rae Anderson Friday 13th October Messy Church St Luke’s Uniting Church Sunday 15th October Finding your way in Aged Care Eastern Reserve, Bennett St Winchelsea Jenny Mathison 0409672054 Saturday 21st October Garage Sale Sunday 22nd October 175 years of Worship Wesley Uniting Church 100 Yarra St Geelong 03 52298866 Voluntary Teacher English Conversation Classes St Luke’s is seeking a person to support adult Refugee and Asylum Seekers in the learning of English through Conversation. This position would be ideal for a person who is prepared to share their skills and experience through voluntary work. Start date: 4th. Term 2017, 1 Session x 2 hrs per wk. Desirable skills and experience:
7:30-9:30 pm Mission Outreach Ministry Team Tue 03 9:30-12 noon 5:00-8:00 pm Men’s Shed Weight Watchers Wed 04 1:00-3:00pm 6:30-9:00 pm Pastoral Connections Ministry Team Welsh Ladies Choir Thurs 05 9:30-12 noon 4:00-5:30 pm 4:30-6:30 pm Men’s Shed Practice Youth Choir (Junior Choir) Fri 06 9:00-1:00 pm 9:30-11:00 am Office (Closed) Trekkies Sat 07 1:00pm-4:00pm Repair Cafe Sun 08 9:30-11:30 am Worship – Rev Helen Robinson
Thurs 21 9:30-12:30 pm 9:30-12 noon 4:00-5:30 pm 4:30-6:30 pm Let’s Make Music Men’s Shed Practice Youth Choir (Junior Choir) Fri 22 9:00-1:00 pm 9:30-11:00 am 10:30-12:30 pm Office hours Trekkies Let’s Make Sat 23 9:30-5:30 pm GSODA(Hall, Kitchen) Sun 24 9:30-11:30 am Worship – Barry Tattersall
including Aboriginal and Torres Strait Islander Peoples, use and protect natural resources; differing views about environmental sustainability; sustainable management of waste. reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025, ACHGS032)
between people, places and environments; influence of people’s values on the management and protection of places and environments and the custodial responsibilities of Aboriginal and Torres Strait Islander Peoples. Scale: the way that geographical phenomena and problems can be examined at different spatial levels eg types of settlement across a range of scales; the influence of climate across a range of scales. Sustainability: the capacity of the environment to continue to support our lives and the lives of other living creatures into the future eg ways in which people, including Aboriginal and Torres Strait Islander Peoples, use and protect natural resources; differing views about environmental sustainability; waste. represent information by constructing large-scale maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS022, ACHGS029) interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023, ACHGS030) Communicating geographical information present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS024, ACHGS031) reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025, ACHGS032) Visual representations – photographs, illustrations, diagrams, story books, multimedia, web tools
and ways people organise and manage spaces that we live in eg settlement patterns within Australia, neighbouring countries and other countries. Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment eg how climate and environment influence settlement patterns; interconnections between people and environments; differing ways people can use environments sustainably. Interconnection: no object of geographical study can be viewed in isolation eg interconnections between people, places and environments; influence of people’s values on the management and protection of places and environments and the custodial responsibilities of Aboriginal and Torres Strait Islander Peoples. Scale: the way that geographical phenomena and problems can be examined at different spatial levels eg types of settlement across a range of scales; the influence of climate across a range of scales. Sustainability: the capacity of the environment to continue to support our lives and the lives of other living creatures into the future eg ways in which people, including Aboriginal and Torres Strait Islander Peoples, use and protect natural resources; differing views about environmental sustainability; sustainable management of waste. collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys, or using maps, visual representations, the media or the internet (ACHGS020, ACHGS027) Processing geographical information represent data by constructing tables, graphs and maps (ACHGS021, ACHGS028) represent information by constructing large-scale maps that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS022, ACHGS029) interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023, ACHGS030) Communicating geographical information present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS024, ACHGS031) reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025, ACHGS032) Fieldwork – observing, measuring, collecting and recording data, conducting surveys or interviews fieldwork instruments such as measuring devices, maps, photographs Graphs and statistics – tally charts, pictographs, data tables, column graphs, simple statistics Spatial technologies – virtual maps, satellite images, global positioning systems (GPS) Visual representations – photographs, illustrations, diagrams, story books, multimedia, web tools
and Repentance Colquhoun, John. Repentance. London: The Banner of Truth Trust, 1965 reprint. ISBN: n.a. (150 pp.). MacArthur, Jr. John F. The Gospel According to Jesus. Grand Rapids: Zondervan, 1988. ISBN: 0310286506 (237 pp.). MacArthur, Jr. John F. Faith Works: The Gospel According to the Apostles. Dallas: Word Publishing, 1993. ISBN: 0849908418 (237 pp.). Miller, C. John. Repentance and 21st Century Man. Fort Washington, PA: CLC Publications, 2003. (111 pp.). Pink, Arthur W. Studies in Saving Faith, Peterburg, OH: Pilgrim Brethren Press, 1992. ISBN: n.a. (203 pp). Justification Buchanan, James. The Doctrine of Justification. Vestavia Hills, AL: Solid Ground Christian Books, 2006 reprint. ISBN: 159925073X (514 pp.). Horn, Robert M. Go Free! The Meaning of Justification. Downers Grove: InterVarsity Press, 1976. ISBN: 0877846648 (128 pp.). Owen, John. The Doctrine of Justification by Faith. Works, vol. 5: Edinburgh: The Banner of Truth Trust, 1965. ISBN: 0851510671. (457 pp). John. Counted Righteous in Christ. Wheaton: Crossway Books, 2006. ISBN: 1581344473 (141 pp.). Piper, John. The Future of Justification: A Response to N.T. Wright. Wheaton: Crossway Books, 2007. ISBN: 1581349641 (240 pp.). Sproul, R.C. Faith Alone: The Evangelical Doctrine of Justification. 1995. ISBN: 080101090X (192 pp.). Adoption Ferguson, Sinclair B. Children of the Living God. Edinburgh: The Banner of Truth Trust, 1989. ISBN: 08515105193 (127 pp.). Sanctification Bridges, Jerry. The Pursuit of Holiness. Colorado Springs: NavPress, 1978. ISBN: 089109430X (158 pp.).
Use collated photographs and information researched to construct a table to outline examples of natural environmental influences. Students collate data from their in-depth study into a table to summarise their findings. Create flowcharts to demonstrate understandings of the ways the environment influences people and places. Discuss: Does the information relate to the inquiry questions used to shape the investigation? Has sustainability been considered? Communicating geographical information Communicate: Design a home using influences of the features of the natural environment of their allocated area as a focus. Students’ designs should convey their understandings of the inquiry questions and put forward arguments and opinions about why they have chosen the material, shape and place where they will build. The design should include a clear explanation and justification of a specific point of view of how the environment has influences their house design. Respond: Describe and justify a specific point of view when answering peer questions related to the design. Geographical concepts Geographical inquiry skills Geographical tools Place: the significance of places and what they are like e.g. characteristics of places. Space: the significance of location and spatial distribution, and ways people organise and manage spaces that we live in e.g.; how people organise and Acquiring geographical information develop geographical questions to investigate and plan an inquiry (ACHGS033, ACHGS040) collect and record relevant geographical data and Maps – large-scale maps, maps, topographic maps, flowline maps maps to identify location, latitude, direction, distance, map references, spatial distributions and patterns
far in preaching without theology. Worship Knowledgeable of historic and modern forms; and ability to construct and skill to lead a worship service. Moderate Good theology is always doxological. Shepherd Ability to shepherd the local congregation: aiding in spiritual maturity; promoting use of gifts and callings; and encouraging a concern for non-Christians, both in America and worldwide. Strong Theology is also necessary for good pastoral skills. Right knowledge does not guarantee right living, but wrong knowledge does guarantee wrong living. Church/World Ability to interact within a denominational context, within a broader worldwide church, and with significant public issues. Moderate Biblical bases for denominational distinctives are discussed to some degree.
Interpret and construct a simple bar chart Data Scale Axis Graph Frequency Time graph, Time series Line graph Bar-line vertical line chart Maximum, minimum William Playfair, a Scottish engineer and economist, introduced the line graph in 1786. Note: Stage 5 focuses on solving problems using information presented in a line graph. Pupils construct simple line (time) graphs in Stage 4. Common approaches Pupils always check they understand the scales used on the axes before attempting to solve problems. Reasoning opportunities and probing questions Suggested activities Possible misconceptions Show me a line graph and tell me a story about it. And another. And another. What is the same and what is different: Bar chart, bar-line chart, time graph, line graph? Convince me that a line is not the same as a bar-line graph. NCETM: KM: KM: NRICH: Learning review Some pupils may think that a line graph is appropriate for discrete data Some pupils may think that a line graph is the same a bar-line chart Some pupils may think that one centimetre represents one unit.
LEVEL NB CCT/CESR(CP) (ST8) YES NO No. to date Is the trainee ‘on track’ to complete 2000 operations as main surgeon or first assistant by certification? Paediatric Endoscopy 4 Mastoid operations Cortical: 4 Others: 3 FESS 4 Septorhynoplasty 4 Tracheostomy 4 Oesophagoscopy/Pharyngoscopy/Bronchoscopy/ Laryngoscopy and R/O foreign body 4 Major Neck Resections Selective Neck Dissection 4 (Modified) Radical neck Dissection 2 Parotidectomy 4 Hemithyroidectomy 3 Laryngectomy 2 Clinical Skills Evidence: AES & CS reports, MSF, emergency log, CBD, Mini CEX, LEVEL YES NO EVIDENCE Is the trainee ‘on track’ in clinical skills development? Emergencies 3 Management of inpatients 3 Outpatient management 3 Knowledge Exam Professional & Leadership Skills Evidence: ISCP WBAs, MSF, Completed Audits, MSF, Reflection, AES/CS reports. Is the trainee ‘on track’ in: EVIDENCE YES NO Communication, Teamwork & Leadership e.g. Breaking Bad News, MDT Working, Human Factors Quality & Safety Improvement e.g. Audit, involvement in guideline development, SUIs, root cause analysis etc. 1 audit per year (including at least one covering personal practice) Research