zilongwang/ReadingBank huggingface dataset:
proceedings to which the Act applies relation to, inter alia, the way in which witnesses are to be questioned as well as the presence and behaviour of any person in connection with the questioning of a witness. 26 Cth Any witness in proceedings to which the Act applies The court is required to disallow a question, or inform the witness that the question need not be answered, if the court is of the opinion that the question is misleading or confusing, unduly annoying, harassing, intimidating, offensive, oppressive, humiliating or repetitive; is put to the witness, in a manner or tone that is belittling, insulting or otherwise inappropriate; or has no basis other than a stereotype. Evidence Act 1995 (Cth) s.41 Cth Any witness in proceedings to the Act applies Evidence of an admission is not admissible unless the court is satisfied that the admission, and the making thereof, were not influenced by violent, oppressive, inhuman or degrading conduct, whether towards the person who made the admission or towards another person; or a threat of that kind. Evidence Act 1995 (Cth) s.84
Battle of the Completely unforeseen German counteroffensive in Belgium in December 1944 aimed at splitting the Allied forces and capturing Antwerp, which was the key port in the Allies’ supply line. The attack was initially successful, driving a large “bulge” in Allied lines. The Yalta Conference- The Yalta Conference was the February 4–11, 1945 wartime meeting of the heads of government of the United States, the United Kingdom, and the Soviet Union—President Franklin D. Roosevelt, Prime Minister Winston Churchill, and General Secretary Joseph Stalin, respectively—for the purpose of discussing Europe's postwar reorganization. Mainly, it was intended to discuss the re-establishment of the nations of war-torn Europe. Battle of Leyte Gulf- generally considered to be the largest naval battle of World War II and also one of the largest naval battles in history. It was fought in waters near the Philippine islands of Leyte, Samar, and Luzon, from 23 to 26 October 1944, between naval and naval-air forces of the Allies and those of the Empire of Japan. Ch. 45- Cold War: The United States and the Nuclear Age 1946-1952 Nuclear Bombs- ended WWII, showed that it was technologically possible for humanity to shatter civilization and possibly the natural balance of the earth Nazi Death Camps- discovered in spring of 1945; 6-7 million people had been industrially murdered (ex: Auschwitz, Buchenwald) “Great Patriotic War”- prompted by Hitler's invasion of the Soviet Union in 1941 which made the condition for the Cold War possible Roosevelt's policy- committed to national self-determination and democratic governments in Poland, Czechoslovakia, Austria, Hungary, Rumania, Bulgaria, and Yugoslavia Truman- “straightforward, decisive, simple, entirely honest”; didn't hide the fact that he neither liked nor trusted the Soviets Churchill's speech- explained that an “Iron Curtain” had descended across Europe and that it was time for the Western democracies to confront the Soviet Union George F. Kennan- Soviet expert in State Department; supported Containment Truman Doctrine: the government's policy to resist Soviet-backed attempts to overthrow anti-Communist governments with massive financial and military aid
Why did Aravis run away? Her stepmom hates her Her dad promised her in marriage to an old man She doesn’t want to marry him All of the above Hwin stopped Aravis from killing herself. True False What meeting did they choose in case they got separated in Tashbaan? The desert The tombs The river The Tisroc’s palace Calormenes believe pixies the Tombs of the Ancient Kings. True False Who up with the plan to get them through the city? Hwin Aravis Shasta Bree The Horse and His Boy—Chapters 4-5 Discussion Ch. 4: How does Shasta get separated from the others in Tashbaan? The Narnians mistake him for Corin. do the Narnians think Shasta is from? Archenland What do they he is? A prince What creature startles Shasta? A faun What is the faun’s name? Why does the narrator say readers might know him? Tumnus. He’s the faun from The Lion, the Witch, and the Wardrobe. What does Tumnus think happened to Prince Corin to make him so quiet? A of the sun What creatures were in the room?
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Name of person Organisation/ Business Name Type of organisation (charity/ CIC/commercial) Nature of business Organisation/ Business Address Invoice Address (if different) Contact number of person Contact number of business Email Purpose of Event – as much info as possible e.g. electrical equipment Ground floor – with sink and kettle 12-15 seated (up to 20 standing) Middle floor – with sink and kettle 12-15 seated (up to 20 standing) Top floor – with kitchenette 10-15 seated (up to 20 standing) Courtyard non-smoking and non-vaping Top and middle floor are not accessible. Spaces required Date required * Numbers Attending Is this exact or estimate? Date Required Times Required *
USE PARAGRAPHS Avoid: Using different tenses (past/present etc). Giving the back-story “Bang!” / “Smash” etc – use onomatopoeic VERBS! Apostrophe issues – only use if you KNOW they are needed. Missing full stops. long conversations – and lengthy dialogue.
The Huston Family in Western Pennsylvania Abbreviations: TR=Tax Record; CV=Cumberland Valley; Lond=Londonderry Township (West of Wills Mountain separated from Cumberland Valley Township in 1785) Information found on records (if any) is included. If there was more than one record for that year, they are numbered. Hustons ordered by date 1. Andrew 2. Alexander 3. Robert 4. Edward 5. Andrew Jr. (son of Alexander) 7. Alexander Jr. 1771 TR: CV 1773 TR: CV TR: Inmate 1774 TR: CV TR: CV TR: CV 1775 TR: CV TR: CV Single F 1776 TR: CV TR: CV 1. TR: CV Single F 2. PA Rifle Reg 1777 Listed in S. Paxton’s 1st battalion Listed in S. Paxton’s 1st battalion 1778 1.TR: CV 200 ac/20 cult. 20 cleared with still 2. Listed in S. Paxton’s 1st battalion TR: CV 100ac 30 cleared 2. Listed in S. Paxton’s 1st battalion On list of “able to serve” in militia 1779 TR: CV 100 Acres With TR: CV 150 TR: CV Single F Son of Andrew TR: CV Single F listed son of Alex 1780 1.TR:CV 150 acres TR:CV 150 acres TR: CV No acres TR: CV Single F 1781 1.TR:CV 150 acres 2.W.McCall’s 7th Co. 3rd Battalion TR:CV 150 acres TR: CV No acres TR: CV Single F 1782 TR: CV-30 acres TR:CV (included simple list) TR: CV No acres single F TR: CV Single F (included simple list) TR:CV No acres 1783 1. TR: CV-No deeded or warranted land with nine residents TR: CV-No deeded or warranted land with two inhabitant TR: CV-No deeded or warranted land with two inhabitant TR: CV-No deeded or warranted land with 1 inhabitant TR: CV-30 acres Single F. No deeded or warranted land 1784 TR:CV Land application Gladens Run North of Wills Town Tract TR:CV TR:CV TR:CV 1785 TR:Lond TR:Lond
Appendix 1: Case Study Organizations and Informants Case No. of Employees Informant Positions TM Role Total interviews CivServ Public Sector Civil Service: one of biggest bodies responsible for social and welfare issues 105,000 200 people in talent schemes Senior Manager Talent Resourcing Policy 6 Senior HRBP (Deputy Director) Across Govt. Resourcing Mgr. Planning Mgr. Business Strategy Deputy Director Credit Policy Mgr. Line Mgr/ Hipo Line Mgr./Hipo Line Mgr./ Hipo Line Mgr./Hipo Locgov Public Sector. One of the largest local government bodies in 33,000 37 Hipos in talent schemes Org. Dev. Mgr. HR & Recruitment Mgr. Team Leader Engineer Snr. Performance Improvement Mgr. Project Manager Principal Service Mgr. Progression Mgr. Policy Line Mgr./Hipo Hipo Hipo Line Mgr./Hipo Line Mgr. /Hipo Line Mgr/Hipo Line Mgr./Hipo 8 RetCo Private Sector. One of the four biggest retailers in 180,000 10% of employees classified as talent L&D Mgr. Talent Advisor Payroll Manager People Service Mgr. & Regional Mgr. Team Leader Stores Graduate Resourcing Specialist People Services Mgr. Hipo Dev. Records Mgt. Hipo / Line Mgr. Line Mgrs Hipo Hipo Resourcing Line Mgr. 7
Walker, J. W. & Larocco, J. M. (2002). Talent The best and the rest. Human Resource Planning, 25(3), 12−14. Wright, P. M. & McMahan, G. C. (1999). Theoretical Perspectives for Strategic Human Resource Management. In, Schuler, R. S. & Jackson, S. E. (Eds.) Strategic Human Resource Management, : Blackwell Publishers Ltd. Yarnall, J. (2008). Strategic Career Management: Developing Your Talent, Elsevier, . Yarnall, J. (2009). Talent People Management, 9, 32. Yarnall, J. (2011). Maximising the effectiveness of talent a review of case study literature. Leadership & Organisational Development Journal, 32, 510-526.
students in the hall of residence threw food out of a window as she was passing. She said this had been very unpleasant and it had damaged her clothes. behalf and a note of her contact details. The receptionist passes them to the hall of residence manager, who writes the following day offering an apology and saying that the college expects its students to be positive members of the community. The residence manager offers to pay the cost of any dry-cleaning, and explains that the college will seek to identify the students to ensure that their behaviour does not recur. This action and the complaint’s outcome are logged on the college complaints database. A student complains that his profile, which he had provided for use in the college prospectus, had been incorrectly reproduced, attributing information to him that belonged to someone else. The college writes to the student with an apology, an explanation of how the mistake happened, and details of how it will resolve the issue. This would include replacing the version on the college website, amending printed copies of the prospectus and making sure the correct text was included in future printed versions. These actions and the complaint’s outcome are logged on the college complaints database. A student complains that she has received a fine for the late return of library when she had, in fact, returned the books on time. A member of the library staff checks and confirms that the books had been returned on time, but the librarian had failed to update the computer system to reflect this. The student receives an explanation and an apology from the member of staff. This action and the complaint’s outcome are logged on the college complaints database. Appendix 2 What is not a complaint A concern may not necessarily be a complaint. For example, a customer make a routine request for a service. This is not a complaint, but the issue may escalate into a complaint if it is not handled effectively and the customer has to keep on asking for the service. A customer may also be concerned about college decisions, which may have their own specific review or appeal procedures. So, where appropriate, the college must direct customers to the relevant procedure. The following examples give details of the type of issues or concerns for which you should not use the CHP. This is not a full list, and you should decide the best resolution route for each individual case.
This approach includes measurement methods for the: Monitoring of intervention deployments, focusing on the quality and fidelity of the intervention inputs Evaluation of intervention outputs and impacts across many axes, from user satisfaction to process improvements, health outcomes and cost-effectiveness. Table 3: Linking stages of intervention maturity with measurement and objectives Time frame of maturity Stage of evaluation Aims Early Pre-prototype. This stage includes hypothesis-building, needs/context assessment, and testing of usability/ feasibility and technical stability. Prototype. During this phase, user-focused designs are created and tested, and functionality, technical stability, and usability are tested in an iterative process. Ways to improve the system are examined to enhance relevance. Pilot. This stage examines whether the digital health intervention can produce the desired effect under controlled circumstances. The pilot project is usually a single deployment. Feasibility. Assess whether the digital health system works as intended in its given context. Usability. Assess whether the digital health system can be used as intended by users. Efficacy. Assess whether the digital health intervention can achieve the intended results in a research (controlled) setting. Technology. Prototypes are functional and usable. Feasibility testing demonstrates user acceptance, and expected data integrity and validity. Intervention. Implementation protocols are used as intended by users. Technology. Technology withstands testing under optimal circumstances. Health. Health improvements (outputs/ outcomes/impact) demonstrated on a scale, under optimal circumstances, warranting further testing.
Other – less than 300 employees or JPY 300 million assets Malaysia Manufacturing – less than MYR 25 million or 150 employees Services – less than MYR 5 million or 50 employees Different for Bumiputra enterprises Shareholders, Funds and Employment Philippines Less than 200 employees or PHP 60 million assets Employment and assets Republic of Manufacturing – less than 300 employees, or KRW 8 billion assets Wholesale – less than 100 employees or KRW 10 billion annual revenue Employment, assets and Sales Revenue Singapore Manufacturing – assets worth SGD 15 million or less Services – less than 200 employees Employment and Assets Taiwan Manufacturing – less than TWD 80 million of paid-in capital or less than 200 employees Other – less than TWD 100 million annual sales revenue or less than 50 employees Sales Revenue and Employment Thailand Manufacturing and services – less than 200 employees or THB 200 million assets Wholesale – less than 50 employees or THB 100 million assets Retail – less than 30 employees or THB 60 million assets Employment and Assets Source: White Paper on Small and Medium Enterprises in Taiwan, 2006. http://www.moeasmea.gov.tw/eng/2006whitepaper/2006white.asp Why are SMEs important? “The only way to reduce poverty in a sustainable way is to promote economic growth, through wealth and employment creation. In developing countries, SMEs are the major source of income, a breeding ground for entrepreneurs and a provider of employment.” UNIDO, WSIS Report, 2003 SMEs are important because on average, they comprise over 95 percent of the economy. Figure 2 illustrates the importance of SMEs to the national economy in a sample of countries from the Asia-Pacific region. The contributions of SMEs to employment and the countries’ domestic product (GDP) are by no means trivial. As of July 2006, close to 140 million SMEs in 130 countries employed 65 percent of the total labour force. Figure 2: Comparison of the Composition of SMEs in the Asia-Pacific Region Source: White Paper on Small and Medium Enterprises in Taiwan, 2006. http://www.moeasmea.gov.tw/eng/2006whitepaper/2006white.asp
decrease in TER for each one-unit change in that predictor’s unit of measurement. Complete results from multi-level analysis for all student and school-level predictors of TER are provided in appendix F. Table 2 Results for school-level predictors of TER School attribute Categories ß SE Wald χ2 df Within-category comparisons School sector Government Reference category 10.28 2 No sig. diff. between Catholic and independent Catholic 2.50 0.98 Independent 2.47 0.87 School location Not significant School demographics Size Continuous 0.30 0.10 13.80 1 SES Not significant Academic achievement Not significant Gender mix Coed Reference category 7.54 2 No sig. diff. between All male and All female All-male 3.18 1.34 All-female 1.85 1.18 LBOTE quartile No LBOTE Reference category 11.54 4 Sig. diff. between LBOTE Q1 and LBOTE Q3 Q1 (lowest) 2.98 1.05 Q2 1.30 0.99 Q3 0.38 1.08 Q4 (highest) 2.89 1.15 Resources and capacity size Not significant Student—teacher ratio Continuous -0.45 0.11 18.16 1 Degree of teacher shortage Not significant Prop. certified teachers Not significant Prop. highly qualified teachers Not significant Primary resource base Not significant Quality of educ. materials Not significant Academic orientation Acad. pressure from parents Weak Reference category 11.09 1 Strong 2.33 0.70 Student selection criteria Not significant Use of streaming For some subjects Reference category 7.57 2 No sig. diff. between For all subjects and For no subjects For all subjects 2.29 1.48 For no subjects 2.98 1.24 Exposure to work More than half of students participate Reference category 21.10 2 No sig. diff. between Half or less of students participate and Not offered Half or less of students participate 4.82 1.06 Not offered 3.43 1.15 Continued next page School autonomy Resp. for resources Not significant Resp. for the curriculum Not significant Influence of business on the curriculum Not significant Providing for student needs Level of extracurricular activities Not significant Teacher vs counsellor-based career advice Not significant Perceptions of the school experience at the school Not significant
Academic orientation Acad. press. from parents Weak [R] 1 0.25 d Strong Student selection criteria At least one prereq. [R] 2 3.37 2.42 Considered Not considered Use of streaming For some subjects [R] 2 0.70 d For no subjects For all subjects Exposure to work For more than half of students [R] 2 1.61 0.32 For half or less of students Not offered School autonomy Resp. for resources Continuous 1 0.09 d Resp. for curriculum Continuous 1 5.54 3.35 Business influence on curr. No influence [R] 2 1.03 d Minor influence Considerable influence Providing for student needs Extracurricular activities Continuous 1 1.78 d Career guidance Counsellor-based [R] 1 2.15 0.60 Teacher-based Perceptions of schooling Continuous 1 0.53 d Competition Two or more schools [R] 2 5.71 4.97 6.53 One school 0.335 0.216 1.40
The Importance of Being Earnest – cube Create illustrative sides using words and/or quotes and color/pictures on six sides of the cube (use examples from the play to illustrate your six sides). Define farce. Give two examples from the play- use quotes or paraphrases – record page #. Give examples and label two types of irony (verbal, situational, dramatic) found in the play – use quotes or paraphrase – record page #. Describe and draw your favorite scene it –create a bio-poem for one character (not used in #3) Analyze one example of puns or epigrams. Record and write what it means. Argue why one of the following themes of the play, example – marriage, earnestness/honesty, Victorian social conventions/etiquette is the most important. Write a few sentences. Must be creative, colorful, neat, and reflect effort! Be sure your name and play title is on the cube. Create illustrative using words and/or quotes and color/pictures on six sides of the cube (use examples from the play to illustrate your six sides). Define farce. Give two examples from the play- use quotes or paraphrases – record page #. Give examples and label two types of irony (verbal, situational, dramatic) found in the play – use quotes or paraphrase – record page #. Describe and draw your favorite scene it –create a bio-poem for one character (not used in #3) Analyze one example of puns or epigrams. Record and write what it means. Argue why one of the following themes of the play, example – marriage, earnestness/honesty, Victorian social conventions/etiquette is the most important. Write a few sentences Must be creative, colorful, neat, and reflect effort! Be sure your name and play title is on the cube.
Lambert Director, Employment, Education and Training Australian Chamber of Commerce and Industry Jo Hargreaves Team Leader, Research Program Management NCVER Jodieann Dawe National Manager, Research and Engagement NCVER John Hart Chief Executive Officer & NCVER Board member Restaurant and Catering Australia John King Executive Director, Skills and Employment Department of State Development Vandermaas Manager, Training Operations, Training NT Department of Business and Innovation Juliet Zeiler Assistant Director, Reform Policy and Evaluation Department of Education and Training June Ingham Team Leader, Communications and Events NCVER Kathryn Nunn National Government Relations Manager Sarina Russo Job Access (Australia) Pty Ltd Kathryn Shugg Branch Manager, Industry Advice Branch, Industry Skills and Quality Group Department of Education and Training Kelly Adamcewecz Industrial Relations Manager Canberra Business Chamber Kira Clarke Academic, Melbourne Graduate School of Education The University of Melbourne Larry Moore Electrotechnology IRC Laura Jackson Stakeholder Engagement Officer NCVER Lauren Tiltman National Executive Officer Group Training Australia White Branch Manager, Industry Skills Department of Education and Training Malcolm Richards Chief Executive Officer Master Electricians Australia Couldrey (Facilitator) Director Consulting Marie Minslow Manager, Apprenticeships and Traineeships, Market Quality and Operations NSW Department of Industry Kirchner Executive Director, Human Capital Business Council of Australia Lilly Director, Education and Training Australian Industry Group Michael de Executive Officer Australian 3D Manufacturing Association Neil Miller National Manager, Policy and Programs Australian Council for Private Education and Training Nerida Coulter Director, Skill Shortages Department of Employment Paul Miles Chief Executive Officer The Busy Ltd Peta Skujins Research Officer Peter Keenan Manager AMA Apprenticeship and Traineeship Services (WA) Pty Ltd
Belief Behavior Outcome Power of The Tribe Respect Each Other and Really Listen Talk With People, Even When It’s Hard Bring Others Along Work Together. Learn Together. Achieve Together Passion to Grow Embrace the Journey Accept the Challenges Be Coachable Maximize Opportunities Own It Own Your Attitude Own Your Effort Own Your Choices Best Version of You Power of the Tribe Respect each other and really listen Our school is a wonderful collection of people with different backgrounds. We value the perspectives of our colleagues & our community, and we actively seek to utilize those perspectives to solve problems, achieve goals, and navigate the future. Listening is one of the most important things
Mission and vision Our mission Our mission is to uphold information rights in the public interest, promoting openness by public bodies and data privacy for individuals. Our vision To be recognised by our stakeholders as the authoritative arbiter of information rights, delivering high-quality, relevant and timely outcomes, responsive and outward-looking in our approach, and with committed and high-performing staff – a model of good regulation and a great place to work and develop. Our public task We work to achieve our mission and vision by overseeing compliance with the laws that give you rights to access official information and the personal information that organisations hold about you. The Data Protection Act and the Privacy and Electronic Communications Regulations place obligations on organisations to ensure that personal information is handled properly. The Freedom of Information Act, Environmental Information Regulations and INSPIRE Regulations give you a right of access to information held by public bodies unless there are good reasons to withhold it. The Re-use of Public Sector Information Regulations give you the right to re-use information produced by public sector bodies. As part of our role, we: give advice to members of the public about their information rights; give guidance to organisations about their information rights obligations; maintain a public register of data controllers; gather and deal with concerns raised by members of the public; and take action to improve the information rights practices of organisations. Our strategic outcomes To fulfil our mission and vision and to achieve our goals we have identified the following ten strategic outcomes: 1. A high proportion of individuals with a basic awareness of their information rights, coupled with ready access to information on how to exercise those rights. 2. Development of people’s understanding of information rights and risks embedded as an output of the formal education system. 3. Organisations routinely meeting their legal obligations in the way they respond to people exercising their rights. 4. A high level of awareness in organisations of all their wider obligations under information rights law with those obligations routinely met in practice.
The Interview Guys YouTube Video Resources The “Trick” Interview Question: Tell Me About Yourself - 3 Tough Interview Questions and how to Answer Them - The Top 5 Job Interview Tips - How to answer the top 10 job interview questions - The “Why Should We Hire You?” Interview Question - How to Answer the “What is Your Greatest Weakness?” Question - How to Answer the “What is Your Greatest Strength?” Question - Top 5 Telephone Interview Questions to be ready for - Top Questions to Ask at an Interview - Behavioral Interview Questions & How to deal with them - How to Prepare for an Interview - Preparing for a Skype Interview Call - How to Deal with Interview Nerves - How to Answer the “What is your greatest Accomplishment?” Question - Top 5 resume Tips - How to write a Cover Letter -
Directions: Read and annotate. On the of September 18, 1931, Japanese soldiers, disguised as Chinese soldiers, blew up a small section of the Manchurian Railway near the city of Mukden. Japan owned this area, and the Japanese soldiers wanted to blame the “Mukden incident” on the Chinese. The Japanese army used this incident to justify its taking all of Manchuria in a series of rapid military advances. Manchuria offered many resources the Japanese needed. After this conquest, the Japanese army became committed to an expansionist policy - a policy of enlarging the Japanese Empire. By September 1932, the Japanese army had formed Manchuria into a separate state and renamed it Manchukuo. They placed a puppet ruler, Henry Pu Yi, on the throne. As an infant, Henry Pu Yi had been China’s “last emperor.” He had abdicated that throne, however, following the revolution of 1911 in China. Worldwide protests against the Japanese seizure of Manchuria led the League of Nations to send in investigators. When the investigators issued a report condemning the seizure, Japan withdrew from the League. The United States refused to recognize the Japanese takeover of Manchuria but was unwilling to threaten force. Over the next several years, Japan continued its expansion and established control over the eastern part of Inner Mongolia and areas in north China around Beijing. Neither Emperor Hirohito nor government leaders could control the army. In fact, it was the army that established Japanese foreign policy. The military held the upper hand. By the mid-1930s, militants connected to the government and the armed forces had gained control of Japanese politics. War With China Chiang Kai-shek tried to avoid a conflict with Japan so that he could deal with what he considered the greater threat, the Chinese Communists. When clashes between Chinese and Japanese troops broke out, he sought to appease Japan by allowing it to govern areas in north China. As Japan moved steadily southward, protests against Japanese aggression grew stronger in Chinese cities. In December 1936, Chiang ended his military efforts against the Communists and formed a new united front against the Japanese. In July 1937, Chinese and Japanese forces clashed south of Beijing and hostilities spread.
ACTIVITY/AREA Off-Peak £ Weekday £ Weekend £ Sports Hall Badminton Court – Member/Staff (per hour) 7.50 7.50 Non Member (per hour) < 16’s (per hour) > 60’s (per hour) 9.50 5.50 5.50 9.50 5.50 5.50 Hall Hire (5-a-side/Basketball/Netball/Cricket nets) 25.00 * (£35 per session if block-booked and £24 for 6pm-7pm booking) 42.00 42.00 Gymnasium Hall Hire (Martial Arts/Aerobics/Soccer etc) 10.00 * (£20 per session if block-booked) 24.00 24.00 Fitness Suite Adults (16+) *(£20 for monthly pass) Concessions *(£15 for monthly pass) Couples *(£25 for monthly pass) 3.00 2.50 3.00 2.50 Dance Studio Hire * (£15 per session if block-booked) 7.50 18.00 18.00 Drama Studio Hire * (£15 per session if block-booked) 7.50 Hub Studio Hire *(£12 per session if block-booked) 3G Pitch 18.00 14.40 18.00 14.40 Full Pitch *(£80 per session if block-booked) 40.00 100.00 100.00 Half Pitch *(£40 per session if block-booked) 30.00 Match (Off-Peak) 80.00 50.00 50.00 Halls Main/Assembly Hall *(£30 per session if 20.00 36.00 36.00 Additional use of server 5.00 5.00 Dining Hall *(£30 per session if block-booked) 20.00 36.00 36.00 Swimming Pool/Library *(£40 per session if block-booked) 20.00 Playground/Field *(£12 per session if block-booked) Pitches 48.00 14.40 48.00 14.40 Football (per game charge - nets provided, changing 50.00 rooms full size pitch) *(£65 per game if or excluding changing rooms) 78.00 78.00 Football(per game charge – 9v9 small pitch) Nets provided *(£30 per game if block-booked) 36.00 36.00
Mathematics Numbers Shape, Space and Measures Counting up to 10 and 20. Recognising and using numbers 1-20. Forming recognisable numbers Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. Describe relative position such as ‘behind’ or ‘next to. Order two or three items by size Use familiar objects and common shapes to create and recreate patterns and build models. St. Nicholas Primary School Autumn 2015 Reception Curriculum cont: Understanding of the World People and communities The World Technology *At the start of the half term the children will learn about the significance of Firework Night (story of Guy Fawkes). They will learn about the festival of Light (Diwali) in their RE work. Children will be taught the Christmas story. Work towards ensuring that children: -Enjoy joining in with family customs and routines. -Have an awareness of the passage of time related to own lifestyle – this term to understand the daily, visual timetable in school and to place in time order simple real events e.g. wake up, go to school, go home, and go to bed. Who celebrates Diwali and why? Why do we celebrate Christmas? What is the true meaning of Christmas? How is Christmas celebrated by people across the world? There will be opportunity to use the iPads this half term.
How is Ying-ying’s first marriage so awful? How does Ying-ying’s first marriage change her? Support your answer with a quotation. Ying-ying meets a man at the shop where she works whose last name is Clifford St. Clair. What does “clair” mean in French? (Google it if you don’t know.) How does Ying-ying’s account of how she became engaged to Clifford St. Clair differ from St. Clair’s version of events in the chapter “The Voice from the Wall?” Find a quotation to support your answer. What name does Ying-ying call her second husband, Clifford? What does this reveal about her? How does Ying-ying feel about Clifford once she marries him? What does Ying-ying want her daughter to understand? Support your answer with one quotation.
This relates to sustainable increased food production which would include use and application of new technologies, systems and integrated management practices. A more in depth definition can be found through Feeding the Future: Innovation Requirements for Primary Food Production in the UK to 2030: http://feedingthefuture.info/report-launch/ Sustainable development The National Planning Policy Framework definition of sustainable development is: Development that the needs of the present without compromising the ability of future generations to meet their own needs. It is central to the economic, environmental and social success of the country and is the core principle underpinning planning. Sustainable drainage systems (SuDS) Sustainable drainage systems (SuDS) are a material consideration requirement in planning decisions as documented in the NPPF. SuDS aim to manage rain water runoff in a natural way by replicating natural processes. Examples include: green roofs; soakaways; ponds; wetlands; shallow ditches or swales, and permeable pavement and underground storage. Viticulture Viticulture is the science, production and study of grapes. End of the Kent Environment Strategy
18124 Wedge Pkwy. #179 ◦ Reno, Nevada 89511 Enrollment Registration Student Information Student Name: Mailing Address: Date of Birth: Gender: Parent/Guardian Information Contacts Persons who may be contacted and we are authorized to release your child to. . A PICTURE I.D. IS REQUIRED! Name: Phone: Name: Phone: Name: Phone: Name: Phone:
Emergency Form Information Student Name: Address: Contact Information Persons who may be contacted and we are authorized to release your child to. A PICTURE ID IS REQUIRED!. Parent/Guardian: Cell: Parent/Guardian: Cell: Contact One: Cell: Contact Two: Cell: Work: Work: Work: Work: Health Information Swimming Ability Shoe Size
Current employment or occupation Job Title (or course details if currently a student) Name and type of school (or University/ College or employer's name) Local authority Number of pupils on roll Age group taught Current salary (if part-time include percentage of full-time) Date started (month/ year) Previous employment or occupation Please give a full history, in chronological starting with your most recent occupation & ending with your first occupation since leaving secondary education. Include periods of post-secondary education/training, part time or voluntary work. If you have had periods of time not in employment or education/training please record details providing an explanation (e.g. looking for employment, travelling, or time taken out of paid employment due to child care responsibilities etc). Provide start and end dates for all occupations. If you have further periods please place on a numbered continuation sheet. Job title or Occupation Name, local authority and type of school, or employer's name Number of pupils on roll Age group taught Salary Date started year) Date left (month/ year) Reason for leaving (form continues below)
Andrew Bell Devon Biosphere Reserve All Non-voting advisor Public Jenny North Devon Coast AONB All Non-voting advisor Public Sue Gear North Devon+ All Non-voting advisor - Accountable Body Private The LAG comprises members of the public, private, community and voluntary sectors, ensuring that it represents a broad range of interests across the area. An open application process was held to appoint new members and these were assessed by an officer group against the requirements of the Local Development Strategy and Rural Payment Agency guidance. LAG membership reflects both the area’s geographical extent and its sectoral composition. Members must live in or work in the area of benefit, namely the districts of Torridge and Devon. Organisations working across the area but located outside it may join the LAG as “advisors” but without voting rights. No sector can have more than 49% of the votes in any forum making project funding decisions. The number of voting members should not exceed 21, to remain a workable group. Expertise in the following areas should ideally be represented: Farming x 2 Business x 4 Tourism x 3 Culture/heritage x 2 Rural services x 3 Forestry x1 The LAG will include voting representatives from core public partners and the Accountable Body: North Devon Council Torridge District Council Devon County Council Exmoor National Park Authority North Devon AONB UNESCO World Biosphere Reserve of North Devon North Devon+ (the Accountable Body) The organisations above, as well as Petroc, also have non-voting advisers on the LAG to provide professional advice and expertise to voting members. Members must identify whether they represent themselves, as individuals, or are representing an organisation. If representing an organisation, they may nominate one named substitute who may vote on their behalf. LAG members shall be appointed for two years. Thereafter, all members will be eligible to re-apply to the LAG, alongside an open recruitment process. Members engaged in activity related to their position on the LAG must comport themselves appropriately and respectfully in relation to other LAG members, programme staff, applicants and members of the public. Inappropriate behaviour may result in exclusion from the LAG at the discretion of the Chairperson. All members will be required to sign the Code of Conduct at the beginning of their term. Working arrangements
e. none of the other choices ANSWER: e (page 6) National: AACSB Analytic; AICPA BB-Legal The fundamental law of the nation is the: a. Declaration of Independence b. Bill of Rights c. Constitution d. magna charta e. regis ANSWER: c (page 6) National: AACSB Analytic; Communication; AICPA BB-Legal The U.S. Constitution: a. established and limited the powers of the U.S. government b. created the common law c. created the four major branches of the U.S. government d. created the 50 states e. all of the other choices are included in the Constitution ANSWER: a (page 6) National: AACSB Analytic; Communication; AICPA BB-Legal The U.S. Constitution creates: a. the rights of citizens b. stare decisis c. the executive branch of government d. informal law e. none of the choices are in the Constitution ANSWER: c (page 6) National: AACSB Analytic; Communication; AICPA BB-Legal The United States Constitution: a. established the form of state governments b. gave the government certain powers c. granted freedom to all citizens d. granted Congress the power to impose income taxes e. all other choices are correct ANSWER: b (page 6) National: AACSB Analytic; Communication; AICPA BB-Legal
. The Leigh Academy CEIAG Plan The Leigh Academy Learning Outcomes Year 13 students One to one guidance as requested Sept – June 5,9,10 Year 13 students Higher Education Evening Sept 14 Year 13 students Visit to the Careers Convention at the Emirates Sept 4,5,6,7,9.11, Year 13 students One to one guidance to referred students in danger of failing All year 10 Year 13 students Higher Apprenticeship Evening Oct 4 Year 13 students UCAS applications and personal statement support Oct – Dec 1,2 and 14 Year 13 students CTM Pathway Support Ongoing 1,4,6,7,16 Year 13 students Morrisby Profile for selected students November 4,5,7,10 and 14
Year 13 students Targeted Programme for Students who are not going to University. Higher Apprenticeships/Job opportunities/the importance of applying early/Linked In profile. February 1,2, and 16 Year 13 students Careers related Assembly Monthly 5 Year 13 Students Support at the Results Service August 10 Year 13/12 Attendance at Parent’s day/evening December 10 Year 12 students One to one guidance as requested Ongoing 2,10 and 16 Year 12 students Speakers at assembly on apprenticeships, motivational speaker, work experience opportunities Ongoing 4 Year 12 students DHAP students to Oxford University October 1,2,3,4,10, 14, 15 and 17 Year12 Referred students at risk of being dropped from course Ongoing 10 Year 12 Referring students to the relevant organisation should they leave P16 Ongoing 17 Year 12 Morrisby profiling for selected students February All Year 12 External speakers in Assemblies Summer term 5 and 6 Year 12 UCAS preparation to include a UCAS afternoon and evening February 14
Year 12 Visit to the Careers Convention at the Emirates March 4,5,7, and 11 Year 12 Assistance with work experience placements Ongoing 5 and 6 Year 12 Organisation of employer visits Ongoing 5 and 6 Year 12 Support to the Extended Project via work with Greenwich University Ongoing 12 Year 11/12 Post 16 Induction to include External Speakers July 5 Year 13, 12, 11 Collection destination data and input to KCC at key dates during the Year Year 11 Targeted Year 11 programme to include external speakers ie. KCC Apprenticeships/ Inspire Hair Academy, Hadlow College/Reynolds Training Autumn/January/February 5,6 Year 11 Ensure Success evening Sept 1 and 15 Year 11 Assemblies – Careers website Nov All Year 11 The Leigh Academy Careers week Nov All Year 11 KCC - Apprenticeship opportunities Nov 4,5,6,7,10,11 and 14 Year 11 Morrisby Profiling Nov All Year 11 Support with the online application process to either College and 6th form vocational opportunities – application forms November - February 16 Year 11 Careers input at all Post 16 options evenings November 7,10,14,15 and 17
outside our own solar system. Your report needs to break down the positives and negatives of such a trip as well as explaining whether or not there is an actual need to “seed” ourselves (don’t just say we should or shouldn’t, state your reasons). Lastly, you must state your expert opinion on whether this should be carried out. References Adams, D. (1979). The hitchhiker’s guide to the galaxy. New York: Harmony Books. Barnett, A. (2015, July 30). Nearest rocky planet outside our solar system found. CNN. Retrieved 23 March 2016 from: http://www.cnn.com/2015/07/30/ us/exoplanet-discovered/. Bray, N. (ed.) (2015, July 30). shuttle and international space station. Retrieved 23 March 2016 from: http://www.nasa.gov/centers/kennedy/ about/information/shuttle_faq.html#14. Dictionary.com. (2016). year. Retrieved 23 March 2016 from: http://www.dictionary.com/browse/light--year?s=t. Kluger, J. (2016, February 22/29). The perfectly sane case for life in space. Time. Loff, S. (ed.) (2012, October 10). Mars planning frequently asked questions. Retrieved 22 March 2016 from: http://www.nasa.gov/offices/ marsplanning/ faqs/. National Aeronautics and Space Administration. (2002, April 7). Fuel cell power plants. Retrieved 23 March 2016 from: http://spaceflight.nasa.gov/shuttle/ reference/shutref/orbiter/eps/pwrplants.html. National Aeronautics and Space Administration. (n.d.) Mars: FAQ. Retrieved 22 March 2016 from: http://solarsystem.nasa.gov/planets/mars/faq. Roberts, J. (ed.) (2013, August 21). How astronauts are affected by space exploration. Retrieved 24 March 2016 from: http://www.nasa.gov/externalflash/HRP_Feature/. Science Channel. (n.d.). 10 technological innovations needed for deep space exploration. Retrieved 23 March 2016 from: innovations-needed-for-deep-space-exploration/.
to have good relationships) and capacity (parents say they find it difficult to discuss the topic). When the views of parents were also gauged as part of the qualitative study, they talked a great deal about the influence of the relationships young people saw around them. Both male and female parents identified that children model their parents’ behaviour, including to do with healthy relationships and respecting one another. It makes sense, then, that their default setting is teaching children through demonstrating their own ability to have healthy and respectful relationships. Some parents used examples of relationship violence raised in the media to start a conversation with their teens, for instance when sports stars were found to have abused women or a woman was murdered by her partner. TV ads about sexual violence were also a prompt to open these conversations by some. However, this was not a general trend and many of the parents we spoke to acknowledge they hadn’t really talked about what it is to have a healthy relationship beyond cautioning girls and warning them of the dangers of boys… Conversations with sons about how they should behave seemed even more uncommon. Having said this, many parents welcome encouragement, guidance and tools with which to encourage healthy relationship behaviours among their children (including to do with porn and social media). Young people in families where there is violence, gender inequality and disrespectful relationships Young people from families where violence and controlling/abusive behaviours are already occurring, and more particularly girls, talked about the unhealthy relationships around them, including in particular their parents and older siblings. Those from families where support for gender inequality and unequal relationships is justified on cultural grounds were particularly vocal in supporting the beliefs of their fathers and other community influencers. They appear to conflate belonging and acceptance in their community, and by their fathers, with accepting the masculine culture and ways of thinking about relationships between men and women.
By using self-hypnosis, you can make things easier. This removes any pressure to visualize so you start to relax with the process and have it happen naturally and easily. The part of your brain that visualizes when you dream is the same part that visualizes when you relax in hypnosis. Ways to develop your visualization skills A bit like working a muscle, practicing visualization with hypnosis will greatly improve your powers of visualization will benefit your creativity, powers of observation, recall and memory and enjoyment of life. The recording I recommend below is wonderfully relaxing and also engages the part of your mind that naturally visualizes, so making it stronger – which means you'll find your visual sense wonderfully enriched. The more you relax into this session the easier you'll find it to relax and visualize at the same time. Click on the links below to find out more. There are two recordings to choose from by different companies. Pick the one which speaks most to you. Making Visualization Work For You Here are some simple guidelines which should start you on the road to successful creative visualization: 1 Make sure that you have a clear idea of what you wish to manifest.
Some people find it particularly effective when they’re in this joyous emotional state to project their feelings out into the world – imagining, perhaps, a beam of white light coming from their heart and spreading out into the universe around them, surrounding them and the desired objective they wish to manifest in physical form in the world today. (In the chapter on special manifestation techniques, I’ve described some more techniques that can speed up the process of manifestation.) This energetic connection with the universe can take various – but it is absolutely essential to creating a new and different reality. By now you will see that manifestation and visualization are not just about picturing what you want to have in your life, or what you want to change. They also involve feeling the energetic you’ll be in when those things manifest. And if you still doubt that feeling this way is possible, just think for a moment what it would be like if you won several million dollars on the lottery. Close your eyes and imagine this for a few moments. Imagine what you would do with the money, imagine the changes you could bring about in your life. Imagine the happiness you could bring to other people as well as yourself. Imagine the joy and happiness that money can bring you and those around you. How it could allow you to fulfill your deepest objectives. Or, if you find that difficult, then think of something personally significant to you that would give you great pleasure, and do the same exercise – simply close your eyes and imagine what it would be like to have, do or be like that right now. How would you feel? What would be your predominant emotions?
Registration Form Please tick the box of the race category Races consist of the Best times for 500 meter Row in each category Men Women □20-29 □20-29 □30-39 □30-39 □40-49 □40-49 □50-59 □50-59 □60 and over □60 and over Light weights □Men best 500 meters □ Women best 500 meters Boys Girls □19 and under □19 and under 500 meters □Under 16 □16 and under 500 meters □Under 14 □14 and under 2 minutes □Under 10 □10 and under 2 minutes □SkiErg 500 Meters □ Slides 500 meters Category. Time________ Distance _________ Ski time________ Slides Time______ Disclaimer. Indoor rowing can be a strenuous cardiovascular effort and competitors should be aware that they row at their own risk and therefore we strongly recommend that if competitors harbor any health doubts they should consult their physician before taking part and entering the challenge. By registering for an event, all competitors agree to abide by the Race Rules All competitors take part at their own risk and no liability to Lakes Personal fitness Studio or to SportMalta. I the undersigned confirm to by the above rules and conditions and understand that I take part at my own risk Name: _____________ Surname: __________________ Date of Birth: ___________________ Age: __ ID Card No:_________________ Contact details: Mobile ______________ Email: _____________________ Signature ________________________________ ___________________________________________________________________