zilongwang/ReadingBank huggingface dataset:
promote fair access through changes to the Admissions Policy, with the ambition being to increase the percentage of Pupil Premium students in both the lower School and the 6th form. These changes were currently out for consultation. Governors noted the contents of the report on progress and performance of the School. 12. Company Secretary’s report The benchmarking assessment (agenda item 4) and review of the risk register (agenda item 6) had been covered elsewhere on the agenda. 13. Teaching and Learning Governors noted the contents of the Teaching and Learning Report and the Teaching School Summary Report. 14. Deputy Headmaster Phil Stanlake presented the summary of the School Improvement Plan for 2018-19 and the report on Continuing Professional Development in 2017-18. The School shortly appoint three Teaching Leads (on Metacognition, Collaboration and Talk4Learning). 15. KS3, KS4, KS5 and Pastoral Reports Governors noted these reports. 16. Governor’s Reviews PE: written report not yet available. Science: DH’s review was very positive. 17. Committee Reports RSP – all covered in earlier agenda items. Pupil Welfare – PS reported that the Health and Safety Audit in June had gone extremely well with strongly positive feedback. Admissions – Will review the admissions policy at its next meeting in of the consultation responses. Audit – meeting held on 2 July; Alison Borley will complete review of Risk Register with JH and will undertake Responsible Officer visit later in July. 15. AOB – none. Meeting closed at 6.27pm Signed: Date:
11 AOB: None Next Meeting Date: 10th October 2016. Agenda Item Action By Who By When Progress Update & Impact 5.1 Invite Head Boy & Girl to future FGB meetings JTH Sep-16 Inclusion of students on the board. 5.4 Appeal training and school visit support to be arranged with Hayley James JTH Sep-16 Governors to receive appeals training & school vist support. 5.5 Produce Terms of Reference for Pupil Welfare Committee. RDJ Oct-16 To support new Pupil Welfare Committee 6.2 Produce Qtrly Management Accounts JH Oct-16 Governor request to aid identification of trends.
Corrective Action Plan: Yes X No If yes, date of CAP: 7/17/2014 Complaint Outcome: NA Current Status of License: Continued Licensing Coordinator: Roxanne M. Epps Date: 10/29/2014 Email: Program Manager: Richard Berger Date 10/29/2014 Email:
“Concrete language and stories defeat the curse of knowledge and make executives’ strategy statements stickier,” conclude Heath and Heath. “As a result, all the members of an organization can share an understanding of the strategies and a language for discussing them.” This has obvious implications for principals talking about a school’s strategic objectives (“All Children Can Learn,” “90 Percent Proficiency”): make the school’s goals concrete and tell real stories about how teachers and other staff members have been successful in carrying them out. But what are the implications for the classroom? Teachers are constantly bedeviled with the curse of knowledge. They have a deep understanding of what they are teaching – they are the “tappers” who know the tune they are communicating – and often it’s difficult to understand why students don’t immediately “get it.” The same advice holds true: be concrete, be dramatic, try to get inside students’ heads and understand what it’s like not to know what’s being taught. And one more thing: constantly check to see if your message is getting through. “The Curse of Knowledge” by Chip Heath and Dan Heath in Harvard Business Review
The Customer Service Matrix Standard (Good) Extended Innovative (Extreme) Individual Customer Service Waive fines Extend due dates Online reserves, renewals and payments Look up a book for a patron No limit on queries to reference staff Accompany patrons to the stacks instead of just pointing Call libraries to reserve items for customers Any staff member can override any Library rule at any time Always take a patron’s word for an action The Library as Service Provider 24/7 Book return Remote access to data base resources Copiers on the system Voicemail renewals when closed Day of grace on due dates Order any book a patron requests Accept online reserves for on shelf items Reference by appointment Provide resources to book groups Get just-returned items as patron waits Anticipate the community’s needs Circulate laptops Service to the Community Widespread children’s programs adopted by schools Host for local Genealogical Society collection and databases Homework assignment forms for use by teachers School reading lists posted on web site for online review and reservation Dial-a-book with same day service to local nursing homes & medical complexes Take food donations for fines, and provide to local food bank Develop website-based children’s book review and commenting software for use by elementary schools for summer reading tracking Leadership in the Community Host weekly early morning networking and job search group with all library employee time volunteered. Provide technical support to community groups, and host the web sites of partner organizations Stay open until 11 pm for three nights when half of the Town’s residents were without lights or power Matrix format and examples courtesy of Darien Library
THE DAVID ENGLISH/BUNBURY CUP - NATIONAL ROUNDS 2017 organised by the English Schools’ Cricket Association MIDLANDS ROUND ONE on or before 6th May 2017 ROUND TWO on or before 20th May 2017 ROUND THREE on or before 3rd June 2017 FINAL on or before 10th June 2017 DERBYSHIRE – Trent College v Trent College NOTTS – Nottingham High School v Trent College LINCS – King’s School v King’s School BYE Solihull School STAFFS – Newcastle Under Lyme v v Solihull School WARWICKS – Solihull School v Solihull School OXON – Magdalen College v LEICS – Leicester Grammar School Magdalen College WORCS – Bromsgrove School v v Bromsgrove School BYE v Bromsgrove School HEREFORD – John Masefield School v John Masefield School BYE SHROPSHIRE – Prestfelde School v Bromsgrove School v Prestfelde School BYE v Prestfelde School NORTHANTS – Oundle School v Oundle School BYE
The Digital Competency Framework and STEMworks Computer Control Workshops The following elements are incorporated into STEMworks LEGO and K’nex computer control workshops. Strand 4.1 Element: Problem solving and modelling Year 3 Year 4 Year 5 Year 6 represent a solution symbolically, e.g. the order of waking up, through a diagram or flowchart, and find the variables in the solution  detect and correct mistakes in sequences of instructions, e.g. identify mistakes in a solution that would case it to fail (debug)  identify repetitions or loops in a sequence, e.g. identify where to shorten a set of instructions by repeating steps, for instance when learning a new song. demonstrate how part of a solution might need repetition  represent a simple solution in a flowchart that contains a looping element, e.g. identify where a repeat or loop may work in a flowchart, for instance traffic lights, and select variables. design simple sequences of instructions (algorithms) including the use of Boolean values (i.e. yes/no/true/false), e.g. within the algorithm, demonstrate the correct use of Boolean values giving an either/or response. demonstrate how programs or processes run by following a sequence of instructions exactly and in  demonstrate how an algorithm is useful for representing a solution to a problem through testing  understand that changing instructions can affect or even terminate a process, e.g. moving instructions around in a program could produce unexpected outcomes or cause the program to fail altogether.
The dimensions of the UKPSF Areas of Activity (A1) Design and plan learning activities and/or programmes of (A2) Teach and/or support learning (A3) Assess and give feedback to learners (A4) Develop effective learning environments and approaches to student support and guidance (A5) Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Core Knowledge (K1) The subject material (K2) Appropriate methods for teaching, learning and assessment in the subject area and at the level of the academic programme (K3) How students learn, both generally and within their subject/disciplinary area(s) (K4) The use and value of appropriate learning technologies (K5) Methods for evaluating the effectiveness of teaching (K6) The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values (V1) Respect individual learners and diverse learning communities (V2) Promote participation in higher education and equality of opportunity for learners (V3) Use approaches and the outcomes from research, scholarship and continuing professional development (V4) Acknowledge the wider context in which higher education operates, recognising the implications for professional practice
Practitioners: 200 Governing body: 240 Parents: 120 Practitioners: 200 Infrastructure upgrades, assistance with registration and subsidisation, educational equipment: 40 ECD Centres with practical tips to 800 000 - 1 million mothers/caregivers annually (nationally) Starting Chance * 20 to 30 educares currently in the Training Teachers in Townships programme * Approximately 45 to 60 teachers reached once a via open Saturday morning workshops Starting Chance * 20 to 30 educares currently in the Training Teachers in Townships programme Starting Chance Shack to Chic Programme Educares range from 40 to 200 children WC Foundation for Community Work (Focus Home Visiting Programme) 245 trained home visitors 10 000 caregivers/families Grassroots Education Training Trust (Site Learning Programme 2012-2017) Practitioners: 1 405 Teachers: 5 509 Grassroots Adult Education Training Trust (Site Learning Programme 2012-2017) Practitioners: 632 Early Years Services The Toy Library Programme Children: 3253 Parents: 2062 Practitioners: 673 Principals: 51 Partial Care facilities: 51 Violence Prevention through Urban Upgrading (VPUU) non-centre based playgroups Monwabisi Park: 120 children a week in 3 open spaces Lotus Park: 100 children a week in 3 open spaces and a Toy Library at a Local Neighbourhood Centre Villiersdorp: approximately 210 children reached and 16 ECD practitioners College of Cape Town (CCT) 1 107 (direct) adult beneficiaries in 2015, and 33 210 (indirect) child beneficiaries BrightKid Foundation Over 400 Edutainers® since 2000; stocked with carefully selected books, teaching aids, and educational toys. Knysna Education Trust 39 ECD centres in informal settlements as well as 25 ‘Operation Upgrade’ ECD centres, 2 280 children and 171 ECD practitioners Nal’ibali 103 training sessions since 2013
Gender Directive 2004/113/CE: Was it the right time to ban insurance pricing across the EU? Authors: Lionel TEXIER R&A Managing Director – ActuariaCnam founder Magalie JOUSSET R&A Trainee – INSEEC Business School Paris Student Roshni BHUDIA R&A Trainee - CASS Business School London Student Credits © European Union 2013 Contact : of Contents based
The Edinburgh Academical Club Proxy/Voting Form Annual General Meeting To be held on 18 June 2018 at 18:00 hrs Main Hall, Edinburgh Academy, 42 Henderson Row, Edinburgh. EH3 5BL This proxy form is to be used if voting in relation to the proposed new Constitution for the Edinburgh Academical Club and the proposed development of Raeburn Place. YOUR NAME PRINT YOUR ADDRESS YOUR EMAIL PROXY FORM 1 The proposed amendment to the EAC Constitution is to add the following objective to section 1.2:- Support and promote the affiliated sports clubs
Referee Details In order to comply with DfE standards all candidates who register with The Education Network must provide details of at least two referees that we may contact for written references. Your references must cover a period of at least two years, one referee must be from your current/last employer and at least one must be a reference that relates to your working with children. Please note, we cannot use personal email address, e.g. hotmail, gmail, yahoo etc. for references. We require the name, email address and telephone number for each reference. Please complete the table below: Current / Last employer (Must be Director / HR / Head Teacher) Dates To and From (mm/yy) Contact Details Company/School Name: Referee Name & Position: Start date: End date: Professional email address: Telephone number: Reference regarding employment or voluntary work with children date: End date: Professional email address: Telephone number: (Must be Head Teacher / School Governor) Referee Name & Position: University Reference (if you are an NQT/recent graduate) Start date: End date: Professional email address: Telephone number: University Name: Name: Additional Professional References (Professional character reference) No family member , neighbour or friend Start date: End date: Professional email address: Telephone number: I authorise The Education Network to seek references from any of the above referees to obtain 24 months of continuous referencing. Sign ________________________ Print _________________________ Date Gaps in Employment Records (where possible, please provide evidence to support what you were doing during the below gaps – please note that if you have a gap in employment greater than 12 weeks
Copyrighted Works Covered by the MT: Except for audiovisual works, the MT applies to broad categories of copyrighted works, including those of the literary, artistic and scientific domains. Accessible Format Copy: This is defined as “a copy of work in an alternative manner or form which gives a beneficiary person access to the work.” This definition is flexible and format-neutral to ensure that print disabled individuals may use whatever format they need to have the same feasible and comfortable access enjoyed by non-print disabled individuals. For example, a language student would need a Braille copy to study the language fully, whereas an individual reading for pleasure may prefer an audio or DAISY book. Authorized Entities: The MT empowers several actors to create and accessible format copies, such as “authorized entities,”. "Authorized entities" are defined as “an entity (can be a government institution or non-profit organization) that is authorized or recognized by the government to provide education, instructional training, adaptive reading or information access to beneficiary persons on a non-profit basis.” Article 2(c) makes explicit that not all authorized entities need to be recognized by the government, but the recognition process can help to provide assurances for an organization that they are entitled to MT rights. However, a ratifying country should make sure that any such process does not overburden or discourage authorized entities. It is also important to note that an authorized entity only has to perform one or some of the above listed activities. Beneficiary Persons: This refers to print disabled individuals who are unable to access books and other literary and artistic works in traditional formats. There are three categories of beneficiary persons: 1) blind people, 2) individuals with a visual impairment or a perceptual or reading disability (including people with dyslexia); and 3) people whose physical disabilities prevent them from reading a traditional printed book or other publication. States that ratify the MT must ensure that these three categories of beneficiaries are covered. Exceptions and Limitations to Copyright in National Law
Core group ACTION GROUPS Friends of ELM The core group meets once a month and is responsible for the overall direction and governance of ELM. Core group members must also sit on at least one action group. Action groups generally meet once a month to work on one each of the following areas: Peer Support Communications & Marketing Events Advocacy & Education Finance & Fundraising Mapping and Evaluation Friends of ELM receive regular updates through Facebook and email newsletters. They are encouraged to share and promote the work of ELM and might get involved with one off volunteering for activities and events without an ongoing commitment. Maximum 12 people Maximum 12 people per action group As many people as would like to be involved! New members can join once per year if spaces are available. Nominations open in July. New members can join any time throughout the year if spaces are available. New friends can get on board at any time throughout the year. For more information contact the ELM Network via Facebook @theELMnetwork or email on
• Give an example of how your voice changes when you feel a particular emotion? For example, what happens to your voice when you feel mad? Criteria-based self-reflection. _______________________________________________________________________ ARTS IMPACT THEATER AND WRITING INFUSION – Fifth Grade Lesson Two: The Emotional Voice 9 The Emotional Voice Character Cards DENTIST WEIGHT LIFTER WAITER/WAITRESS COP ROCK STAR DOCTOR HAIR DRESSER/ BARBER BUS DRIVER PHOTOGRAPHER COOK FIRE FIGHTER BABY TEACHER SCIENTIST CAR MECHANIC SALESPERSON ARTS IMPACT THEATER AND WRITING INFUSION – Fifth Grade Lesson Two: The Emotional Voice 10 The Emotional Voice Emotion Cards Depressed Cheerful Furious Frustrated Surprised Scared Excited Worried ARTS IMPACT THEATER AND WRITING INFUSION – Fifth Grade Lesson Two: The Emotional Voice 11 The Emotional Voice Vocal Traits Organizer EMOTION (high/low) VOLUME (loud/soft) QUALITY (descriptions) ARTS IMPACT THEATER AND WRITING INFUSION – Grade Lesson Two: The Emotional Voice 12 ARTS IMPACT THEATER AND WRITING INFUSION Fifth Grade Lesson Two: The Emotional Voice STUDENT SELF-ASSESSMENT WORKSHEET Teachers may choose to use or adapt the following self-assessment tool. Disciplines THEATER WRITING Concept Center Emotion Body and
IE McLoughlin, Michael ECO, REX, SOC GRIII MEMBER - MEMBRE Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. IE Croughan, David CCMI, ECO, INT, REX GRI 5 - ECO/421 Title / Titre: Proposal for a Council Directive Modernising VAT for Cross-Border B2C E-Commerce Category - Size / Catégorie - Taille: B+-3 - 3x1 References / Références: Adoption foreseen / Adoption prévue: 22/02/2017 RAPPORTEUR - RAPPORTEUR Country - Pays Name - Nom Sections In replacement of - En remplacement de Gr. UK Singh, Amarjite ECO, INT GRII MEMBER - MEMBRE Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. FR de Brauer, Philippe CCMI, ECO, TEN GRI 6 - ECO/425 Title / Titre: EU Regulatory Framework for Financial Services Category - Size / Catégorie - Taille: A-6 - 3x2 References / Références: Adoption foreseen / Adoption prévue: 29/03/2017 PRESIDENT - PRÉSIDENT Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. FR Mader, Reine-Claude INT, NAT Jahier, Luca GRIII RAPPORTEUR - RAPPORTEUR Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. BG Angelova, Milena ECO, INT GRI MEMBER - MEMBRE Country - Pays Name - Nom Sections In replacement of - En remplacement de Gr. PL Malinowski, Andrzej ECO, TEN GRI 7 - ECO/423 / Titre: Recommendation for a COUNCIL RECOMMENDATION on the economic policy of the
SE Andersson, Krister ECO, INT GRI MEMBER - MEMBRE Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. HU Komoróczki, István Dr. NAT, REX Art62 Edelényi, András GRI 9 - REX/480 Title / Titre: Towards an EU strategy for international cultural relations Vers une stratégie de l’UE dans le domaine des relations culturelles internationales Category - Size / Catégorie - Taille: A-6 - 3x2 References / Références: JOIN(2016) 29 final Adoption foreseen / Adoption prévue: 29/03/2017 PRESIDENT - PRÉSIDENT Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. PT Trindade, Carlos Manuel REX, SOC GRII RAPPORTEUR - RAPPORTEUR Country - Pays Name - Nom Sections In replacement of - En remplacement de Gr. IT Jahier, Luca ECO, SOC Art62 Metzler, Arno MEMBER - MEMBRE Country - Pays Name - Nom Sections Art62 In replacement of - En remplacement de Gr. AT Maier, Ferdinand REX, TEN GRI EL Dimitriadis, Dimitris ECO, INT Art62 Thomopoulos, Aristotelis GRI 10 - SOC Title / Titre: Permanent Group on Roma Inclusion - Going local mission in Greece Comment / Commentaire: 1 member of the permanent group Roma Category - Size / Catégorie - Taille: Delegation / Délégation -3 - 3x1 Date start / Date début: 09/11/2016 Date end / Date fin: 11/11/2016 Location / Lieu: Greece MEMBER - MEMBRE Country - Pays Name - Nom Sections In replacement of - En remplacement de Gr. FR Malosse, Henri ECO, NAT GRI 11 - SOC Title / Titre: Permanent Study Group on Roma Inclusion - Going local mission to Hungary Comment / Commentaire: For Information Only (Mrs Sharma)
The pool of talented disabled people is as disabled people make nearly a quarter of New Zealand’s working-age population. Failing to attract disabled candidates for job vacancies means missing out on talented potential employees. Consider whether any of the following aspects of recruitment might be acting as barriers to the employment of disabled people in your organisation. Job descriptions and candidate specifications The first step in any recruitment process is to understand what is required of the job. This information is then translated into a job specification. Job descriptions and candidate specifications may needlessly exclude or discourage a highly qualified disabled candidate. To make sure all qualified candidates have the opportunity to highlight their relevant skills and expertise: group job criteria into ‘essential’ and ‘desirable’ aspects rank criteria in order of importance, and consider whether minor tasks could be reassigned to another person don’t include blanket requirements or exclusions in relation to health or disability specify qualifications only where there is a genuine occupational requirement focus on objectives rather than methods. This approach allows both disabled and non-disabled applicants to discuss how they can meet the requirements of the job. A small wording change could result in a wider pool of applicants. For example: Instead of specifying a ‘minimum typing speed’, the job criteria could include ‘produce quality documents using a word-processing program’. A job is advertised which entails visiting older people in the local area. Instead of specifying that a full driver’s licence is required, consider other ways of achieving the objective (such as using the bus). A receptionist’s job description could include making coffee as an additional task rather than an essential one.
Summary Schedule Table 1 Summary Schedule – Summary of Contribution Rates (indexed to June 2004) Community Facilities Open Space Carparking $/Space Drainage Roads and Intersections Land $/DU Works $/DU Land $/DU Works $/DU The Entrance Town Centre $/m3 of site filled up to RL 1.4 $/DVT 1,807 1,911 The Entrance North Entrance Long Jetty Precincts 384 1,854 17,512 14 893 Bateau Bay Precinct Nil 2,285
Not 2 New active substances if dossier is not available on CADDY No. of complete paper sets of the full dossier. No. of CADDY sets for the dossier. Acting as Not acting as rapporteur 1 Renewal of Approved active substances if Dossier is available on No. of complete paper sets of the full dossier. No. of sets for the dossier. Acting as 2 Not acting as rapporteur 0 2
Address Name and Position of Supervisor Job Title Starting Salary $ Ending Salary $ Responsibilities From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO Company Phone Address Name and Position of Supervisor Job Title Starting Salary $ Ending Salary $ Responsibilities From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO Company Phone Address Name and Position of Supervisor Job Starting Salary $ Ending Salary $ Responsibilities From To Reason for Leaving May we contact your previous supervisor for a reference? YES NO REFERENCES – 3 Name Business Address Phone Name Business Address Phone Name Business Address Phone "I CERTIFY THAT ALL THE SUBMITTED BY ME ON THIS APPLICATION IS TRUE AND COMPLETE, AND I UNDERSTAND THAT IF ANY FALSE INFORMATION, OMISSIONS, OR MISREPRESENTATIONS ARE DISCOVERED, MY APPLICATION MAY BE REJECTED AND, IF I AM EMPLOYED. MY MAY BE TERMINATED AT ANY TIME. IN CONSIDERATION OF MY EMPLOYMENT, I TO CONFORM TO THE COMPANY'S RULES AND REGULATIONS, AND I AGREE THAT MY EMPLOYMENT AND COMPENSATION CAN BE TERMINATED (OR REDUCED), WITH WITHOUT CAUSE. AND WITH OR WITHOUT NOTICE, AT ANY TIME, AT EITHER MY OR THE COMPANY'S OPTION. I ALSO UNDERSTAND AND AGREE THAT THE TERMS AND CONDITIONS OF MY EMPLOYMENT MAY BE CHANGED, WITH OR WITHOUT CAUSE, AND WITH OR WITHOUT NOTICE, AT ANY TIME BY THE COMPANY. Signature Date
called the Perception Continuum (our emotional response, or how we think or feel about it). Kolb believed that we cannot perform both variables on a single axis at the same time (e.g. and feel). Our learning style is a product of these two choice decisions. It's often easier to see the construction of Kolb's learning styles in terms of a matrix. Each learning style represents a combination of two preferred styles. The diagram also highlights Kolb's terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing (Active Experimentation - AE) Watching (Reflective Observation - RO) Feeling (Concrete Experience - CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization - AC) Converging (AC/AE) Assimilating (AC/RO) Learning Styles Descriptions Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it's a matter of using emphasis that fits best with the given situation and a person's learning style preferences. Here are brief descriptions of the four Kolb learning styles:Diverging (feeling and watching - CE/RO) people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations at several different viewpoints.
eyes probably result from the interaction of multiple variants within the genes. They are common in Celtic and Dutch people. A study of Icelandic and Dutch adults found green eyes to be more common in women than in men. World-wide the percentage of people with green eyes is estimated to be around 1-2%. eyes often appear to shift in colour from a brown to a green. Although hazel mostly consists of brown and green, the dominant colour in the eye can either be brown/gold or green. Hazel eyes are common throughout Caucasian populations, mainly in regions where blue, green and brown eyed peoples are intermixed. What colour eyes do people in your class have? Sketch a graph showing the frequency of different eye colour for your class. How could Bex, Cora and Doris decide on what eye colour they should give their ‘typical face’? Bex, Cora and Doris decide that they will write “hazel”, ”brown” and “grey” on 3 pieces of card and put the cards in a box. They will shuffle the cards, draw out one card and note the colour, return the card to the box, shuffle and then draw out a second card. The two colours picked will become the colours of the eyes on their ‘typical face’. QUESTION I wonder if… ..it is more likely that the ‘typical face’ will have two eyes the same colour (a match) or have eyes that are different colours? Why do you think so? Investigate this by firstly… PLAN 1 We will use Bex, Cora and Doris’ idea and first investigate this by a data gathering approach. Put three cards, one of each colour eye, in a box. Shuffle the cards, draw out one card and note the colour, return the card to the box, shuffle and then draw out a second card. Do this 10 times and record each pair of eye colours: DATA 1
Questions: page 192 - Analyzing the Text and Image Cite Text Evidence Support your responses with evidence from the selections. Analyze Describe how the two works incorporate the Icarus myth. Which parts of the story do they withhold, and which parts do they emphasize? Both works focus on the death of Icarus and withhold the events that lead to his death. Evaluate Why does Icarus appear as a tiny pair of legs in a corner of the painting? Does he receive greater prominence in the poem? Explain. In the painting, Icarus appears as a tiny pair of legs because his death is of no consequence in the surrounding landscape. Icarus receives slightly greater prominence in the poem. He is mentioned by name in line 14; his legs are mentioned in line 18; and his fall is mentioned in line 20. Synthesize Auden interprets the scene as a human response to suffering. Do you agree or disagree with the poet’s interpretation of the painting? Why? Sample answer: I agree with Auden’s interpretation because Icarus appears in the painting only as a tiny, hard-to-find pair of legs. Without the title, viewers might not notice Icarus at all in the painting.
Bank management 0 0 0 1 0 1 Printing & packing 0 0 0 1 0 1 Gem &jewellary 0 0 0 1 3 4 AC & refrigerator repair 0 0 1 3 0 4 Hotel & restaurant 1 0 0 4 1 6 Textile & Garment industry 0 0 0 6 4 10 Information technology 1 0 1 19 12 33 carpentry 1 0 0 3 4 8 other 0 0 0 27 24 51 5 3 4 100 67 179 To assess the demand for NVQ certification through RPL in the industry Table 4.4 Trade * Easy way to NVQ Cross tabulation Count Easy way to NVQ Total High dissatisfaction Dissatisfaction No satisfa or dis satisfa Satisfied High satisfied 0 0 0 0 1 1 Metal fabricator 1 0 0 0 0 1 Electrical & telecommunication 3 2 3 9 6 23 Office Management 0 1 1 2 0 4 Bank management 0 0 1 0 0 1 Printing & packing 0 0 0 1 0 1 Gem & jewellary 1 0 1 0 2 4 Leather product craftsman 0 0 0 1 0 1 AC & refrigerator repair 0 1 1 0 2 4 Hotel & restaurant 0 0 1 4 1 6
Textile & Garment industry 1 0 1 3 5 10 Information technology 0 1 2 19 11 33 carpentry 2 2 0 3 1 8 other 6 0 3 21 21 51 Art & Media 0 0 0 1 0 1 Ocean &Navy 0 0 0 1 0 1 Automobile mechanic 1 0 0 7 3 11 Electronic 0 0 0 1 0 1 Nurse & assistant 0 0 0 1 1 2 Construction 2 0 1 5 8 16 Total 17 7 15 79 62 180 Above table analyze the survey data of trade wise response to easy way to access NVQ 17 nos highly dissatisfied, 7 nos dissatisfied, 15 nos response neutral, 79 nos satisfied and 62 sample members highly satisfied with that RPL is easy way to collect NVQ certificate. Following graph graphically present the results of survey.
If you’re accepted we can talk about monthly payments and arrange them to suit your needs. We hope that if you are accepted to Leadership SLO you will consider making a contribution that reflects the true cost of giving you this extraordinary experience. #4 of 4 supplemental documents to submit Invitation to Self-Identify (Optional) What is your race/ethnicity? Please mark the one space that describes the race/ethnicity category with which you primarily identify. ___ Hispanic or Latino: a person of Cuban, Mexican, Chicano, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. ___ White: a person having origins in any of the original peoples of Europe, the Middle East, or North Africa. ___ Black or African American: a person having origins in any of the black racial groups of Africa. ___ Asian: a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. ___ Native Hawaiian or Other Pacific Islander: a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. ___ American Indian or Alaska Native: a person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. ___Two or More Races: a person who primarily identifies with two or more of the above race/ethnicity categories.
May 27 – Simi Valley, CA – Simi Valley Cajun & Blues Fest May 28 – Oroville, CA – Feather Falls Casino May 30 & 31 – Oakland, CA – Yoshi’s June 3 - Lake Tahoe, NV – Harrah’s Casino June 4 – Seattle, WA – Triple Door June 7 – Del Mar, CA – San County Fair June 10 – Indio, CA – Fantasy Springs Casino June 16 – Chattanooga, TN – River Bend Festival July 7 – Atlantic City, NJ – Resorts Casino Multi Million selling songs include: Heart Full of Soul The Nazz Are Blue Mister You’re A Better Man Than I Ain’t Got You Little Games; Shapes of Things New York City Blues Back Where I Started Over Under Sideways Down
The Florida Department of 2015-2016 Annual Regulatory Plan Proposed rulemaking in response to laws passed during the previous 12 months which create or modify the duties or authority of the Department of State: Laws amended or created over previous 12 months Must rules be adopted to implement new laws If necessary, has Notice of Rule Development Been Published Expected date of publishing Notice of Proposed Rule Section 97.0525, F.S.; Chapter Laws of Florida No. The law requires the DOS to submit a report by 1/1/2016 which could include proposed laws or rules to facilitate the implementation of the online voter registration application system. N/A N/A Section 101.6952, F.S.; Chapter Laws of Florida Yes Yes. Vol. 41/115, 6/15/2015 Completed - 7/2/15; Rule 1S-2.051 adopted on 8/23/15 Section 103.101, F.S.; Chapter 2015-5, Laws of Florida No. The law changed the date of the Presidential Primary Election. No rulemaking is necessary to accomplish the change; it merely alters the state's election calendar. N/A N/A Section 119.071, F.S.; Chapter Laws of Florida No. Schedule for Body Camera Records will be incorporated into Records Retention Scheduling and Disposition rule N/A N/A
Gen. 1:26 -Note “us” and “our” -This verse, and others, shows that although God is one, He has three distinct personalities -Three personalities that is separate in _______________ but one in thought and purpose They are unified in one complete God! IV. Three Distinct Personalities In The Godhead God the Father Eph. 4:6 God, the Son Mt. 1:23 God, the Holy Spirit Acts 5:3-4 -These three distinct personalities make up the ____________ Godhead Gen. 1:26 “Let us” Gen. 1:2 “Spirit of God” Col. 1:14-17 “Christ” -It should not be difficult to believe that God’s Son is also called God and that His Spirit is also called God -We have a difficult time understanding the Godhead because we try to understand it from a physical standpoint -God is not __________________ but spiritual -He created all that was created Is. 55:8-9 Conclusion -Let us have the faith to accept God as is revealed in his word References-----The Godhead, from Truth for the Word. (tftw.org)
GPR Training week = 40 hrs (Wessex Deanery; 10 sessions see BMA Contract) Usual Session length; = 4 hours (This may on occasion vary to meet work or Educational EWTR maximum = 48 hrs per week (averaged over a reference period) Continuous = 13 hrs per day (with 11hrs continuous rest in 24hrs) = And 24 hrs continuous rest in 7 days = And 20 minute break in work periods over 6 hrs Night workers = no more than 8hrs work in 24hrs Occasional variation from week to week may occur over a reasonable time period however the EWTR regulations must be complied with. A Typical week may look like this; Monday Tuesday Wednesday Thursday Friday Saturday Sunday AM Session Surgery & Short Teaching session Min 2 hrs Protected Tutorial (may also include a short surgery) Educational Leave Session 1 Surgery & Short Teaching session Surgery Visits Visits Visits Visits PM Session Surgery Surgery Educational Leave Session 2 Personal Learning Surgery & Short Teaching session Don’t forget EWTR rest periods Extended Hours Occasional Session Occasional Session Out of Hours ST1 and 2 are required undertake 36 hours Educational Activity across 6 months ST3 are required to train & work 72 hours across 12 months All OOH sessions must be documented and logged (scanned) into the e-portfolio using the OOH record form, Leave Different amounts, purposes and the type of Study leave applies to ST1/2 GP posts from that permitted in the ST3/GPStR year. (see xxxx document for guidelines) ST1/2 GP Trainee’s in Hospital posts fall under their individual Hospital Trust policies and Guidelines. They should however be able to attend the month GP Patch day and take study leave to meet with their Trainer in the practice (minimum 2 days per 6 months) Seniority/Pay grade & Holiday leave (see BMA contract and Handbook)
QUALIFICATION AWARDING BODY SUBJECT(S) (incl. grades, if applicable) DATE OF COURSE AND AWARD PRESENT POSITION HELD: NAME AND ADDRESS OF SCHOOL TYPE (including whether single sex): Mixed NO. ON SCHOOL ROLL: EDUCATION AUTHORITY: ADDRESS: DATE APPOINTED: SCALE OF POST: CURRENT SALARY: PREVIOUS EMPLOYMENT AS A QUALIFIED TEACHER PLEASE GIVE DETAILS OF TEACHING PRACTICE IF THIS IS AN APPLICATION FOR A FIRST TEACHING APPOINTMENT NAME AND ADDRESS OF SCHOOL AND NAME OF LEA, WHERE APPLICABLE TYPE OF SCHOOL AND NO. ON ROLL POSITION HELD AND SCALE OF POST – (FULL-TIME OR PART-TIME) DATES OF EMPLOYMENT REASON FOR LEAVING DATE COURSE TITLE COURSE ORGANISER 6. EMPLOYMENT HISTORY THAN TEACHING NAME AND ADDRESS OF EMPLOYER NATURE OF EMPLOYMENT (STATE WHETHER FULL-TIME OR PART-TIME) SCALE OF POST AND SALARY DATES OF
FOR IMMEDIATE RELEASE OCTOBER 24, 2018 “THE GREATEST SHOWMAN – REIMAGINED” AVAILABLE FOR PRE-ORDER BEGINNING TODAY WITH A STUNNING VERSION OF “A MILLION DREAMS” PERFORMED BY P!NK AND THE “A MILLION DREAMS (REPRISE)” FROM HER DAUGHTER WILLOW SAGE HART HEARTWARMING BEHIND THE SCENES VISUAL COMPANION OF THE TWO TOGETHER IN THE STUDIO AVAILABLE ALL-STAR COMPANION TO FEATURE NEW VERSIONS OF SONGS ORIGINALLY FOUND ON CHART-TOPPING SOUNDTRACK OTHER CONTRIBUTING GLOBAL SUPERSTARS INCLUDE KELLY CLARKSON, PANIC! AT THE DISCO, MISSY ELLIOTT, KESHA, JAMES ARTHUR, ANNE- MARIE, PENTATONIX, ZAC BROWN BAND, TY DOLLA $IGN, SARA BAREILLES AND MORE “THE GREATEST SHOWMAN-REIMAGINED” FEATURING ALL SONGS WRITTEN BY GRAMMY®, TONY, and ACADEMY AWARD-WINNING DUO BENJ PASEK AND JUSTIN PAUL – DUE EVERYWHERE NOVEMBER 16TH “THE GREATEST SHOWMAN – ORIGINAL MOTION PICTURE SOUNDTRACK: SING-A-LONG EDITION” AVAILABLE NOW (New York, NY) The pre-order for Atlantic Records’ highly anticipated “THE GREATEST SHOWMAN – REIMAGINED” arrives today and is available . The unprecedented new companion to Atlantic’s RIAA 2x platinum certified soundtrack to 20th Century Fox’s blockbuster musical film, will arrive everywhere on Friday, November 16th. THE GREATEST SHOWMAN-REIMAGINED pre-order comes accompanied by P!nk’s stunning version of “,” as well as the “” performed by her daughter Willow Sage Hart. The two recorded together in the studio and are featured in an incredibly heartwarming video which can be seen . Atlantic Records will also release two additional tracks prior to the release of the album, with Panic! At The Disco’s “The Greatest Show” to arrive on November 2nd and Kelly Clarkson’s “Never Enough” on November 9th. Last Friday, Atlantic Records also released “THE GREATEST SHOWMAN – ORIGINAL MOTION PICTURE SOUNDTRACK: SING-A-LONG EDITION,” a deluxe repackaging of the album presented as a hardback CD book, including a 32-page booklet containing all song lyrics from the film and a bonus ‘Sing-a-Long’ disc featuring instrumental versions of the original tracks. This repackaging is available now .
explain that unsupported objects fall towards the because of the force of gravity acting between the Earth and the falling object Iidentify the effects of air resistance, resistance and fiction that act between moving surfaces recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to haveeater effect Earth and Space to be able to describe the movement of the Earth, and other planets, relative to the Sun in the solar system to be able to describe the Sun, and Moon as approximately spherical bodies to be able to describe the movement of the Moon relative to the to the able to use the idea of the Earth’s rotation to explain day and night and the apparent movement of the Sun across the sky SUBJECT AREA: History End of year expectations: Year 5 to know and understand significant aspects of the history of the wider world: the achievements of past non-European societies gain and deploy a historically-grounded understanding of the abstract term: parliament understand the historical concept of continuity and change frame historically-valid questions and create own structured accounts, including narratives and analyses understand the methods of historical enquiry including how evidence is used rigorously to make historical claims gain historical perspective by placing growing knowledge into different contexts, understanding the connections between national and international history and between economic and political history SUBJECT AREA: P.E.
Asthma 20 Cardiovascular 20 Limited mobility 19 pain 17 Mental health 17 Cancer 3 Disability 2 Falls 1 Dementia 1 Haemoglobinopathies 1 Autoimmune 1 Head injuries 1 Osteoporosis 1 Diabetes 1 Age Age is often used as a proxy for health condition: older people are more likely to suffer from conditions which make them more vulnerable to cold and have always accounted for the majority of excess winter deaths. More and more schemes however are starting to consider fuel poverty as an affecting all ages and influenced more by health and income than by age itself. Income Low incomes are usually (but not always) a contributing factor to fuel poverty, and local authorities in particular are used to targeting based on proxies for low income, such as receipt of certain benefits. These have also been commonly used criteria for national and energy company grant schemes. However, some scheme managers reported that there has been an increase in working adults who are on low incomes but not on benefits, and that these groups may fall outside standard eligibility criteria based on benefits. To avoid this, you may choose to set an income floor, a level below which anyone will be eligible for support. Tenure Schemes often target specific services (e.g., grants) based on housing tenure. For local authorities, the emphasis is often on private sector housing given social housing tends to have higher standards, their own drivers for improvements and less funding available. Changes to grant regimes, however, can lead to other tenures becoming eligible. It is worth ensuring that you have strong relationships with local housing providers both to maximise these opportunities but also to avoid duplicating efforts in reaching the same householders. Requirements of the funder Some of the schemes in the research had been specifically set up in the past year to deliver a grant-funded project. For these, their objectives and criteria were almost totally driven by the requirements of funders (though there would be some alignment with local priorities). These criteria might relate to health, age, income or tenure. Some criteria were not used by schemes in this research, and it is interesting to acknowledge these:
A directory of resources and links providing data about public health issues in England. Links include, for example, CCG level analyses of long term health conditions such as cardiovascular disease. Climate: Observations, projections and impacts – Met Office et al An overview of expected impacts of climate change in the UK.
Representative from Education Welfare Service Representative from Looked After Children Service Representative from Offending Team Representative from Educational Psychology 3.2. Subject to its right of appeal to the Secretary of State in relation to a named student, the Academy Trust will admit all students with a statement of special educational needs naming the alternative provision free school. Admission forms are available at 4.0 Admissions’ Criteria 4.1. In the case of oversubscription of applications, the Trustees will refer to these criteria in priority order: Young people with a statement of SEN. Looked after children including adopted children who were previously in care and children who leave care under a special guardianship or residence order. In the unlikely instance a decision cannot be reached using these criteria, the trustees will offer places to those whose needs would be best met by placement at The Heights Free School. 5.0 Appeals 5.1. Admission Appeals arrangements are not statutory regarding AP schools. However, at The Heights Free School we want to be as fair, objective and transparent as we can with all stakeholders regarding our admissions procedures. 5.2. Commissioners have the right of appeal against the refusal of a place at The Heights Free School. Commissioners wishing to appeal must follow the procedure contained within The Heights' appeals procedure which is available on The Heights' website or by request. 5.3. The commissioner of any child who is refused a place at The Heights has a right of appeal to an Independent Appeals Panel. The panel consists of three members, one of whom will be fully independent of the management and running of The Heights Free School. The panel will consider the circumstances of the case put before them. Both The Heights and the Commissioner must abide by the decision it makes.
Appendices Appendix A A basic summary of listed “Needs” on as at 11am 26 September 2016: Loose Category Listed as “Need” Listed as “Have” Material: Tools tripods LED studio light floor paint copper pipe digital projectors microscope cameras power tools (sand blaster) pottery wheel projection screens tripods LED studio light CD player + amplifier vocal recording studio (with all gear) pottery wheels (free ceramics firing and clay, equipment portable dance floor large video projection screen risograph printer power tools (drills, grinder, drop saw and more) interesting books and academic texts zoom recorder floor fan 2012 model macminis camera 5D tripod media players projectors TV screens VHS tapes VCRs CRT monitors Keyboard amp PA system w/ mixing deck equipment, green screen cameras, tripod, sound equipment
Labour/skills for projects Hand Model Proofread a document (urgent) merch seller babysitting videographer marching band session musicians plumber interns people to help put on gigs in Melbourne website design marketing graphic design woman to lie on a rock in a bikini sanding and painting short films for website decorate a studio apartment install system project help transport cleaner install toilet sky writer web design, web development web scraping feedback for ideas translation research and local planning editor transport and help storage arts reviewer arts writer sound engineering sound producing sound recording videographer photographer performance feedback creative consulting art installation pet sitting affectionate cat web hosting large van + transport photography translate Swedish facilitation capabilities cooking/catering video editor (many) ambisonic audio recording proofreading text editing German translation Russian translation Spanish translation installation support project advice marketing advice graphic design proposal writing performance acting talking people through concepts consultation around arts and politics Admin skills Grant writing skills tour management sound engineering sound producing sound recording videographer photographer