zilongwang/ReadingBank huggingface dataset:
Three Models for Team Interaction Component Multidisciplinary Interdisciplinary Transdisciplinary Philosophy of Team Interaction Team members recognize the importance of contributions from several disciplines. Team members are willing and able to share responsibility for services among disciplines. Team members commit to teach, learn, and work across disciplinary boundaries to plan and provide integrated services. Family Role Generally, families meet with team members separately by discipline. The family may or may not be considered a team member. Families may work with the whole team or team representatives. Families are always members of the team and determine their own team roles. Lines of Communication Lines of communication are typically informal. Members may not think of themselves as part of a team. The team meets regularly for case conferences, consultations, etc. The team meets regularly to share information and to teach and learn across disciplines (for consultations, team building, etc.). Staff Development Staff development generally is independent and within individual disciplines. Staff development is frequently shared and held across disciplines. Staff development across disciplines is critical to team development and role transition. Assessment Process Team members conduct separate assessments by disciplines. Team members conduct assessments by discipline and share results. The team participates in an arena assessment, observing and recording across disciplines. IEP/IFSP Development Team members develop separate plans for intervention within their own disciplines. Goals are developed by discipline and shared with the rest of the team to form a single service plan. Staff and family develop plan together based on family concerns, priorities, and resources. IEP/IFSP Implementation Team members implement their plan separately by discipline. Team members implement parts of the plan for which their disciplines are responsible. Team members share responsibility and are accountable for how the plan is implemented by one person, with the family. From Garland, C. G., McGonigel, J. J., Frank, A., & Buck, D. (1989). The transdisciplinary model of service delivery. Lightfoot, VA: Child Development Resources; and Woodruff, G., & Hanson, C. (1987). Project KAI training packet. Unpublished manuscript. Funded by the U.S. Department of Education, Office of Special Education Programs, Handicapped Children’s Early Education Program.
MH -- I was a prosperous farmer near the and I began to be associated with them and the church. Eventually, I used personal funds to help finance the publishing of the BofM. Judge – Mr. Harris you were also a witness? MHarris – Yes your Honor. JS told me that if I would humble myself, I would be a witness. Judge – So you were with Mr. Cowdery and Mr. Whitmer when the supposed Angel appeared? MH – No sir. Judge -- Why not? MH – We joined together in preparation to become witnesses. We went with JS to a private location to pray. JS prayed first and then each of us. Judge – Then the angel appeared? MH –No, so we repeated the pattern and again no result. Finally, as I prayed, I felt that it was because of me and certain issues I had that the angel was not able to appear and so I left their Company. Judge – Mr. Whitmer is this true? DW – Yes sir, and shortly thereafter, an angel appeared to us and showed the Golden Plates to myself and Oliver. -- So you admit, that Mr. Harris’ testimony is fraudulent? DW – No sir, later that day. Mr Harris had sufficiently prepared himself and was also able to have the exact same experience as us and, therefore, also able to sign his name to the statement. Judge: But you left the church that you were a witness for? Certainly, you no longer can support your statement.
Buds Public School, Dubai Grade: 8 Third Mid Term Portions SUBJECT PORTION ENGLISH One Thousand Cranes Something he shouldn’t have done Night of the Scorpion Active Passive ,Future Perfect, Error correction Formal Letter, Article Writing, Diary Entry. MATHS Quadrilaterals, Parallelograms, Construction of Quadrilaterals SCIENCE Light, Natural phenomena, metals and non- metals, conservation of plants and animals. SOCIAL History: Colonialism and Tribal Societies The Revolt of 1857 Geography: Major Industries UAE SST: Maker of the Modern Arab State Model URDU - وزیر1 2 – محنت ( نظم) 3- پرنسپل کے نام بھائی کی شادی کی درخواست - TAMIL Kamba ramayanam Katttvurigal Kavadi Sindhu HINDI
Three Year Plan/ Plean Trí Bliana Year 1: Curricular Areas Year 1: Other Policy Areas Year 2: Curricular Areas Year 2: Other Policy Areas Year 3: Curricular Areas Year 3: Other Policy Areas Priorities Tosaíochtaí SSE FMS Policy Polasaithe Rationale Réasúnaíocht Plan development Plean Forbartha Review Athbhreithniú Re-Ratification Athfhaomhadh Timescale Am Monitoring Monatóireacht
TASK TIME SPENT DRIVE TRAFFIC? CONVERT TRAFFIC TO ADDRESSES? MEASURABLY IMPROVE ENGAGEMENT? WIBBOW? Improve my website functionality 25 mins NO YES YES No – all good Send out a survey to my audience to find out what makes them tick 60 mins NO NO YES No – all good Run a book giveaway and ask my fans to with their friends 60 mins YES YES YES No – all good
Quarter 1 Aug 10 – Oct 16 Topics May Include : Safety, and procedures / Elements of art *May vary in time frame and order* Possible Materials and Resources 1 Class safety, rules , procedures 2 What is Art? What is the purpose of Art? What is Sculpture? 2D vs. 3D? How to view a 3-D work of art. Project Powerpoints, Edmodo, Textbook, Self-Evaluations and Criticism 3 Review: Elements of Art. Procedures for organizing notes for Art Class. Steps of Art Criticism Acrylic Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone 4 Sketchbook Assignment: Sketching techniques Color Wheel Drawing 3-Dimensionally 5 Sculpture: Artists and Artifacts throughout History 6 Wire / Mache Processes / Subtractive Sculpture Quarter 2 Oct 20 – Dec 18 Principles of Design/ Writing about artwork Possible Materials and Resources 1 Principles of design: Proportion, Balance, Emphasis, Contrast, Harmony and Unity, Pattern and Repetition, Movement and Rhythm- Cornell Notes/ Foldable Project Powerpoints, Edmodo, Textbook, Self-Evaluations and Criticism 2 Principles of Design - Sketchbook exploration of examples 3 Principles of Design Art analysis/ critiquing master pieces. 4 Sculpture that incorporates (Principles of Design) proportion, balance, harmony and unity ( Elements of art) texture, color scheme, shapes, line, form,- Planning a design 5 Color theory Acrylic Paint, Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone
6 Critiquing and reflecting on the creation process. Compare and contrast of Art. 7 Create an artist statement Quarter 3 Jan 6 – Mar 17 Ceramics and Pottery Possible Materials and Resources 1 Explore the Stages of Clay 2 Sculptors: Ceramics of the World and History Acrylic Paint, Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone 3 Ceramics and Pottery Tools 4 Sculpture Combining all hand-building methods; Showing Conceptual Methods 5 Combining hand-building methods 6 Combining Hand-Building methods 7 Slab Project: Focusing on Relief 8 Slab Project: Focusing on Relief 9 Alternative Fire Methods: Glaze Techniques and Processes Quarter 4 Mar 29 – May 26 Week Mixed Media Possible Resources 1 Create an Art Criticism: per piece, per quarter Curatorial, Presentation 2 Create an artist statement for each quarter of work represented in their portfolio 3 Art History Collaboration piece influenced by Artists across History 4 End of the year art show, best pieces for show and portfolios out for demonstration 5 Mixed Media Sculpture
Quarter 1 Aug 10 – Oct 16 Topics May Include : Safety, rules and procedures / Elements of art *May vary in time frame and order* Possible Materials and Resources 1 Class safety, rules , procedures 2 What is Art? What is the purpose of Art? What is Sculpture? 2D vs. 3D? How to view a 3-D work of art. Project Powerpoints, Edmodo, Textbook, Self-Evaluations and Criticism 3 Review: Elements of Art. Procedures for organizing notes for Art Class. of Art Criticism Acrylic Paint, Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone 4 Sketchbook Assignment: Sketching techniques Color Wheel Drawing 3-Dimensionally 5 Sculpture: Artists and Artifacts throughout History 6 Themes or Conceptual works of Art: Connections to Artists and Concepts (Examples: Marcel Duchamp, Joseph Cornell, George Segal, Sandy Sckogland) Quarter 2 Oct 20 – Dec 18 Principles of Design/ Developing a Personal Theme/ Concept: Personal Artistic Voice Possible Materials and Resources 1 Principles of design: Proportion, Balance, Emphasis, Contrast, Harmony and Unity, Pattern and Repetition, Movement and Rhythm- Cornell Notes/ Foldable Incorporating Design into Themes and Concepts Project Powerpoints, Edmodo, Textbook, Self-Evaluations and Criticism 2 Principles of Design - Sketchbook exploration of examples 3 Principles of Design Art analysis/ critiquing master pieces. 4 Sculptural Theme / Concepts that incorporates (Principles of Design) proportion, balance, harmony and unity ( Elements of art) texture, color scheme, shapes, line, form,- Planning a design 5 Color theory: Emotions through Color
Acrylic Paint, Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone 6 Critiquing and reflecting on the creation process. Compare and contrast works of Art. 7 Create an artist statement towards current theme or concept Quarter 3 Jan 6 – Mar 17 Ceramics and Pottery Possible Materials and Resources 1 Using Ceramics to portray Personal relevance / Symbolism 2 Sculptors: Ceramics of the World and History showing concepts and themes Acrylic Paint, Markers, Papier Mache, Cardboard, Plaster, Wire, Clay, Wood, Stone 3 Making your own Ceramics and Pottery Tools 4 Sculpture Combining all hand-building and wheel-thrown methods; Showing Conceptual Methods 5 Combining hand-building methods and wheel-thrown methods 6 Combining Hand-Building methods and wheel-thrown methods 7 Developing and planning a thematic Art Events: Collaboration with student artists 8 Gallery Visit: Curatorial Statement and Development of reporting Gallery Visits 9 Alternative Fire Methods: Glaze Techniques and Processes Quarter 4 Mar 29 – May 26 Week Mixed Media Possible Resources 1 Create an Art Criticism: per piece, per quarter Curatorial, Presentation 2 Create an artist statement for each quarter of work represented in their portfolio 3 Art History Connection: influenced by Artists across History
What he did: -He had turned _______________ traveling preachers -He had turned out of the church those who were helping traveling preachers Characteristics of Diotrephes: -He put himself first -He spoke evil of John two characteristics often go together – lovers of first place are often critical of others IV. Demetrius – Lover Of Faithfulness – Vs. 11-12 Demetrius had a good report others, of the truth and of John His life showed that he followed God’s word He appears to be offered as a _____________ for Gaius and others to follow Lessons For Us 1. We are to be hospitable 1 Pet. 4:9 2. We must “walk in truth” 2 Jn. 2, 4 3. Sinful pride can cause us to lose our good judgment - Proverbs 11:2 4. Christians are not always what they should be We may have to serve in the face of opposition from others 5. Christians often imitate other Christians -What example are we setting in the local church? -Who are we imitating? Gaius had Diotrephes and Demetrius – who would you have followed? 6. We must not allow “spirit of Diotrephes” dominate our lives Micah 6:8 7. We must follow that which is good 3 Jn. 11 Conclusion If John had written a letter in which your name was mentioned, what would he have said about you? References---1) The Three men of Third John, outline by Winfred Clark (Expositions of the Expositor) 2) “The Third Epistle of John, Mark Copeland, (executableoutlines.com.) 3)The Third Epistle of John, Know Your Bible, by Frank J. Dunn, 1997
THREE PHASE INVERTER AIM To simulate Three phase inverter using MATLAB Simulink model SOFTWARE USED MATLAB 2010 SIMULINK LIBRARY BROWSER Item Path Icon Opening Simulink on the Simulink icon on Matlab taskbar Type Simulink on Matlab Command Window Selecting New File File -> New -> Model Selecting DC Source Libraries ->SimpowerSystems -> electrical sources Selecting IGBT Libraries ->SimPowerSystems ->Thyristor Selecting Series RLC branch Libraries ->SimpowerSystems -> Elements Selecting Pulse Generater(Triggering) Libraries -> Sources Mux Libraries -> Simulink ->Commonly used blocks Voltage Measurement Libraries ->SimpowerSystems -> Measurement Scope Libraries -> Sink THEORY Device that converts dc input voltage to ac output voltage of desired magnitude and frequency is called an inverter.Inverters can be classified into single phase inverters and three phase inverters . Switching devices used in inverters uses PWM control signals for producing an ac output voltage. If the input voltage remains constant the inverter is called a Voltage source inverter and if the input current remains constant it is known as a Current source inverter. Three phase inverters are normally used for high power applications. A Three phase inverter can be obtained from a configuration of six transistors and six diodes as shown. Two types control signals can be applied to the transistors 180˚ conduction or 120˚ conduction.180 ˚conduction conduction has better utilisation of switches and is preferredmethod. In 180˚conduction mode each transistor conducts for 180˚ and in 120˚conduction mode each transistor conducts for 120˚ CIRCUIT
1200-1800: T1,T2,T3 VAB=VAN-VBN=0, VBC=VBN-VCN=V , VCA=VCN-VAN= -V VAN=V/3, VBN= V/3, VCN= -2V/3 1800-2400: T2,T3,T4 VAB=VAN-VBN=-V, VBC=VBN-VCN=V , VCA=VCN-VAN= 0 VAN= -V/3, VBN=2 V/3, VCN= -V/3 2400-3000: T3,T4,T5 VAB=VAN-VBN=-V, VBC=VBN-VCN=0 , VCA=VCN-VAN= V VAN= -2V/3, VBN= V/3, VCN= V/3 3000-3600: T4,T5,T6 VAB=VAN-VBN=0, VBC=VBN-VCN=-V , VCA=VCN-VAN= V VAN= -V/3, VBN=- V/3, VCN= 2V/3 Wave forms for 180˚conduction mode
DAP 6600.0 6600.0 6600.0 Urea 16875.0 1875.0 1875.0 1875.0 Total ±9.2b ±4652.9b 175924.9 ±9160.7a 179787.8 ±9567.6a Gross Revenue Fish production (kg/ha) 1460.8 ± 299.2b 3521.4 ±814.8a 2933.4 ±334.1ab 3930.6 ±630.3a Gross revenue (NRs./ha) 292124.8 ±59876.5b 704259.9 ±162978.5a 586662.0 ±401168.0ab 786135.8 ±436139.7a Net return (NRs./ha) 203314.8 612022.8 ±158823.9a 410737.1 606348.0 ±128319.3a Benefit-cost ratio 3.3±0.6b 7.4±1.3a 3.3±0.3b 4.5±0.8b Figure 1. Growth of Nile tilapia in cages in different treatments during the experimental period. T2 = tilapia-carps integration and T4 = tilapia-catfish-carps integration system. Figure 2. Growth of African catfish in in different treatments during the experimental period. T3 = catfish-carps integration and T4 = tilapia-catfish-carps integration system. BRACKISHWATER POLYCULTURE OF TILAPIA WITH MILKFISH IN ACEH, INDONESIA Hasanuddin and Michael Rimmer POLYCULTURE OF TILAPIA AND SEAWEEDS IN CRAB PONDS IN INDONESIA AND THAILAND May Myat Noe LWIN
4.2 and all other paragraphs of charges are relevant Part 2 of Schedule (Charges) – Volumetric % +/- changes updated in paragraph 5.1. Insert each point which needs completion Part 2 of Schedule (Charges) – Payment updated in paragraph 5.1.3. Insert each point which needs completion Part 2 of Schedule – consider payment date for fixed payment in paragraph 6.2 Part 3 of Schedule (Customer Policies) – all relevant customer policy obligations to schedule. All policies have been checked by relevant KWS(R) parties. Part 4 of Schedule (Services Levels) – all services levels and checked by relevant KWS(R) parties Part 5 of Schedule (Sites and Support Points) – all Sites and Supply Points detailed and checked by relevant KWS(R) parties. Do not use plan Remove “draft” watermark
Times Lucky Who is the author of Three Times Lucky? Sheila Turnage According to the book, Three Times Lucky, what grade is Mo in? 6th (p. 1) According to the book, Three Times Lucky, what is the name of Dale’s dog? Queen Elizabeth II (p.1) According to the book, Three Times Lucky, what city does Mo live in? Tupelo Landing (p. 1) According to the book, Three Times Lucky, who turned up dead and turned things upside down in Tupelo Landing? Mr. Jesse (p.1) According to the book, Three Times Lucky, why did Dale sleep with his windows up in the summer? He likes to hear the frogs and crickets, but mostly because his dad is too sorry to bring home air conditioning (p. 2) According to the book, Three Times Lucky, what religion is Dale’s family? Baptist (p. 2) According to the book, Three Times Lucky, why can’t Mo go fishing with Dale? The Colonel wasn’t up to cooking, so she had to open the café (p. 2) According to the book, Three Times Lucky, what is Mo’s name? Mo LoBeau (p. 2) According to the book, Three Times Lucky, why couldn’t Miss Lana open the café with Dale wanted Mo to go fishing with him? She left town when the Colonel slipped in (p. 2) According to the book, Three Times Lucky, who was the closest thing to family that Mo had? The Colonel and Miss Lana (p. 2) According to the book, Three Times Lucky, who is Dale’s mom? Mrs. Rose (p. 3) According to the book, Three Times Lucky, who is Mrs. Rose? Dale’s mom (p. 3) According to the book, Times Lucky, who is the only person in class that is smaller than Dale? Sally Amanda Jones (p. 4) According to the book, Three Times Lucky, the mayor had a new sign made. What did it say? Welcome to Tupelo Landing, NC. Population 148 (p.4) According to the book, Three Times Lucky, what kind of car did the Colonel have? ’58 Thunderbird (p. 5) According to the book, Three Times Lucky, why did Mo call the Colonel’s car an Underbird? The T and H had fallen off (p. 5)
There are 3 types of DBS checks. Standard Check This checks for spent and unspent convictions, cautions, reprimands and final warnings. Enhanced Check – An Enhanced check is the highest level of check available to anyone in regulated activity or a profession. This check includes the same as the standard check plus any additional information held by the local police that’s reasonably considered relevant to the being applied for (adult, child or ‘other’ workforce). ‘Other’ workforce means those who don’t work with children or adults specifically, but potentially both, eg taxi drivers. In this case, the police will only release information that’s relevant to the post being applied for. Enhanced check including Barred lists This is like the enhanced check, but includes a check of the DBS . An employer can only ask for a barred list check for . It’s a criminal offence to ask for a check for any other roles.
Three-Way Meeting Checklist Three-Way Meeting #1 (Occurs after Announced Observation #1). Before During 45- 60 min After TC Complete Self-Assessment & Forms Share with PS/SP Conduct a Post-Conference for Announced Obs. #1 Share baseline assessment Finalize professional practice goal Agree on implementation plan Sign-off at conclusion of meeting Share goals and plan with practicum seminar instructor SP and PS Calibrate feedback from Announced Obs. #1 Review Candidate Self-Assessment & Goal-Setting Forms Prepare to share baseline assessment on CAP Rubric Act on commitments made in implementation plan Forms Required: Observation Form: Announced Observation #1 Recommended: Model Observation Protocol: Planning Form Candidate Self-Assessment & Goal Setting Form Baseline Assessment Form Required: Observation Form: Announced Observation #1 CAP Form Recommended: Finalized Goal(s) & Implementation Plan Form Recommended: Finalized Goal(s) & Implementation Plan Form NOTES:
Three-Way Meeting Checklist Meeting #3 (Occurs in final two weeks of practicum, after Unannounced Observation #2). Before During 30-45 min After TC Share evidence of performance including, but not limited to: candidate artifacts, measures of student learning, student feedback summative assessment ratings and discuss Sign-off at conclusion of meeting Draft a professional practice goal to use during first (or next) year of employment SP and PS Review all available evidence Individually assess candidate performance using the CAP Rubric by completing the Summative Assessment Calibrate summative assessment ratings Ensure all documents are retained in candidate files Submit summative assessment data Forms Required: Summative Assessment Form Required: CAP Form Summative Assessment Form NOTES:
states that Plaintiff’s conduct was calculated to cause and did cause Defendant to suffer serious emotional stress proximately resulting from its actions. As a proximate result of the actions of Plaintiff complained of herein, Defendant has suffered the loss of his job position, past and future wages and benefits, diminished earning capacity, professional damage, and great mental and emotional stress, anxiety, humiliation and embarrassment COUNTERCLAIM II-BREACH OF CONTRACT Defendant incorporates each and every allegation contained in paragraphs 1 through 11 of the Counterclaims by reference in its entirety as if fully restated herein. Defendant and Plaintiff had an employment contract, by which removal of Defendant from his position as an officer of Plaintiff, required a vote of the shareholders of the corporation. (Exhibit 1) Pursuant to the Plaintiff’s Bylaws (Exhibit 2), every shareholder is entitled to a vote in person or by proxy, with 10 days notice to each shareholder before a vote is to take place. Plaintiff breached its contract with Defendant when it failed to provide notice of a meeting to Defendant, and did not hold a valid vote to remove Defendant from his position as Chief Operating Officer and Secretary. For Plaintiff’s breach, Defendant is entitled to be compensated for performance under the contract. WHEREFORE, Defendant prays for relief with judgment against Plaintiff for compensatory and general damages in an amount exceeding the sum of $25,000.00, plus interest
2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year Capacity to plan strategically and translate plans into action. Is a strategic plan they work to? Is progress monitored and reviewed? Is there evidence that they have ever adapted this because of changed circumstances? 1st assessment #1-5: Description of strengths and weaknesses 1st target #1-5: Priorities for improvement over coming year 2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year Clear plan of activities Is there an operational plan the organisation follows to implement their ideas or is it all unplanned and decided day by day ? How are operational plans adapted when circumstances change? 1st assessment #1-5: Description of strengths and weaknesses 1st target #1-5: Priorities for improvement over coming year 2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year
1st target #1-5: Priorities for improvement over coming year 2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year Capacity to engage with service providers Do they have contacts with service providers in health/ education/ credit etc? 1st assessment #1-5: Description of strengths and weaknesses 1st target #1-5: Priorities for improvement over coming year 2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year Capacity to engage with Government/ decision makers at different levels Do they have contacts with local government officials at appropriate levels? Have they influenced decision making through these contacts? 1st assessment #1-5: Description of strengths and weaknesses 1st target #1-5: Priorities for improvement over coming year 2nd assessment #1-5: Description of strengths and weaknesses 2nd target #1-5: Priorities for improvement over coming year 3rd assessment #1-5: Description of strengths and weaknesses 3rd target #1-5: Priorities for improvement over coming year
The undersigned is informed of the significance of the foregoing representations and warranties and they are made with the full intention that they will be relied upon by the Company in connection with any potential investment made in connection herewith. IN WITNESS WHEREOF, the undersigned has executed this Investor Questionnaire this ___ day of __________, 201__. (Check one) [ ] Individually [ ] Joint tenants with rights of survivorship [ ] Tenant in Common [ ] In partnership* [ ] As custodian, trustee or agent for _______________** [ ] Corporation *** ______________________ * If a partnership, please include a copy of partnership agreement and certificate authorizing investment. ** If a custodian, trustee or agent, please include trust, agency or other agreement and certificate authorizing investment. *** If a corporation, please include articles of incorporation; certificate that investment was duly authorized, with corporate resolution or other document authorizing investment attached; and certificate of incumbency of officers. Signature of Investor Print Name Title, if applicable Mailing Address City, State, Zip Social Security Number or Taxpayer Identification Number Signature of Co-Investor If any Print Name Title, if applicable Mailing Address City, State, Zip Social Security Number or Taxpayer Identification Number
Agreement and Signature By submitting this application, I affirm that the facts set forth in it are true and complete. I understand that if I am accepted as a vendor, any false statements, omissions, or other misrepresentations made by me on this application may result in my immediate dismissal. Red River Valley Fair Grounds, Thrive Fest North, and Rising Entertainment live and its associates are not responsible for any loss, injuries or damage while on the property or at any time. This includes any weather related issues. You must carry your own insurance coverage for loss, injury or damage. Name (printed) Signature Date Our Policy It is the policy of this organization to provide opportunities without regard to race, color, religion, national origin, gender, sexual preference, age, or disability. Thank you for completing this application form and for your interest in being a vendor with us. MAIL YOUR COMPLETED APPLICATION AND CHECK WITHIN 30 DAYS TO: RISING ENTERTAINMENT LIVE P.O. Box 841 Park Rapids, MN 56470 If you have any questions feel free to call anytime 218-652-6824 Email: risingentertainment@live.com
THRM 112 HOUSEKEEPING OPERATIONS Program outcomes in terms of Knowledge Program outcomes in terms of Skills Program outcomes in terms of Competencies Course Learning Outcomes 1 2 3 4 5 6 7 8 9 10 11 12 13 1 F P F 2 F P F 3 F P F 4 F P P F 5 F P F 6 P P P F P P P P P 7 F F F 8 P P P F 9 F F F 10 F F P F F P
THRM 412 Research Methods Program outcomes in terms of Knowledge Program outcomes in terms of Skills Program outcomes in terms of Competencies 1 2 3 4 5 6 7 8 9 10 11 12 13 1 F P 2 F F P P P 3 P F P 4 F P 5 F F F 6 F F 7 F F 8 P F F P P 9 P P P P P 10 F P P
Examination of ethical issues such as sex discrimination, sexual harassment, pay disparity, sex tourism etc. 25hrs. 13 7,8,9,10,1 1 5,7,10,11, 12,13 Presentations 3 2 Summary of the Article-15hrs. Presentation of the Article -15hrs Participation 10 10 5 14 6,10,11 7,11,12, 13 Final Exam Exam – 35hrs. 35 Total 180 36 24 120 100 THRM 414 Ethics and Social Issues in Tourism Program outcomes in terms of Knowledge Program outcomes in of Skills Program outcomes in of Competencies 1 2 3 4 5 6 7 8 9 10 11 12 13 1 P P P F 2 P P P F 3 P P P F 4 P P P F 5 P P P F 6 P P P F 7 F P F F F 8 F F 9 F F 10 P 11 F P P F F
Course Code: THRM 444 Number of ECTS credits: 5 ECTS (student work load: 150) Course Name: Cultural Exchange and Tourism. Instructor Name: Asst. Prof. Dr. Tacgey DEBES Date: Student Work Load Weight of Asses. (%) Week Course LOS Program LOS Educational Activities Lectures Independent Work Assessment Hours 1 1,2,9 2,3,4,7 Lecture 1: Introduction of cultural exchange 3 2 2 1,2 2,4 Lecture 2: Concept of cultural exchange 3 2 3 1,2,4,9 1,2,3,4,7 Lecture 3: Relationship between culture and tourism 3 2 4 1,4,8 1,2,4,8 Lecture 4: Scale of cultural exchange 3 2 5 Lecture 5: Consequences of cultural exchange 3 2 6 Lecture 6: Cypriot culture 3 2 Weekly assignment-10 hrs. 10 7 1,3,4 1,2,4 MID-TERM WEEK Exam – 30 hrs. 30 8 1,3,4 1,2,4 Lecture 7: Tourism development in Cyprus 3 2 9 2,9,10 2,3,4,7,8 Lecture 8: Effects of tourism on culture 3 2 10 2,9,10 2,3,4,7,8 Lecture 9: Managing the cultural exchange in tourism destination 3 2 11 2,9,10 2,3,4,7,8 Lecture 10: Future of cultural tourism 3 2 12 5,9 2,3,4,7 Presentation Summary of presentation-10 hrs. 10 13 7,9,10 3,4,7,8 Field Trip Trip report- 10 hrs. 10 14 Final Exam Exam – 30 hrs. 30 Class participation- 10 hrs. 10 150 30 20 100 100
R, E, FR, Q, YH, IS Discretionary payment of up to £50 to support pregnant young people with clothing Authorised by Through Care Team Manager Proof of pregnancy and engagement with service. R, E, FR, Q, YH, IS, PFR Capital income: Up to £6000 disregarded (assistance given) Over no payments to be made. Between £6000 and £16000 young people to contribute assessed on a case by case basis Authorisation of Through Care Service Manager R, E Criminal Compensation (CICA) Disregarded Through care workers responsibility to ensure financial advice is sought for young person R, E, FR, Q, YH Personal Independence Payment (PIP) If or young person is in receipt of this payment consideration made to contribution to care or promotion of mobility. Authorisation of Through Care Service Manager IS, CLA, R, E Payment to support a CLA obtaining citizenship Authorisation by Service Manager R, E, FR, Q, IS, YH Support for clothing up £60 per year Based on engagement with the service. Authorisation by Team Manager YH Emergency clothing up to £60 – one off payment, on presentation of homelessness Authorisation by Team Manager IS Emergency clothing up to £300 – one off payment, on initial presentation to Bradford. Authorisation by Team Manager R, E, FR, PFR, Q, YH, IS Emergency Payments Authorisation by Service Manager R, E, FR, PFR, Q, YH, IS for a drink for child/young person and Through Care Worker To support direct work and relationship building. Authorisation by team Manager. Additional Support Services that can be accessed by all. 24 hour support via Emergency Duty team 01274 431010 Free phone 0800 6940276 Laundry facilities – Odsal and Shipley site Free IT – and Shipley site Free food – Odsal and Shipley site Open access to a duty worker afternoons only Shipley, Odsal and Culture Fusion Access to all Groups/Activities run by the Through Care Service Drop-in services to access health support and benefit support. Free Gym membership (post 16) Mobile phone Useful Information
I I4 B B D. W H I 'l' ll, Pawn (Alice ) to play, and win in eleven moves PAGE PAG E I. Alice meets R. Q I42 I. R. Q to K. R's 4th . I47 Alice through Q'.s 3d (by railway) I49 2. W. Q to Q B's 4th (after to Q'.s 4th ( Tweedledum shawl) I73 and Tweedledee) I52 Alice meets W. Q ( with 3. W. Q to Q B's 5th (be- shawl ) I73 comes sheep) . I78 Alice to Q'.s 5th (shop, 4. W. Q to K. B's 8th river, shop) I78 (leaves egg on shelf) . I83 Alice to Q'.s 6th ( Humpty 5. W. Q to Q B's 8th (fly- Dumpty ) I84 ingfrom R. Kt.) 204 Alice to Q'.s 7th (forest) . 207 6. R. Kt. to K's 2nd (ch.) 209 W. Kt. takes R. Kt . 211 7. W. Kt. to K. B's 5th 222 Alice to Q'.s 8th (coron- 8. R. Q to K's sq. (exami- 223 nation) . 224 Alice becomes Queen . 229 9. Queens castle 23I IO. Alice castles ( feast ) . 234 IO. W. Q to Q R's 6th (soup) 237 I I. takes R. Q & wins 240 115 DRA MATIS PERSO N * (As arranged before commencement of game.) WHITE. RE D. PAW NS. PAW NS. PIECES. Daisy. Daisy Humpty Dumpty. ':Unicorn Haigha. Messenger Carpenter. i:' :,sheep Oyster. Oyster Walrus. iW.Qµeen 'Lily'. Tiger-lily R. Queen. ''.f:W. King Fawn. Rose R. King. :;'Aged man Oyster. Oyster Crow. '."W. Knight Hatta. Frog R. Knight. Daisy. Daisy Lion.
QUESTION: Who was among the guests at the Foundation’s Dedication to Education? ANSWER: Each of these high school students. CHALLENGE: Guess their identities! Open the reveal to check your accuracy -- or to simply cheat. Find it under “Staff Throwback Thursday Launch” in the “News” section of the Whitman home page/Whitman app. *** Some of the staff who attended… Some of the honorees…
______________________________________ More winning images Digital – Experienced – Feb Open 1st – Paul Grinzi - ‘Well Armed Boat’ 2nd – Steve Lankshear - ‘Life’s better at the Lake’ 3rd – Andrew Haysom - ‘Scarlet Robin’
HC – Rachael Rutkowski - ‘Edge of the Pier’ HC – Peter Mollison - ‘Ballroom-Government House-Australia Day” Print – Experienced – Feb Open 1st – Rodney Wee - ‘Title unknown’ 2nd – Sharon McDowall - ‘Approaching Cradle Mountain” 3rd – Mathew LaSala - ‘Title unknown’ HC – Charlie Scicluna - ‘London View’ HC – Steve Lankshear - ‘Maisie’s Tough Break’
Digital – Novice 1st – Gail Crennan - ‘Slow boat to China’ 2nd – Terri Marmo - ‘Tea for two’ 3rd – Jannette Blennerhassett - ‘Wait Long By The River and the Bodies of Your Enemies will Float By’ HC – Jannette Blennerhassett - ‘Computer Love’ Digital – Experienced 1st – Charlie Scicluna - ‘Blowin’ in the Wind’ 2nd – Rachael Rutkowski - ‘The State I’m In’ 3rd – Andrew Haysom - ‘Vertigo’
HC – Ben Lippa - ‘Gravity’ HC – Paul Grinzi - ‘Frozen’ HC – Paul Grinzi - ‘Walk this way’ HC – Ben Lippa - ‘All along the Watchtower’ HC – Clem Warren - ‘Hair’ Print – Novice 1st – Yvette Jacobs - ‘I walk the line’ 2nd – Yvette Jacobs - ’16 Candles’ 3rd – Terri Marmo - ‘Red Dog’ Image not provided HC – Gina Auciello - ‘Snakes on a Plane’ HC – Gina Auciello - ‘The Piano’
HC – Gina Auciello - ‘Hot stuff’ Print – Experienced 1st – Charlie Scicluna - ‘I want to break free’ 2nd – Clem Warren - ‘Girls on film’ 3rd – Clem Warren - ‘Candyman’ HC – Steve Lankshear - ‘Ain’t no Mountain High Enough’ Image not provided HC – Rodney Wee - ‘Lambada’ HC – Paul Grinzi - ‘Rhino Stone Cowboy’ General announcement Apologies to anyone who’s winning or getting images are not included in this or any previous newsletter. After every competition, all winners or place getters of the print category are requested to provide a digital copy of your images to include in the newsletter and on the club’s website. If you don’t provide the digital copy, they can’t be included.
APPENDIX B, A STEPPED APPROACH TO BEHAVIOUR MANAGEMENT Level Examples of Behaviour Action 1 Outstanding achievement or effort in, for example: Academic and pastoral matters Years 1-6: 10x Two Star Awards = Bronze 20x Two Star Awards = Silver 30x Two Star Awards = Gold 50x Two Stars Awards = Platinum Years 7-8: Subject specific recommendations 2 Good Achievement or effort in, for example: Academic and pastoral matters House points The Hampshire Way We are honest; We are gentle We are kind and helpful We are good listeners We are hard workers We are respectful; We forgive Do your best to be your Best Self! 3 Low negative behaviour, for example: Talking out of turn Off task Disruptive in lessons Poor effort Rough Play Use discretion for incorrect uniform, lateness to lessons etc… A verbal warning for the child to make a choice: ‘you can choose to continue your behaviour and lose a minute of privilege time or make the right choice’. If the behaviour continues, one* minute of privilege time is deducted, communicated to the form teacher via google docs, on the same day. *Up to 5 minutes at a time can be deducted for Years 7 and 8, depending on infringement Form teacher deducts time from class privilege chart. Lost privilege time cannot be earned back. 4 High level and extreme negative behaviour, for example: Consistently losing ten or more minutes of privilege time Swearing Truanting Vandalism Graffiti Verbal and physical bullying Abusive behaviour Theft Fighting is sent to Phase Leader or Deputy Losing play time Placement on report Friday detention Internal exclusion Exclusion In all circumstances, parents will be contacted.
To ensure the school/setting develops children’ awareness of disability ReviewPSHEE curriculum to ensure disability awareness is taught effectively Provide opportunities for organisations to talk to children Review other areas of the curriculum eg PE, Science Ensure curriculum is adapted within reasonable adjustment. Reviewed annualy Team Leaders SMT Aims Time scale Responsibility Monitoring To ensure children have full access to trips and extracurricular activities Plan with parents planned trips and activities to ensure access Review with other providers and agencies provision during a school trip Provide support for children to ensure they can access out of hours activities Annual review Head SMT SMT To ensure staff are appropriately trained Provide training to meet the needs of children with disabilities Seek training through the LA/health service and other providers staff with checklist for reasonable adjustments On going All staff where necessary Leadership Head
with the pupils and parents that they have all the required supplies, using the attached checklist (section ?) Responsibility of Care Whilst Away Ensure pupil does correct blood monitoring, administration of insulin and has access to the correct foods. When out on for the day to ensure adequate supplies of all equipment required. Check the pupil at bedtime and to have their room near to the allocated teachers room. Educate the pupil’s peers in their room to keep an eye on them and to get the teacher should they have any concerns. In the morning to check that they have woken up properly and are rousable. All documentation is kept up to date. On return, all documentation to be given to the Deputy Head for filing with their medical notes. Ensure that the pupil carries their Epipen at all times and that the spare one is carried by an adult who has responsibility for them. (If that adult is not familiar with Epipen administration then a teacher who is may need to remain with that pupil.) Educate the pupil’s peers in their room about the signs and symptoms of Anaphylactic Shock. On return, all the documentation to be given to the Deputy Head for filing with their medical notes. Be aware of what the signs of an impending fit may be, do they have an aura, prior to the seizure. Educate the pupil’s peers in their room about the signs and symptoms of a seizure. Be aware when in an environment where there may be ‘strobe lighting’ that it may not be appropriate for the pupil to be there as this can be a trigger factor for some seizures. On return, all the documentation to be given to the Deputy Head for filing with their medical notes. Travelling Abroad: Residential and Day trips
Annex 6b: Risk Assessment Form (for cleaning and general maintenance) Company Name: Global Education Management Systems (GEMS) Risk Assessment Reference No: Activity or Area Being Assessed: Location: Hazards1 Persons at Risk Risk Rating2 Existing Control Measures in Place Further Action Required to Reduce Risk S P R Date: Assessor’s Name: Assessors Signature: Review Period: If manual handling or use of hazardous substances are identified as a hazard, separate Manual Handling/COSHH Assessments should be completed Risk Rating S = Severity, P = Probability, R = Overall Risk Rating Severity 5 Fatal Loss of Life or, total system loss. 4 Major Serious injury or illness absence from work over 3 days, major damage or environmental impact 3 Notifiable Loss time injury or illness absence from work up to 3 days, damage or environmental impact 2 Minor First Aid accident, damage requiring minor repair 1 Negligible Very minor of little consequence.
Annex 1: Inclusion team organogram and Qualifications Inclusion Lead – Early Years – Year 2 – Ms Stefanie Ann Ross BEd Chidlhood Teaching Post Graduate Diploma in Human Resources Qualified Teacher Status Play Therapy Inclusion Lead – Pre and Prep (Year 3 – Y8) – Ms Pola Trzmielewska OCR Level 7 Diploma in Teaching and Assessing children with Specific Learning Difficulties (Dyslexia) OCR Level 5 Diploma in Teaching children with Specific Learning Difficulties (Dyslexia) Certificate in English Language Teaching to Adults Qualified Teacher Status MA in English Studies BA in English Philology Diploma in Teaching English to Speakers of Languages Director of Inclusion – Whole School – Ms Berna Bouwer
6) Compliance with business ethics and social responsibility. 3. Working positions after graduating: 1) Managers and leaders in business and organizations. 2) Lecturers at training organizations. III. Structure and contents of the program: 1. Program structure: No. Content Modules Credits 1 Common knowledge Compulsoriness Elective 5 2 3 14 12 2 2 Basic and professional knowledge Compulsoriness Elective 19 7 12 31 19 12 3 Master thesis 1 15 Total 25 60 2. List of modules: Code Module title Credits Output standards Prerequisites 1. Common knowledge 14 1.1 Compulsory modules 12 POS502 Philosophy 4(4-0) 5, 6 English 8 (8-0) 1.2 Elective modules 2 EC543 Scientific Management 2(2–0) 3, 4, 5 ECS511 Applied Statistics 2(1.5-0.5) 2, 3 BUA506 Economic Law 2(2-0) 2, 3, 6 2. Basic and professional knowledge 31 2.1. Compulsory modules 19 ECS505 Advanced Microeconomics 2(2-0) 2, 3 ECS506 Advanced Macroeconomics 2(1-1) 2, 3 FIB502 Financial Management 3(2-1) 1, 3, 4 BUA501 Strategic Management 3(2-1) 1, 2, 3, 4 ECS505, ECS506
Date Submitted to THS College Applying To Application (Circle one) Application Type (Circle one) App Deadline Date Counselor Received Date Counselor Sent Example: 11/1 Tolland University Common App College Online App App Early Action Decision Regular Decision 1/13 Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Early Decision Regular Decision Common App College Online App Paper App Early Action Decision Regular Decision Names of teachers writing a recommendation: 1.___________________________________ 2.___________________________________ 3.___________________________________
(1 folder) 1903-1910 GH/011 Moore’s Almanac, with Kentish Appendix, with diary annotations, for 1883, 1885, and 1886 (3 documents) 1883-1886 GH/012 Kent Messenger Popular Calendar Directory, 1918 (1 documents) 1918 GH/013 Items relating to East Peckham: Peckham Pupils, about the school 1800-1970s, Remember East Peckham, A Bridge over the stream, about the Parish Council, 1894-1994, Through this door, about St Michael’s Church, 1558-1972, Opening of the village hall, 1982 (2 copies), Early Methodists in East Peckham, all by Margaret Lawrence; Balance sheet for Diamond Jubilee 1897, Souvenir Programme for Silver Jubilee, 1977; postcard of The Forge, East Peckham, pre-1952, photo of East Peckham United Choir, 1980 (1 folder) 1897-1994 GH/014 Booklet ‘Jane Austen’, by S M Andrews, 1949; Booklet : ‘Jane Austen, 1775-1975', Kent County Council, Pub. County Library (2 documents) 1949-75 GH/015 Typescript notes by G P Hoole: William Walter, and Tonbridge Associations of Jane Austen’s Family (two parts) 1979 (3 documents) 1979 GH/016 St Eanswythe’s Mission, a short history (1 booklet) 1948 GH/017 Mate’s Illustrated Tonbridge, including article by A H Neve; (1 booklet) 1907 GH/018 Old Days in the Kent Hop Gardens, ed. Mary Lewis (1 booklet) 1962 GH/019 Yardley Court 1898-1973 (1 booklet) 1973 GH/020 The Milne Museum: short guides, two copies dated 1975, one undated (3 booklets) 1975 GH/021 Hadlow Castle, a short history, by Joan Thirsk (1 booklet ) 1985 GH/022 Deed of partnership, Tonbridge Gas Company (1 booklet) 1836 GH/023 Estate agent’s brochures re sale of Somerhill (1987) and Meopham Bank (1990) (1 booklet and 1 folder) 1987-1990 GH/024 ‘The First Four Hundred’, a history of Thomson, Snell and Passmore, solicitors,1570-1970, by Margaret Blatcher (1 booklet) 1970
n.d. (1 envelope) 014 set of sheets of printer’s of advertisements (perhaps for a directory?) (1 bundle) B/02/ Professions 001 Tonbridge Permanent Building Society: share certificates and orders on Beechings Bank 1869 – 1876 (8 docs) [Z/40] 002 ‘The First Four Hundred Years: A History of Thomson, Snell and Passmore, solicitors’ by Margaret Blatcher 1970 (1 doc) [Z/29] [AP/005] 003 Article from the Journal of Medical Biography re Dr William James West (1794-1848) of Tonbridge, surgeon, by JMT Ford 2003 (5pp) [AP/006] 004 Beechings, Hodgkins and Beeching (bankers): cheque 1881 (1 doc) [Z/15] [AP/007] B/03/ Cattle Market 001 Notice re cow left in the Market Nd (1 doc) [Z/81] B/04/ Manufacturing/ Industry 001 Baltic Saw Mills, Medway Wharf Road: Accounts for Medway Wharf and Lyons Wharf /01 contract book (1930 – 1935) /02 wages book (1947 – 1949) /03 day book (1948 – 1949) 1930 – 1949 (3 vols) [AP/008] 002 Apprenticeship indenture for Alec John Kitchenham of Tonbridge from Whitefriars Press (1 doc) [O/5/002] 003 Crystalate Manufacturing Company Ltd, Golden Green: Private ledger 1913 – 1917 (1 vol) [AP/009] 004 Notes on Tonbridge printers: Whitefriars Press, Tonbridge Printers, Brown Knight and Truscott; History of Blair House by Mary Barker Read 19— (2 docs) [Z/84] [AP/10] 005
(6 docs) [O1/19/31] [AP/21] 019 BLANK RECORD 020 Food Control Committee: correspondence, press cuttings, reports, circulars, list of members 1917 – 1920 (1 bundle) [O1/19/33] [AP/21] 021 Tonbridge Boundary Extension inquiry: circulars, orders, correspondence, press cuttings, notices 1919 - 1921 (1 bundle) [O1/19/34] [AP/21] 022 Purchase of River Walk: plans, correspondence, report, draft conveyance 1922 – 1924 (1 bundle) [O1/19/35] [AP/21] 023 Economy Committee: report on reduction of TUDC expenditure 1932 (1 doc) [O1/19/37] [AP/21] 024 Marshalling yards: proposed extension: correspondence with British Transport Commission 1957 - 1961 (1 bundle) [O1/19/39] [AP/21] 025 Library Committee: notices of meetings, agendas, reports, minutes 1962 - 1973 (1 bundle) [O1/19/39] [AP/21] 026 Surveyor’s Department: Preservation of Tonbridge Castle 1954 - 1966: notes made by Albert Stanbridge (stonemason); and photographs of work 1966 (1 vol, 4 bundles) [Z/27, O1/20] [AP/23] 027 Year Book 1939 – 1940 1939 (1 vol) [O1/22/001] [AP/23] 028 Year Book 1945 – 1946 1945 (1 vol) [O1/22/002] [AP/23] 029 Year Book 1946 – 1947 1947 (1 vol) [O1/22/003] [AP/23] 030 Year Book 1947 – 1948 1947 (1 vol) [O1/22/004] [AP/23] 031 Year Book 1948 – 1949 1948 (1 vol) [O1/22/005] [AP/23]