zilongwang/ReadingBank huggingface dataset:
How many workers produced less than 23 tools? Solution: Using Sturges’ formula for determining the number of class intervals, we have Number of class intervals = 1+ 3.322 log10N 1+ 3.322 log10100 7.6 Sizes of class interval = = = 5 Hence taking the magnitude of class intervals as 5, we have 7 classes 13-17, 18-22… 43-47 are the classes by inclusive type. Using tally marks, the required frequency distribution is obtain in the following table- Class Tally Marks Number of Interval tools produced (Frequency) 13-17 6 18-22 11 23-27 18 28-32 25 33-37 22 38-42 11 43-47 7 Total 100 Cumulative frequency table: Example: Age group (in yrs) No of Women Less than Cumulative frequency More than Cumulative frequency 15-20 3 3 64 20-25 7 10 61 25-30 15 25 54 30-35 21 46 39 35-40 12 58 18 40-45 6 64 6 Less than cumulative frequency distribution table End values upper Less than Cumulative limit frequency Less than 20 3 Less than 25 10
number of accidents is distributed according to a Poisson distribution, and the Highway Safety Division wants us to calculate the probability in any month of exactly 0, 1, 2, 3, or 4 accidents. Solution: Using the Poisson formula, we can calculate the probability of no accidents: P(0) = = = = 0.00674 For exactly one accident: P(1) = = = = 0.03370 For exactly two accidents: P(2) = = = = 0.08425 For exactly three accidents: P(3) = = = = 0.14042 For exactly four accidents: P(4) = = = = 0.17552 Our calculations will answer several questions. If we want to know the probability of 0, 1, or 2 accidents in any month, we can add these probabilities as: P(0,1, or 2) = P(0) + P(1) + P(2) = 0.00674 + 0.03370 + 0.08425 = 0.12469 For, P(3 or fewer) = P(0, 1, 2, or 3) = P(0) + P(1) + P(2) + P(3) = 0.00674 + 0.03370 + 0.08425 + 0.14042 = 0.26511 If we want to calculate the probability of more than three then we must be 0.73489 (1- 0.26511). Important Point: The poisson distribution is a good approximation of the binomial distribution when n is greater than or equal to 20 and p is less than or equal to 0.05. The Normal Distribution It is a continuous probability distribution developed by Karl Gauss. The normal probability distribution is often called Gaussian distribution.
Substituting the values, we get 40 = 5a + 30b …… (1) 214 = 30a + 220b ……. (2) Multiplying (1) by 6 240 = 30a + 180b……. (3) (2) – (3) - 26 = 40b b = = - 0.65 Now, substituting the value of ‘b’ in equation (1) 40 = 5a – 19.5 5a = 59.5 a = = 11.9 Hence, required regression line Y on X is Y = 11.9 – 0.65 X. Again, regression equation of X on Y is X = a + bY and The normal equations are X = na + bY and XY = aY + bY2 Now, substituting the corresponding values from the above table, we get 30 = 5a + 40b …. (3) 214 = 40a + 340b …. (4) Multiplying (3) by 8, we get 240 = 40a + 320 b …. (5) (4) – (5) gives -26 = 20b b = = - 1.3 Substituting b = - 1.3 in equation (3) gives 30 = 5a – 52 5a = 82 a = = 16.4 Hence, required regression line of X on Y is X = 16.4 – 1.3Y Regression Co-efficient: The regression equation of Y on X is y = ȳ+r(x- x)
The first woman to climb Mount Everest Bachhendri Pal The first woman to climb Mount Everest twice Santosh Yadav The first woman President of Indian National Congress Mrs Annie Besant The first woman pilot in Indian Air Force Harita Kaur Dayal The first woman Graduates Kadambini Ganguly and Chandramukhi Basu, 1883 The first woman Airline Pilot Durga Banerjee The first woman Honours Graduate Kamini Roy, 1886 The first woman Olympic medal Winner Karnam Malleswari, 2000 The first woman Asian Games Gold Medal Winner Kamlijit Sandhu The first woman Lawyer Cornelia Sorabjee The first woman President of United Nations General Assembly Mrs Vijaya Laxmi Pandit The first woman Chief Minister of an Indian State Mrs Sucheta Kripalani The first woman Chairman of Union Public Service Commission Roze Millian Bethew The first woman Director General of Police Kanchan Chaudhary Bhattacharya
The first woman Judge Anna Chandy (She became judge in a district court in 1937) The first woman Cheif Justice of High Court Mrs Leela Seth (Himachal Pradesh High Court) The first woman Judge in Supreme Court of India Kumari Justice M. Fathima Beevi The first woman Lieutenant General Puneeta Arora The first woman Air Vice Marshal P. Bandopadhyaya The first woman chairperson of Indian Airlines Sushma Chawla The first woman IPS officer Mrs. Kiran Bedi The first and last Muslim woman ruler of India Razia Sultan The first woman to receive Ashoka Chakra Nirja Bhanot The first woman to receive Jnanpith Award Ashapurna Devi The first woman to cross English Channel Aarti Saha The first woman to receive Nobel Prize Mother Teresa The first woman to receive Bharat Ratna Mrs Indira Gandhi The first woman to receive Jnanpith Award Ashpurna Devi Sport Cups and Trophies Hockey Aga Khan Cup, Begam Rasul Trophy (women's), Maharaja Ranjit Singh Gold Cup, Lady Ratan Tata Trophy (women's), Gurunanak Championship
196. Why does Japan have to import large amounts of oil and gas from other countries? A. Japan imports these resources to maintain their industrial industries. B. Japan has a large population of people and needs the oil and gas to support its population C. Japan has decided to specialize in oil production. D. Japan has a large car industry. 197. How often are elections for the national government held in India? A. Elections are held every six years B. Religious leaders can require new elections to be held if they think it is necessary. C. Elections for the national office are held every five years. D. Party members are elected for life. 198. Which Nationalist leader forced the communists out on the Long March? A. Deng Xiaoping B. Sun Yixian C. Jiang Jieshi D. Mao Zedong 199. What is the most common way people make a living in the Sahel? A. fishing and shipbuilding B. logging C. herding and subsistence farming D. growing dates and palm trees 200. Natural resources are not evenly distributed among countries. Which of the following correctly shows how Southwest Asia is an example of uneven distribution? A. abundance of oil, but a scarcity of water B. abundance of water, but a scarcity of phosphates C. abundance of coal, but a scarcity of copper D. abundance of natural gas, but a scarcity of oil
A. The country has a high unemployment rate. B. Few of their people are able to work in the services sector of the economy. C. There is not much of a world market for gold and diamonds. D. The GDP is low for an African nation. 206. Which country is an archipelago? A. Korea B. Vietnam C. China D. Japan 207. Why was the Great Leap Forward unsuccessful? A. People wanted to be able to work for themselves and make a profit. B. People refused to move to the larger farms. C. The Communists government rejected Mao's idea and the farms were never organized. D. Chinese farmers did not know how to plant crops on large plots of land. 208. How has China's attitude toward entrepreneurship changed in the past several decades? A. Entrepreneurs are encouraged, but only in the areas of making weapons and military equipment. B. The government has become more open to the idea of allowing some free enterprise. C. The Chinese government was more open to entrepreneurship in the years before 1970. D. Entrepreneurs are allowed to operate, but not with overseas businesses. 209. Which country is LEAST likely to have people using a traditional economy? A. Sudan B. Nigeria C. Japan D. Kenya 210. Which describe the rate of HIV/AIDS infection in Sub-Saharan Africa?
APPLICATION FOR STUDY LEAVE (for staff on Agenda for Change Terms & Conditions) This form is to be completed by staff who wish to attend a study day SECTION ONE – TO BE COMPLETED BY APPLICANT – PLEASE PRINT CLEARLY Full Name: Employee Number: Position: Ward/ Dept: Hospital Site/ Location: Contact Tel No: SECTION TWO – STUDY LEAVE DETAILS Course/ Event Title: Organising Body i.e. University/ Institute/ College: Date of Study Leave: No of Days: Please confirm you have had your Personal Appraisal Development Review (PADR) Meeting and this study leave request is part of your Personal Development Plan (PDP)? Yes: No: Please confirm you have undertaken all of your Mandatory Training requirements? Yes: No: SECTION THREE – STUDY LEAVE FUNDING To be completed by Applicant Authorisation to be completed by Budget Holder Estimated £ Expenses Expenses to be claimed % Expenses Approved Cost Centre Authorisation & Signature of Budget Holder Comments Note: where funding is provided by a third party e.g. commercial sponsor, record here & ensure is completed & authorised. Course/ Event Fee Accommodation Travel & Subs Text Books* Examination Fees* Meals TOTAL SECTION FOUR - IF YOU REQUIRE SALARY DEDUCTIONS (PLEASE COMPLETE, PRINTING CLEARLY) Where and Vale UHB will pay 100% of the fees direct to the College/University; the applicant %age is to recovered via their salary; Employee Number: Contribution Agreed (%age and Total Amount) – to be repaid by the student Amount Per Month: Deduction Commencement Date: Number of Months to be Deducted: (Deductions up to the maximum period of the current academic years' courses) Applicants Signature: Date: Manager’s Signature: Date: SECTION FIVE - AUTHORISATION To be completed by Applicant: I agree to share my learning experience with colleagues and discuss and evaluate the outcome of the learning with my manager Applicants Signature: Date To be completed by Manager/ Head of Department: I do/ do not support this application (delete as appropriate) Comments: Manager/ Head of Dept Signature: Date: To be completed by Senior Manager/ Budget Holder: I do/ do not support this application (delete as appropriate) Comments: Manager/ Head of Dept Signature: Date:
2. Who is Nicholas? He is a student (mostly interested in astrology and telling the future) who has come to board with the carpenter and the carpenter's new wife. 3. Describe the carpenter's wife, Alison. She is young and beautiful. 4. How did Nicholas get the carpenter out of the way so he and Alison could sleep together? He pretended to have had a premonition of a second great flood that would destroy the world, and he convinced the carpenter to make preparations to save the three of them. The carpenter was to get three tubs and hang them under the roof. On the night the flood was to happen, the three would spend the night in the separate tubs. They did so, and when the carpenter fell asleep, Alison and Nicholas climbed out of their tubs and ran off to the bedroom. 5. Identify Absalom. He was the parish clerk who loved Alison, too. He also wanted Alison for himself. 6. What joke did Alison and Nicholas play on Absalom? When Absalom came to Alison's window pleading for a kiss, she agreed. She opened her window and stuck out her behind, which unsuspecting Absalom kissed. 7. How did Absalom get even with Alison and Nicholas? He went to the blacksmith's shop and borrowed a hot iron. When he came back for another kiss, he put the hot iron on the bare behind that was stuck out of the window. 8. Why did the village people think the carpenter was crazy? When Nicholas's behind got burned, he began yelling, "Help! Water!" The carpenter, thinking the flood had come, cut the ropes holding the tub which fell to the floor. People came to see what the commotion was all about, and they saw the carpenter (broken arm and all) in a tub ranting about a flood. Nicholas pretended not to know what the carpenter was talking about, and brushed him off as having gone crazy, an explanation the people easily accepted and joked about.
opportunity for worship lunches, creativity, use of hi-tech, and alternative worship. In Kinross I found tremendous energy and enthusiasm about their refurbishment because, simply put, it has absolutely transformed the congregation’s life. The building is now used for concerts, exhibitions, summer clubs, singing groups etc. People are warmer physically and in character, and there is a flexibility as never before. Generally, each refurbishment has enhanced congregational life by creating flexible space for worship and meetings, more genuine fellowship, space for musicians, creating the sense of expectancy, expanding experience and permitting creativity. COMMUNITY BENEFITS Missiologially, I think, a comment made in Kinross says it all: “There is now an enhanced view of the church by non-members. It has become a place that people now want to be”. People comment positively about the building as a venue for concerts, exhibitions and school assemblies, conferences, author visits and allsorts. (Please not the opposite to this: un-refurbished buildings can remain a place that people do not want to be”. What does this do for us in terms of ministry and mission!?) North Berwick has “a massive footfall”. The refurbishment has “given the church credibility”, and with the doors now open the community clearly see the building as being for them and that it gives value to their lives. Such comments were echoed in Bellie Church, Fochabers. “The people felt they were allowed back in”. The church is used as a concert venue, a place for band practice, for school assemblies and for musicals concerts. “It’s not scary anymore”. (Once again, please think on the opposite. Many of our church buildings are scary and give off the impression that people are not allowed in!) St Andrew’s Arbroath said that people now see the church as part of the 21st century; not out of date and out of touch. People comment on “How welcoming” it is. It is used more for weddings and funerals and in the case of two recent funerals for young people who tragically committed suicide, the building could meet the family’s needs and desires in a way it could not before – mainly through the use of AV.
4. Research Coordinator (name): E-mail: Pager Number/Cell Phone Number: Section 2 –Change Requested 5. Please check requested change and complete applicable section(s): Removal of Study Staff Addition of Study Staff Section 3 – Removal of Study Staff 6. List Study Staff being removed Name (Use the enter key to insert additional names and information) Role in Study Section 4 – Addition of Study Staff 7. List the name and role of study staff to be added that have access to identifiable and/or sensitive data and study documents. Study Staff Name Use the enter key to insert additional names and information VA Research Education Date Completed Study Staff Role IRB OFFICE ONLY HSP & CREDENTIALING CHECKED Study Staff Agreement I acknowledge my role in this research study and I agree to adhere to applicable federal research regulations and LSCDVAMC policies and procedures relative to the protection of the rights and welfare of the subjects enrolled in this study. Name (typed) Date Signature 8. Co-investigators only submit a Signed Conflict of Interest Statement 9. Please check as applicable and attach documents Revised Informed Consent Form and/or Research Plan Revised VA Form 10-9012 Investigational Drug Information Record reflecting change in study staff that have prescriptive authority
Training Item/area Version # Document (where applicable) Date of Training Format of Training (e.g. on-line, classroom…) Trainee Signature Trainer Name, Position & Signature Training Item/area Version # Document (where applicable) Date of Training Format of Training (e.g. on-line, classroom…) Trainee Signature Trainer Name, Position & Signature
Training item/area Version Number of Document (where applicable) Date of Training Format of Training (e.g. on-line, self-read, classroom…) Trainee Name & Signature Trainer Name, Position & Signature Training item/area Version Number of Document (where applicable) Date of Training Format of Training (e.g. on-line, self-read, classroom…) Trainee Name & Signature Trainer Name, Position & Signature
Structural Features of the Sturt’s Desert Pea. The Sturt’s Desert Pea is also known as Swainsona Formosa. In Latin, Formosa means beautiful. The most common colours for the Sturt’s Desert Pea petals are blood red or scarlet, although they can be pink or white. They usually have a bulging black centre of the petal called the black boss. This beautiful plant is a member of the pea family and is a creeping vine with flowers that are approximately 9cm long. These flowers are arranged in clusters. There is normally 6 – 8 per cluster and the clusters are on short, thick stalks. This amazing plant that has its fruit as a legume that is around 5cm long and holds several seeds. It can also stretch across the ground up to 2 metres across. Experiment: Minutes: Weight of sponge 1 (plastic shell): Weight of sponge 2 (plastic plate): 0 1.4 grams 1.4 grams 30 15.grams 9.7 grams 60 14.9 9.6 grams 1hr 30 14.3 9.4 Bibliography
The Scottish Government guide Principles of Inclusive Communications provides information on communications and a self-assessment tool for public authorities Choosing a School: A Guide for Parents - information on choosing a school and the placing request system A guide for parents about school attendance explains parental responsibilities with regard to children’s attendance at school Parental Involvement Guidance on the Scottish Schools (Parental Involvement) Act 2006 provides guidance on the act for education authorities, Parent Councils and others Parentzone provide information and resource for parents and Parent Councils School Ethos Supporting Learners - guidance on the identification, planning and provision of support Journey to Excellence - provides guidance and advice about culture and ethos Health and wellbeing guidance on healthy living for local authorities and schools Building Curriculum for Excellence Through Positive Behaviour and Relationships outlines the Scottish Government’s priority actions around positive behaviour in schools and is also a source of support Scottish Catholic Education Service’s resource ‘This is Our Faith’ which supports the teaching and learning of Catholic religious education Curriculum Information about how the curriculum is structured and curriculum planning Information about the outcomes a learner can expect to experience and achieve across literacy, numeracy and health and wellbeing, as well as the 8 curricular areas Advice, practice and resources to support the experiences and outcomes on literary, numeracy and health and wellbeing Broad General Education in the Secondary School – A Guide for Parents and Carers Information on the Senior Phase Information on Skills for learning, life and work Information around the Scottish Government’s ‘Opportunities for All’ programme Information for organisations responsible for the planning, management and delivery of career information, advice and guidance services The Skills Development Scotland website ‘My World of Work’ offers a number of tools to support career planning Assessment and Reporting
P2 Rm3 Homework WB – 26.11.18 Sound of the week au (e.g. autumn) Common Words because week keep when Important Information Gym Days – Monday and Tuesday – Please bring your gym kit. Revise common words. Christmas Fair – Saturday 1st December 2018 Monday Spelling – Create 5 words for au using rainbow writing. Reading – Read with an adult. Tuesday Reading – Read with an adult. Spelling – Play disappearing man with someone using your common words. Wednesday Reading – Read with an adult. Education City- See homework folder online. Thursday Reading – Read with an adult. Discuss your favourite character Spelling – Choose 2 au words from Monday and use these in a sentence. (Optional) Friday Hand in Homework & Reading book Learn its 6+6=12 7+7=14 8+8=16 9+9=18 10+10=20
Name:_____________________________________ Composition: Style Analysis Chart Assignment:____________________________________ Choose ten consecutive sentences in your essay and use them to complete the chart: Number of words First four words Main verb(s) and type (A, B, L) Subjects of verb(s) Types of punctuation used within and at the end The most precise, interesting, or artful word in the sentence Figurative language? (simile, metaphor, personification, hyperbole?)
Style sheet – micro References: (Flinders subscribes) (Snooks & Co, 2002) (Flinders Library has copies) A and/or B Item/s here C Item/s here D Item/s here E eg (if in brackets) etc (if in brackets) F For example, … (if not in brackets) G Item/s here H Item/s here I ie (if in brackets) J Item/s here K Item/s here L Item/s here M Item/s here N Note: Text here (bold, colon) O Item/s here P PDF (upper case) Q Item/s here R Item/s here S Item here T Item here U Item here V Item/s here X Item/s here Y Z Item/s here Styles Dashes and hyphens Use an en dash (–) unless hyphenated EXAMPLE ONLY Forward slash Space between each item (eg formative / EXAMPLE ONLY Numbered instructions No punctuation at end of numbered sentences (eg full stop, colon) EXAMPLE ONLY Videos This video demonstrates … (duration 4.50 mins). Embedded video here EXAMPLE ONLY
Appendix Indicative Data Sources used for the Database EU-Level Data Sources European Commission European Commission – Youth Guarantee by Country, (it includes info about the Youth Guarantee implementation in each Country, including the 28 National Youth Guarantee Implementation Plans) European Commission – Education & Training Monitor 2015, (it includes a Synthesis Report & 28 Country Reports) European Commission, (2013). Guidebook for Policy Planners and Practitioners on Apprenticeship and Traineeship Schemes in EU27, December, (it includes a Synthesis Report & 27 Country Fiches – focus on evaluation of labour market outcomes & key success factors – The Report’s Annex includes quantitative data for each Country Fiche, ) European Commission, (2012). Study on a Comprehensive Overview on Traineeship Arrangements in Member States, (it includes a Synthesis Report & 27 National Reports; 10 National Case Studies (DE, EE, EL, ES, FI, FR, HU, IT, PL, UK) European Commission, (2012). Apprenticeship Supply in the Member States of the European Union, (it includes a Synthesis Report & 27 National Reports; 9 National Case Studies (DE, DK, EE, ES, FR, NL, PL, SK, UK) European Commission’s reporting and assessment of the employment, including youth employment, field in each Member State included in Member States’ Country Specific Recommendations (CSRs), Employment Committee’s (EMCO) 2015 Europe 2020 Employment Performance Monitor, European Commission’s Mutual Learning Programme & PES to PES Dialogue on Youth A number of peer reviews and thematic seminars and peer reviews have focused on STW transitions, including those of youth at risk. Each of these Reviews includes a Host Country Paper, Comparative Paper and/or an Analytical/Thematic Paper together with at least ten (10) National Reports. The September 2015 Peer Review on Targeting NEETs – Key Ingredients for Successful Partnerships in Improving Labour Market Participation (Oslo, Norway),
Presentations As a general rule, visual aids for presentations (for example a Power Point presentation) should have as few slides as possible and convey the main points of your talk. Ensure that you reference as you would in a written report to maintain academic standards and avoid plagiarism. Printing and Binding Please print one sided. If you are on campus that will mean changing the printer settings which are otherwise set for double sided printing to save trees and your money. Print options for Microsoft Word are shown on the next page in Figure 3. Figure 3. Screen print showing print options in a Microsoft Word document Bind if there are more than 10 sheets of paper. The library will heat bind or spiral bind, please enquire for prices. References Hakim, C. (1996). Key issues in women’s work: female heterogeneity and the polarisation of women’s employment. London: Athlone. Illeris, K. (2007). How we learn: learning and non-learning in school and beyond (2nd ed.). Abingdon: Routledge
Department of Urology, Istanbul Training and Research Hospital, Fatih, Istanbul 34000, Turkey. Tel: +90 505 8665000, Fax: +90 212 4536000, E-mail: Tables: Please use insert table option in Microsoft Word or Tab key when preparing tables: In first row the words should be in bold and each word should be capitalized. Please don’t forget units. Please describe Abbreviations at the end of Table. Use superscript English letters a, b, c, … for providing corresponding information to a specific table text at the bottom of tables. Example: Table 1. Demographic characteristics of pregnant and non-pregnant groups. Variablesa Pregnant Women (N = 246) Non-pregnant Women (N = 210) P-value Age, year; mean ± SD (range) 29.74 ± 11.6 (16-49) 32.03 ± 13.6 (18-51) .05 BMI, kg/m2; mean ± SD (range) 24.39 ± 10.12 (15-42) 23.1±9.85 (11-41) .17 Percentage of patients with urinary incontinence 48.37 51.42 .23 Educational level, N. Elementary school Secondary school Higher levels 131 69 46 122 51 37 .559 Percentage of employed women 33.7 48.57 <0.01 Monthly income > 1000 TL, (%) 53.7 64.6 .012 Abbreviations: BMI, Body Mass Index; TL, Turkish lira. a Continuous variables were compared by independent samples t-test
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Success in your practices Success in your matches TEAM GOALS Commitment * Improvement * Success Qualifying for the NJSIAA State Team & the Singles/Doubles Tournament* GMC Tournament Champions White Division Champions New Jersey South Jersey Non-Public-A Sectional Champions New Jersey Tournament-of-Champions Quarterfinalist New Jersey State Champion * 1st Singles’ & 1st Doubles8 INDIVIDUAL record will determine your participation in State Tournament. GO FALCONS! St. Joseph High School TEAM TRY-OUT & PRACTICE SCHEDULE PLEASE BE PREPARED TO BEGIN THE TRY-OUT PROCESS IMMEDIATELY! The try-out phase will be intense and competitive. No one is guaranteed a place on the team or on the Varsity, so those willing to prepare and compete will have an advantage. There are 12 Varsity spots available. There will NOT be a Junior Varsity TEAM MEETINGS June 3, 2015 9:30AM COR JESU FOR CURRENT & NEW PLAYERS February 9, 2016 9:30AM COR JESU CONDITIONING SESSIONS….FEB 22-25, FEB 29-MAR 3 Sessions are MANDITORY St. Joseph Outdoor Basketball Courts……………....2:30 – 3:30PM (RAIN = GYM or CLASSROOM) DO NOT bring rackets to these sessions! PRACTICE & TRY-OUTS MONDAY THRU FRIDAY 2:30 – 4:30PM Practices are at Thomas Edison Park Edison, NJ Behind Middlesex County College
Signal Meaning Action Blue Light High Pitch Tone Airborne Alpha Contamination Exit Bay/Cell. Remove PPE in Interlock. Stand in Ramp at entrance. Send 1 person to call ext. 5000 or 5555 (Rad Safety). Red Light Loud Bell Airborne Tritium Contamination Exit Bay/Cell. Remove PPE in Ramp. Continue to muster station. Do NOT interact with others. Call ext. 5000 or 5555. (Rad Safety) Amber Light Buzzer Trouble/Malfunction STOP WORK. Do not exit. Call ext. 5000 or 5555 Green Light No Sound Normal Operations Do NOT enter if there is NO green light. Call ext. 5000. The Radiation Alarm Monitoring System (RAMS) is the whole system that continuously monitors air. The RAMS system consists of the computer, data, Continuous Air Monitors (CAMs), and the Evacuation Alarm Unit (EAUs). CAMs are used to monitor alpha and tritium while the EAUs are the lights. Workers are trained to evacuate within 5 minutes in the event of an accident involving radioactive material. In the event an accident with radioactive material occurs and there is no alarm, personnel should evacuate in 5 minutes or less. Requirements of Dosimetry Personnel Monitoring (Dosimetry) Since radiation cannot be detected with any of the human senses, special detection devices must be used. It is possible based on the job you are going to perform and the location that the use of a dosimeter may not be necessary. Persons who enter radiation areas must obtain a dosimeter prior to entry into the area. Thermoluminescent Dosimeters Thermoluminescent dosimeters (TLDs) are used to measure radiation from neutrons, gamma and x-rays, and all but very low-energy beta particles. Each dosimeter contains materials that, when exposed to radiation, will capture the type and amount of radiation to which the individual is exposed. Very sensitive instruments measure this exposure, and an individual’s dose is calculated from the data obtained. NOTE: The TLD measures external occupational radiation doses and is not a shield.
At all times we will consult with MASH if we have any worries, in line with our Child Protection procedure. 20. FGM All staff have had training in looking for the signs of parents who may be taking girls for female genital mutilation, in line with our separate policy, 21. RELEVANT POLICIES 21.1 To underpin the values and ethos of our school and our intent to ensure that pupils at our school are appropriately safeguarded the following policies are also included under our safeguarding umbrella: Staff Behaviour Code of Conduct Anti-Bullying Behaviour Complaints Use of Reasonable Force to Control or Restrain Unacceptable Pupil Behaviour Governors Investigation Panel Policy Safe Recruitment Working Practices Volunteer Helpers, Parents, Students in School Whistle-blowing Intimate Care LAC First Aid Young Carers Attendance E-safety Health and Safety SEND Asthma Educational Trips & Visits 21. STATUTORY FRAMEWORK This policy has been devised in accordance with the following legislation and guidance: ‘’, DfE (2013) , DfE (2014) procedures , DCSF, March 2009. Form A - Report of Disclosure/Concern/Observation Name of Child___________________________________Year______
Innovation Award This Award is open to all transport related projects and/or products that demonstrate a commitment to technological or design innovation. Specific criteria for this award: Your application should include details of: Description of the transport that the innovation addresses; The extent to which the innovation objectives have been or are being met; The extent to which the system, technology or approach is new and unique; The technical merit of the innovation; Deliverability of the innovation, including practicalities and affordability of the idea; The individual or team responsible for delivering the solution; and How the innovation has been funded. The judges will be seeking evidence of how: The project has been co-ordinated with the researchers, designers, etc who have developed the innovation; The project has received positive measurable results and community feedback; The innovation can be applied to other schemes; and The innovations demonstrate an advantage in regards to safety, usability or other project goals, compared with conventional approaches. 3. Prepare your application using the online form Please fill in your application form here: Please avoid repetition and make sure you stick to the word limits. The Application Document is straightforward: Smarter Travel Awards Category Title (of your project, service or scheme) Description (no more than 1,000 words) Evidence (list of supporting material, to be submitted by email – see below) Contact details (name, position, organisation, landline, mobile, email) 4. Get the formal endorsement of your organisation or company We ask your organisation or company to formally endorse the application, with a letter of support signed by a senior person, such as the chief executive, managing director or local authority cabinet member. 5. Submit your application by email by: Friday 4 August 2017 Your application, plus your supporting evidence – also in digital format – should be emailed by Friday 4 August 2017. When you email us, please put your title in the subject: Award you are entering + name of your organisation e.g. BestSmarterTravelApp Borsetshire
Ash Wednesday led by Father Charles Jeffries Wednesday 5th March Cost: £25 "A day of prayerful reflection on the Way of the Cross” Led by Sr. Anne Dunne Wednesday 16th April Using Sr. Anne's clay sculpture models that depict the painful journey of Jesus, we will take the time to slow down and ponder the Journey of Jesus Christ to Calvary. What meaning does the cross hold for us in our own life, and how do we deal with our pain crisis and failure". There will be times of input, sharing and prayer. Cost: £25 The Easter Triduum Thursday 17th April- Sunday 20th April Led by Fr. Charles Jeffries Easter is a wonderful time for reflection and renewal. Come away to celebrate the liturgies of Holy Week within the beautiful surroundings of St. Cuthman’s. There will be time for silence and reflection as well as sharing & celebration. Cost: £260 St. Cuthman’s Open House: Monday 21st – Thursday 24th April A wonderful opportunity for those who have not been to St. Cuthman’s before, or old friends who would like to come back, to come and explore the St Cuthman’s grounds, pray in our Chapel or be shown round our beautiful historic retreat house. There will also be an opportunity for those who wish to be accompanied in prayer or have spiritual direction by prior booking. Refreshments will also be available. Cost: Donations Reflection Day using Marvellous Mosaic Led by Judith Maynard & Sr. Sue Haddock RSM Saturday 26th April During the day you will be taught how to use mosaic cutters (nippers) to cut tesserae to create a mosaic of your own design, learning how to cut the tesserae to form a variety of shapes and sizes. A variety of Christian images and related suggestions will be available for you to design your own 15cm square mosaic. You will arrange and fix the tesserae in an appropriate way to create your design using the direct method of applying mosaic pieces. The day will help you become more aware of the rich historical legacy we have concerning mosaic making; appreciate the basic patterns and designs used in mosaic; be aware of the need for colour and tonal contrasts when creating a mosaic.
STUDENT TEACHING FINAL EVALUATION Second Placement (of Two) Scoring Guide A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”. B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are equally at “Target” of “Above Standard”, with NO Disposition below “Standard”. C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”. ***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION*** D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are nearly all “At Standard” but some are “Below Standard”. F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are “Below Standard”. Kentucky Framework for Teaching With the cooperating teacher’s input, use the Kentucky Framework for Teaching () to rate the student teacher’s performance on each component. Standard / Rating Ineffective 1A – Demonstrating Knowledge of Content and Pedagogy 1B - Demonstrating Knowledge of Students 1C – Selecting Instructional Outcomes 1D – Demonstrating Knowledge of Resources 1E – Designing Coherent Instruction 1F – Designing Student Assessment 2A – Creating an Environment of Respect and Rapport 2B - Establishing a Culture of Learning 2C – Managing Classroom Procedures 2D – Managing Student Behavior 2 E – Organizing Physical Space 3A – Communicating with Students 3B – Using Questioning and Discussion Techniques 3C – Engaging Students in Learning 3D – Using Assessment in Instruction 3E – Demonstrating Flexibility and Responsiveness 4A – Reflecting on Teaching 4B – Maintaining Accurate Records 4C – Communicating with Families 4D – Participating in a Professional Community 4E – Growing and Developing Professionally 4F – Demonstrating Professionalism
STUDENT TEACHING FINAL EVALUATION Single Placement Scoring Guide A Student Teacher’s ratings are “Developing” or above on all components of the Kentucky Framework for Teaching. Most Dispositions are at “Target” or “Above Standard”, with NO Dispositions below “Standard”. B Student Teacher’s ratings are mostly “Developing” or above, with no more than three “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are equally at “Target” or “Above Standard”, with NO Disposition below “Standard”. C Student Teacher is “Developing”, with no more than six “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are more “At Standard” than “Above Standard” with NO Disposition below “At Standard”. ***NOTE: CANDIDATES SCORING BELOW THIS POINT CANNOT BE RECOMMENDED FOR TEACHER CERTIFICATION*** D Student Teacher is nearly equally “Developing” or “Ineffective” on all components of the Kentucky Framework for Teaching. Dispositions are nearly all “At Standard” but some are “Below Standard”. F Student Teacher is at “Ineffective” on most components of the Kentucky Framework for Teaching. Most Dispositions are “Below Standard”. Kentucky Framework for Teaching With the cooperating teacher’s input, use the Kentucky Framework for Teaching () to rate the student teacher’s performance on each component. Standard / Rating Ineffective 1A – Demonstrating Knowledge of Content and Pedagogy 1B - Demonstrating Knowledge of Students 1C – Selecting Instructional Outcomes 1D – Demonstrating Knowledge of Resources 1E – Designing Coherent Instruction 1F – Designing Student Assessment 2A – Creating an Environment of Respect and Rapport 2B - Establishing a Culture of Learning 2C – Managing Classroom Procedures 2D – Managing Student Behavior 2 E – Organizing Physical Space 3A – Communicating with Students 3B – Using Questioning and Discussion Techniques 3C – Engaging Students in Learning 3D – Using Assessment in Instruction 3E – Demonstrating Flexibility and Responsiveness 4A – Reflecting on Teaching 4B – Maintaining Accurate Records 4C – Communicating with Families 4D – Participating in a Professional Community 4E – Growing and Developing Professionally 4F – Demonstrating Professionalism
positive impact on student learning. It is suggested that this reflective process be a consistent component of the daily instructional activity and is imbedded in the TPA. The Role of the University Supervisor 1. University supervisors carry a typical load of approximately 15 students per quarter. 2. University supervisors are responsible for placing all students in their geographic areas. 4. University supervisors ensure that Candidates articulate the conceptual framework of CWU’s Teacher Certification Program, i.e., expert learners, knowledge specialists, and master teachers. 5. University supervisors provide an orientation for cooperating teachers. The orientation provides an overview of the philosophy of CWU’s Teacher Certification Program, expectations for the cooperating teacher and Candidate with regard to professionalism, practice and assessment/evaluation. 6. University supervisors ensure that Candidates discuss constructivism with their cooperating teachers as the foundation of CWU’s teacher cerification program and collaborate on lesson plans that incorporate constructivist activities. 7. University supervisors provide a minimum of five (5) seminars per quarter for Candidates on a variety of topics such as issues of technology, classroom management, job application procedures, diversity, civility, service learning, active learning, creativity, and motivation. Seminars provide students and supervisors the opportunity to reflect on current practices. 8. University supervisors conduct a minimum of four (4) Scheduled Observations and several Drop-In Observations to ensure that students acquire the constructivist skills and the ways of knowing pertinent to our global perspective. Additional observations may be scheduled as desired or needed to ensure the Candidate is successful. 9. University supervisors serve as liaisons between CWU and the host schools and districts by creating school partnerships that positively impact Student Teaching and learning. 10. University supervisors collaborate with university content area faculty on placement and supervision issues as necessary. 11. Field Supervisors must verify through supervision and appropriate documentation that Candidates have adequately met the competencies required by Central Washington University in the Final Evaluation and the State of Washington by completion of the Teacher Performance Assessment (TPA). 12. Field Supervisors will not evaluate their Candidates’ TPAs but must ensure Candidates complete and upload them to LiveText by the deadline determined by the OFE. Legal Responsibilities and Governing Policies The classroom teacher must have a sound knowledge of the legal parameters of his/her position as well as a thorough understanding of policies, rules, and regulations as established by those to whom he/she is responsible. Candidates must also become
G Ongoing medical issues leading to lower attendance in some children eligible for PPG Signpost parents to receive additional parental support form Alexandra Lock (PIP) Lesley Gore to support parents with children who have ongoing medical issues Referral to school Nurse First Day calls The average attendance for children with ongoing medical issues eligible for PPG is 90%. 57% of children eligible for PPG with ongoing medical concerns have attendance of 90% or more. Need to continue with this target next year and look at new ways to improve the outcome. Staff Time Additional detail
APPLICATION FOR EMPLOYMENT Post applied for: Pastor of Young Adults Closing Date: 26th June (noon) Interviews: 8th July Return completed form to: stevefoster@stjohns-church.co.uk Section 1: Your Personal Details Surname: Forenames: Generally known as: Title: Address: Email Address: Mobile Number: Telephone Number: National Insurance Number: Do you have a current driving licence? Do you have access to a car? How soon would you be able to start work? Section 2: Employment History Post Held Employer Dates Overview of role & salary
St John the Baptist Outside School Hours Care 7 Johnson Street, Freshwater NSW 2096 T: 0427 716 593 E: freshwater.oshc@dbb.org.au W: Direct debit request I request and authorise CatholicCare Broken Bay to debit my Nominated Account with the amounts due for Outside School Hours Care commencing on / / and fortnight thereafter. I understand that the amount charged may vary as determined by my level of use of the service. I understand this request is in place until I discontinue my use of the service and provide CatholicCare that I wish to cancel this request giving two weeks written notice from effective date. Bank account Financial institution name: Branch: Account name in full: BSB: - Account no: Credit card Cardholder name: Name on card: Credit card number: Expiry: / CCV: Authorisation / / Name Signature Date Office use only Date received: / / Date processed: / / Employee name:
GM was smart….and you can’t put the input / output valves in the wrong side….as they will not fit correctly….. See picture 3. There are two brackets that hold the input / output valves in place. They are attached with 4 screws each. Simply replace the input / output valves….and put the brackets back….and then re-attach the bottom plate. Works best to attach the two black screws first…..and then the screws around the base. It is that simple!! Repairing an Original C-2 Defroster Duct by Doug Johnson
mentioned that it was particularly important to obtain their acceptance to discuss the different projects being implemented in their constituencies. General EHSG and GIIP Application of the Environmental, Health and Safety Guidelines (EHSGs) and Good International Industry Practice (GIIP), especially when different to national law or where the Borrower has technical or financial constraints and/or in view of project specific circumstances Feasibility and resources for implementation Implementation and resource implications for Borrowers, taking into account factors such as the expanded scope of the proposed ESF (e.g., labor standard), different Borrower capacities and adaptive management approach Mitigation of additional burden and cost and options for improving implementation efficiency while maintaining effectiveness Client capacity building and implementation support Funding for client capacity building Approaches and areas of focus Approach to implementing the ESF in situations with capacity constraints, e.g., FCS, small states and emergency situations Participants stated that there is a current need for capacity building in several areas, including resettlement and occupational work and safety. They mentioned that the need to improve capacity would continue to be a necessity under the ESF. Disclosure Timing of the preparation and disclosure of specific environmental and social impact assessment documents (related to ESS1 and ESS10) Implementation of the ESF Bank internal capacity building, resourcing, and behavioral change in order to successfully implement the ESF Ways of reaching mutual understanding between Borrower and Bank on issues of difficult interpretation Other issues:
Textbooks are numbered and assigned to each child who will be responsible for their proper care. All books must be covered with a durable cover and should be carried to and from school in a book bag to minimize wear and tear. Lost or damaged books must be reported and paid for immediately. Library The library is open for the use of the students. It is staffed by a librarian. At a specific time each week, classes have the opportunity to use the library for reference work, quiet reading, story time (primary grades), and checking out books and other materials. Paperback books are located in each classroom. Students are expected to conform to rules regarding checkout and return of books and reference materials. Students are held accountable for lost or damaged books. Physical Education All students participate in physical education each week. Students are required to wear the school P.E. uniform on the assigned day(s). Those without a P.E. uniform will receive a uniform violation that will affect the P.E. grade. Students are expected to participate actively in the program unless a written excuse is provided by a parent in the event of an extended absence (more than two days) from P.E., verification must be in writing from a physician. Family Life Family life education is intended to provide a comprehensive view of human development and behavior, personal relationships, and management of family resources. The purpose of family life education is to inculcate Catholic values, virtues, and attitudes that relate to the current family life of the student. Family life instruction is integrated where appropriate into religion, science, and social studies. RELIGION PROGRAM AND EXPECTATIONS Religion Program Of primary importance in a Catholic elementary school is the imparting of religious information and spiritual formation of the entire school community. In cooperation with the parents as the primary educators, the school, through its philosophy, religion program, and extra-curricular activities, supports the religious and spiritual development of the students. While the principal has the major responsibility for ensuring the Catholicity of the school, a faculty member is appointed to the position of religion coordinator. Liturgies The official archdiocesan policy expects parents to attend Mass weekly with their children and to see that their children receive sacraments on a regular basis. Part of the school schedule
under the Handbook and any additions and amendments that may be made. Our signatures below indicate our commitment to fulfill our obligations according to the requirements of the Handbook. Father’s or Guardian’s Signature ___________________________________Date __________ Mother’s or Guardian’s Signature___________________________________Date:__________ Print student names and grades: Student’s First Name_______________ Grade _____ Student’s First Name _______________ Grade_____ Student’s First Name _______________ Grade _____ Student’s First Name ________________ Grade____ Please return this signed form promptly to the School Office. This form will be placed in the students’ permanent files