zilongwang/ReadingBank huggingface dataset:
WHS Officer / Advisor reports Any externally commissioned WHS Reports, for example noise surveys Six-monthly Reports against WHS Plan to SSMO WHS Unit. Minutes of Meetings should be retained and made available by suitable means to any employee wishing to see them. 8.5 Documentation 8.5.1 Requirements for the WHSMS The requirements for the Agency’s WHSMS are described in this Manual. Certain key elements are described in more detail in their specific procedures, which are referenced in this document. 8.5.2 Document Management The requirements for document management and control are detailed in Document Management Procedure. 8.6 Hazard identification, risk assessment and control of risks The requirements for hazard identification, risk assessment and risk control and the evaluation of effectiveness of control measures when developing Hazard / Risk Registers is documented in the Risk Management Procedure. Hazards may be identified from a variety of sources, such as: Workers raise a safety issue Workplace inspections Incident investigations Health monitoring Safety audits Safety observations WHS Committees. Control of hazards/risks for operational and maintenance tasks are documented in the supporting WHS documents, such as the; Risk Assessment Form Job Safety Analysis Procedure used by contractors Safe Work Method Statements, where applicable
10. Management review 10.1 Responsibility Outputs or controlled entities must meet the requirements of monitoring and measurement procedures. The relevant WHS professional must provide all relevant WHS performance indicators to the WHSEC, and where relevant the Output Managers. The management review process is described in the Management Review Procedure. The relevant WHS professional must provide all relevant WHS performance indicators to the Internal Audit & Risk Management Committee when requested. 10.2 WHSMS annual review An annual review meeting of the WHSEC must ensure that the WHSMS continues to be an effective means of satisfying the Department’s WHS Policy commitments and stated objectives, for example legal requirements and performance improvement. 10.3 WHS performance indicators The annual WHS Plan will identify a list of key performance indicators which provide an effective measure of the safety performance of the Agency. Typically these will be a mixture of lag and lead indicators and be made up of measures for safety, injury management and workers compensation and health and wellbeing activities. The WHSEC needs to be kept informed through appropriate reporting and management review processes to ensure they: Monitor the performance of the WHSMS, and that it remains adequate Monitor performance against agreed WHS KPI’s Monitor planned activities are completed against schedule e.g. workplace inspections, audits, etc. Monitor progress against annual WHS Plan(s).
SENIOR EXECUTIVES and SENIOR MANAGERS Vice Chancellor √ √ √ √ √ Pro Vice Chancellors/ Deputy Vice Chancellors/ Vice Presidents √ √ √ √ √ Executive Deans √ √ √ √ √ √ Deans of School √ √ √ √ √ √ Head of Unit and Divisions e.g. Directors/ Faculty General Managers √ √ √ √ √ √ ACADEMIC STAFF Lecturer & Research Academic √ √ √ √ √ Sessional Tutors and Demonstrators √ √ √ PROFESSIONAL STAFF Professional Staff Member (Unit Managers / Supervisors) √ √ √ √ √ Professional Staff Member √ √ √ √
Asbestos Awareness Training Autoclave Training Biosafety Procedures Training Boating- Recreational or Coxswain Confined Space Training Contractor Safety CPR Training Diving – see Manual for details Electrical Appliance Testing (Pts 1 & 2) Elevated Working Platforms Fire Warden Training Fire Extinguisher Training First Aid Training Forklift Licence Gas Cylinder training Glassware use and sharps disposal procedures Hazard Management Training (Risk Assessment/SOP) Laser Safety Training Liquid Nitrogen Handling Training Manual Handling Training Mental Health First Aid Training Radiation Safety Training Safe Handling of Hazardous Chemicals Security Officer Training (Licenced) Waste Control Procedures Work Zone Traffic Management Working at Heights Safety Training
Biosafety (mandatory for all PC2 work) When working in PC2 laboratory Internal – online video and annual workshop Animal handling Before animal work/handling Internal – online video and skills workshop Radiation safety (general radiation training) Prior to use of radioactive materials or equipment Internal – delivered by University Radiation Officer Laser safety Before working with Class 3 or higher lasers Internal – online (in development) Event safety Before running University events Internal – workshop at Division/School/Faculty Driver safety Prior to using a University vehicle Internal - online Hazardous manual tasks (manual handling) Determined by School/Division, based on risk External RTO Ergonomics As required Internal – online video or Diving Before undertaking diving or snorkelling activity External - RTO Boating Before undertaking boating activities where legal requirement for certified operators External – RTO or relevant Government agency FlinSafe (incident investigation and Moderators) Determined by School/Division Internal – online guidance notes, and for Moderators, face-to-face
APPENDIX A During the performance of this contract, the contractor, for itself, its assignees and successors in interest (hereinafter referred to as the "contractor") agrees as follows: Compliance with Regulations: The contractor shall comply with the Regulation relative to nondiscrimination in Federally-assisted programs of the Department of Transportation (hereinafter, "DOT") Title 49, Code of Federal Regulations, Part 21, and the Federal Highway Administration (hereinafter "FHWA") Title 23, Code of Federal Regulations, Part 200 as they may be amended from time to time, (hereinafter referred to as the “Regulations”), which are herein incorporated by reference and made a part of this contract. Nondiscrimination: The Contractor, with regard to the work performed by it during the contract, shall not discriminate on the grounds of race, color, national origin, sex, age, disability, religion, low income sexual orientation, or limited English proficiency in the selection and retention of subcontractors, including procurements of materials and leases of equipment. The contractor shall not participate either directly or indirectly in the discrimination prohibited by 49 CFR, section 21.5 of the Regulations, including employment practices when the contract covers a program set forth in Appendix B of the Regulations. Solicitations for Subcontractors, Including Procurements of Materials and Equipment: In all solicitations either by competitive bidding or negotiation made by the contractor for work to be performed under a subcontract, including procurements of materials or leases of equipment, each potential subcontractor or supplier shall be notified by the contractor of the contractor's obligations under this contract and the Regulations relative to nondiscrimination on the grounds of race, color, national origin, sex, age, disability, religion, low income status, sexual orientation, or limited English proficiency. Information and Reports: The contractor shall provide all information and reports required by the Regulations or directives issued pursuant thereto, and shall permit access to its books, records, accounts, other sources of information, and its facilities as may be determined by White County, Indiana Department of Transportation (INDOT) or the FHWA to be pertinent to ascertain compliance with such Regulations, orders and instructions. Where any information required of a contractor is in the exclusive possession of another who fails or refuses to furnish
**Parent Signature/date____________________________________________________
1: Element/Topic (1) Management responsibility (2) WHS management system (3) Document control (4) WHS risk management (5) Design control (6) Process control (7) Purchasing (8) WHS training (9) Inspect, test and monitor (10) WHS records (11) WHS audits (12) Corrective action 1. Health and safety policies 1.1.1 1.1.2 1.1.3 1.1.1 1.1.2 1.1.3 1.1.1 1.1.2 1.1.3 1.1.1 1.1.2 1.1.3 1.1.1 1.1.1 1.1.2 1.1.3 1.1.1 1.1.1 1.1.1 1.1.3 1.1.1 1.1.1 1.1.1 2. Planning 2.1.1 2.1.3 2.2.1 2.2.2 2.2.3 2.3.1 2.3.3 2.1.1 2.1.3 2.1.5 2.2.1 2.2.2 2.2.3 2.3.1 2.3.3 2.1.5 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.3.2 2.1.1 2.1.3 2.1.5 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.3.2 2.1.1 2.1.3 2.1.4 2.1.5 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.1.1 2.1.3 2.1.4 2.1.5 2.2.3 2.3.1 2.3.3 2.1.1 2.1.4 2.1.1 2.2.1 2.2.2 2.1.1 2.1.2 2.1.3 2.1.4 2.3.2 2.3.3
Non-conformance: 3.10.19 Competent persons verify that plant and equipment is safe before being returned to service after repair or alteration. Finding: Evidence: Comment: Observation: Non-conformance: 3.10.20 Safety signs, for example, hazard, emergency information and fire signs, meet relevant standards and codes of practice and are displayed in accordance with legal and organisational requirements. Finding: Evidence: Comment: Observation: Non-conformance: 3.10.21 There are procedures to ensure that materials are transported, handled and stored in a safe
Table 2 - Planned WHS Actions Cross reference (checkbox or “top 5” number) Date Raised Agreed Actions Clearly and concisely, state what need to be done. Owner(s) Must be people not roles Target date of completion Completed Date
Purpose: To ensure that new workers are thoroughly inducted into the workplace Worker Name: Start Date: Position/Job Section: Manager/Supervisor: General Induction: Introduction Structure of the company – who’s who Job description and responsibilities Start/Finish times – meal breaks Company contact details Change room and other facilities Pay details – when and how Key People Supervisor Health and Safety Representative Co-workers Workplace Related Information Personal Security (storage) After hours access Harassment and bullying policy Health and Safety WHS policy and procedures Drugs and alcohol Emergency/evacuation procedure First aid – location/procedure Roles and responsibilities for safety Information on hazards and controls in the workplace Hazard and incident reporting procedures and location on forms Correct use and storage of protective equipment Job Specific Job specific training eg machinery such as fryers, slicers etc Specific job related hazards and control methods Other points raised for follow up: Conducted by (name): Sign: Date: Worker: Sign: Date:
Task: Draw a line to Pair the sentence fragments. If you are bullied at work, you should … … that harms, injures or upsets a person. To reduce work related stress, employers can do things like … … the location and accessibility of the work site. Stress is usually described as … … provide information, instruction and training for people who work alone Workplace violence and bullying is an action, incident or pattern of behaviour … … situations where they are victimised or bullied. A person is alone at work when … … rotating (sharing) the more boring, repetitive or demanding tasks Employers must take steps to protect employees from … … a reaction in people to heavy demands, pressures and expectations To reduce the risk of injury or harm to health, employers should … … inform your supervisor or someone you can trust Things that may increase the risks involved with working alone include … they can’t be seen or heard by another person.
No. Task to be Actioned Action Owner Date Assigned Target Resolution Date Status (In Progress, Completed) <insert number> <Insert details of the actions> <insert name of Action Owner> <insert date that it was assigned> <insert Target Completion Date which has been agreed upon with the Action Owner> <Specify whether: Not started, In Progress, Completed>
Mrs. Ingram’s Pre-AP Chemistry Syllabus Mrs. Meredith Ingram Planning Period: 7th Period Meredith.ingram@elmoreco.com Classroom Goals Master basic and advanced chemistry concepts that will enable students to advance to AP chemistry: Read and understand scientific vocabulary Balance and read chemical equations Properly use science laboratory equipment Manipulate equations to solve for variables Apply science in everyday lives and problem solving Requirements for Success Being prepared for class every day and taking responsibility for one’s own actions Giving your best in and out of the classroom and participating in all class activities It is recommended that you are in or have had algebra II Class Rules 1. Follow directions the first time they are given 2. Raise your hand for permission to speak 3. Stay in your seat unless told otherwise 4. Keep your hands, feet and objects to yourself 5. Stay on task and be prepared for class All school wide and county rules are expected to be followed as stated in the Student Handbook. Supplies Chemistry Textbook Scientific Calculator Highlighter Expo marker & eraser Pencil for all assignments $10 Lab Fee Donation Binder with paper 1 roll of paper towels *Donation List* Color copy paper copy paper tape tissues Hand sanitizer pencils color pencils black expo markers *Thank you for anything extra you choose to donate for the class to use! Grading Grade A= 90-100 Tests/Projects 60% Grade B= 80-89 Worksheets/quizzes/labs/HW 40% Grade C= 70-79 Grade D= 60-69 Grade F= 0-59 Make Up Work Absences must be excused in the office to make up work. Students must see me the day they return for all make up work. Students will sign their work out with a missed work slip, collect the work and have 3 school days to return the work with slip attached, for full credit unless special circumstances are arranged with the teacher. If the student does not collect work the day he/she returns missed work will be considered late or remain a zero.
The Department of Environment and Conservation’s document, “NSW Radiation Series No 5 – Recommendations for Radiation Safety Committees and Radiation Safety Officers” provides guidelines for the membership and functions of a Radiation Safety Committee [RSC]. In summary a RSC requires a Chairperson, a Secretary/Executive officer, a Radiation Safety Officer, a WHS committee representative and representatives from each department using radiation. On 12 October 2005 a meeting between the Chairman of the RSC Associate Professor Brendan Kennedy, the University Radiation Safety Officer, Mr , the Manager of Risk Management, Mr Jon D’Astoli and the FMO Space Manager, Ms Debbie Yandell, agreed that the RSC needed to consist of cross section of persons from laboratories, representative of the applications of radiation conducted throughout the University. This cross section should primarily be discipline based and include representatives from: Physics Molecular & Microbial Biosciences Medical Radiation Sciences Veterinary Science Medicine Biological Science Because isotope usage in MMB would be similar to that in Biological Sciences one representative for both may be sufficient. The meeting also decided that the committee should be formed and meet before the end of 2005, so that terms of reference and meeting dates can be set for next year. The meeting agreed that initially the RSC should meet monthly. After policies and procedures have been developed, this could revert to quarterly. The initial Radiation Safety Committee membership consisted of the following people: Associate Professor Brendan Kennedy – Chairman Mr – Secretary, Mr Jon D’Astoli – Manager Risk Management Ms Debbie Yandell – FMO Space Manager Dr Joe Kachan - Physics Associate Professor Alan Jones – Molecular & Microbial Bioscience Associate Professor Brett Hambly – Medicine, Pathology Mr. Ian Barrie Egerton - Medical Radiation Sciences Mr. John Robinson – Medical Radiation Sciences Mr. David Griffin – Veterinary Science In May 2006, Associate Professor Brett Hambly advised the Radiation Safety Committee that he wished to resign. At its April 2006 meeting the committee noted this and determined that his replacement should represent a similar area of research, namely in Medicine and Pathology. The committee also decided that any future resignations should be dealt with in a similar manner and future replacement members should represent the research area of their predecessors.
October 2010 Calendar Outline Sunday Monday Tuesday Wednesday Thursday Friday Saturday 10 11 START UNIT Why Wear a Poppy? 12 What is War? 13 WWI images – ELA WWI reading – Social Studies 14 A Bear in War – ELA WWI reading – Social Studies 15 A Bear In War – ELA WWI – Feelings/Sights/ Sounds – Social Studies 16 17 18 Poetry Writing Centers – ELA WWII reading – Social Studies 19 Poetry Writing Centers – ELA WWII reading – Social Studies 20 Speaking Club (1/2 class) – ELA WWII reading – Social Studies 21 Speaking club (1/2 class) – ELA WWI vs WWII trifold – Social Studies 22 No School Day Teacher Professional Development 23
24 25 When the Spirits Dance Ch. 1 – ELA Aboriginal Contributions (PDF from Indian & Northern Affairs) – Social Studies 26 When the Spirits Dance Ch. 2 – ELA Aboriginal Veterans Summary writing – Social Studies 27 When the Spirits Dance Ch. 3 – ELA Aboriginal Veterans Sharing Circle presentations (1/2 class) – Social Studies 28 When the Spirits Dance Ch. 3 – ELA Aboriginal Veterans Sharing Circle presentations (1/2 class) – Social Studies 29 PM - Halloween Time to work on Representing Projects and/or final copies - ELA When the Spirits Dance/aurora borealis - Art 30 31 November 2010 Calendar Outline Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 Time to work on Representing Projects and/or final copies - ELA Wapos Bay: Something to Remember video – Social Studies 2 Listening Activity – music reflection – ELA Wapos Bay: Something to Remember video – Social Studies 3 Unknown Soldier and John McCrae – who were they? - ELA 4 Unknown Soldier and John McCrae – write scenes and practice - ELA 5 Unknown Soldier and John McCrae - performances 6
3 colours of similar colour used (Triad) 3 colours used but not close together on colour wheel (no Triad) 3 colours used form a Triad (close to each other on colour scale) More than one complete Triad used (can be on multiple sheets) Silhouette Silhouette present but does not reflect Remembrance Day or When the Spirits Dance Silhouette displays either a Remembrance Day scene or a scene from When the Spirits Dance Silhouette displays a Remembrance Day scene combined with a scene from When the Spirits Dance Directions Student followed only some directions Student followed most directions, needed some clarification Student followed all directions Overall Image is somewhat visually appealing but may be cluttered or unorganized Image is visually appealing, uncluttered, organized Image is visually appealing, uncluttered, organized and the space is used well (negative space proportional to items)
he could take it away right now with a finger, there was a better way to take it with a different part of his anatomy. Courtney and us surprise gasp at the intrusion but continued to giggle. This was a part because of wine but also the tingling sensation she had felt when he did this. Then Paul ran his hands over the future meat's legs and thighs. They were thicker than the arms the still small. The chef then came to Courtney's butt. That was where the meat was. Two round globes rose majestically and would feed several of the partygoers well. He sat the younger girl back in her chair and picked up Sydney. She was helped out of her clothing before being laid out on the table. The first thing he noticed was that the girl had breasts. They were not very big ones and were shaped like an ice cream cone. Paul decided to taste the little mounds, just to make sure she was as tasty as she looked. Besides Diane was tasting Xavier for the same reason. He slid his mouth over the right breast and his tongue began to dance over the nipple. Sydney let out a surprised gasp and then giggling happily as he sucked on her breast. Soon though the giggles turned to moans and she began to respond like the woman she was becoming. She even began to squirm, especially we he moved down to her sex. Paul decided see if Sydney's pussy tasted as sweet as her chest. He used to fingers spread the girl open and then stuck his tongue inside her. Sydney became aware with tingling sensation between her legs. The feeling grew stronger and stronger until she screamed.
Authentication Authenticates hosts against Active Directory. -Certificates -Kerberos -Shared key Authenticates users against Active Directory. -Username/password -Digest -Passport -Certificates -Windows Authenticates users against Active Directory or a custom database/schema. -Username/password -Digest -Passport -Certificates -Windows As stated at the beginning of this piece, to get the most out of these tools it’s best to match security capabilities to requirements. If you need non-repudiation, customizable authentication functionality or fine grain security, only WS-Security will satisfy your requirements. WS-Security and WS-Trust are fundamental to WS-Federation, allowing Single Sign On and Identity Management technologies to exist across the internet.
If company unsuccessful or market or industry crashes, and lawsuit ensues: It substantiates your representations, proves your full and fair disclosure to investors; Protects you from “he said, she said”. If a broker or finder is selling your deal, the offering book protects you from the broker or finder, in the event broker makes exaggerations or misstatements. It also protects the company from miscreant officers or directors who overstep their bounds in promises to investors. Investor Perception Improved: Providing professional written disclosure document gives your investors confidence that you take the time to do important things correctly. Puts your money where your mouth is, because you will have invested personal assets in start up costs (legal, accounting, state filing fees). Time Saver: Shortens the depth and breadth of your sales pitches; Meetings shorter, to the point. Investor can read before, during or after pitch. Disinterested investors can read book and say “no” before you waste your time with them. You can concentrate on running the business, rather than 150% full time money raising. Oral disclosure is inconsistent, “what did I say to whom?” you must keep notes of conversations, which takes more time. Answers Investor Questions: Basics are in the Offering Memo, if a clear concise one. Investors can ask more complex questions. Marketing Document: Offering Memo can and should be a marketing document touting the virtues of you, your background and your company, with the proper temperament under the securities laws. No Disclosure Exemptions (Even if a “no filing” registration exemption applies) Disclosure Book Required by 10b-5. Even though an offering may be exempt from filing under the securities laws, (“Exempt Offering”), disclosure is still required. The Reg D Rule 502 exception from disclosure to accredited investors applies only to the means and magnitude of providing disclosure, but does not eliminate disclosure requirement of Rule 10b5. You are still obligated to provide investors with all material information that is relevant to their investment decision. Unique Methods of Disclosure In Lieu of an Offering Memo Family and Intimate Friends - Oral Disclosure Family and very, very close friends can acquire much of required disclosure by way of their relationship with you. They are investing in you, rather than in the company in any event. You may have another disclosure format option if the investors:
very useful reflective space of learning both at individual level and a platform for sharing and learning about the wider organisational issues. The comments from the participants clearly demonstrate this: ‘I have been able to use reflective thinking to examine my own feelings ad use the learning to enable me to make good decisions’ ‘I am able to look at working situations through different lenses and make sense through reflection’. ‘I have been able to critically reflect …which has given me more resilience and energy to engage in the change’. The action learning facilitators also make clear reference to the process of reflecting and their aim ‘to encourage participants to make connections, analyse seemingly contradictory data and to consider new possibilities.’ RQ2 Impact of Learning This section attempts to demonstrate how action learning works by capturing evidence of the outcomes of the action learning processes and claims to changed leadership behaviour. Emergent themes illustrated below include identity, performance, individual learning, organisational learning, outcomes focussed less on practical action and more on new insight (learning-focussed outcomes); outcomes focussed more on practical action than altered insights (action focussed outcomes), and finally outcomes which appeared to be balanced in terms of new insight or perspective and new practice (balanced outcomes). Identity One clear proximal outcome for the action learning members is self-assessment of their as managers and leaders in their current roles. In their assessed reports several
Raelin J.A. (2008) Work-based learning, San Francisco: Jossey-Bass Revans, R.W. (1980) Action Learning: New techniques of management (1st ed) London: : Blond & Briggs, Ltd. Revans, R.W. (1982) The origin and growth of action learning . Brickley, UK: Chartwell-Bratt Reynolds, M (1999) Critical reflection and management education: rehabilitating less hierarchical approaches, Journal of Management Education, Vol 23, No 5 pp 537-553 Revans, R.W. (1998) ABC of Action Learning: Empowering manages to act and learn from action. London, UK: Tavistock Rigg, C., & Richards, S. (Eds.). (2006). Action learning, leadership and organizational development in public services. Routledge. Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco. Stead,V., & Elliott,C., (2009) Women’s leadership, London, UK: Palgrave Tushman, M., & O’Reilly, C. ( 2007) Research and relevance: Implications of Pasteur’s Quadrant for doctoral programes and faculty development, Academy of Management Journal, 50, 769-774 Waddill, D., Banks, S., and Marsh, C. (2010) The future of Action Learning. Advances in Developing Human Resources12:260 Weinstein, K. (1997) Action Learning: An afterthought, Journal of Workplace Learning Volume 9 · Number 3 · 1997 · pp. 92–93 © MCB University Press · ISSN 1366-5626 Yeo, R.K. (2006) Learning institution to learning organisation. Journal of European Industrial Training, 30, 396-419
You are encouraged to provide feedback in response to the following questions about the WHS Regulatory Framework relevant to: Falls from heights and being hit by falling objects; Vehicle incidents; and Contact with electricity. Please answer questions from your (or your organisation’s) perspective, that is, as someone who owes a duty, is owed a duty or assists duty holders to discharge their duties: Question 1 Have you got any comments on whether the guidance in the WHS regulatory framework (refer to Annexure A) is readily available, easy to understand, and in a useful format to assist you to eliminate or minimise risks? Question 2 Have you got any comments on whether the WHS regulatory framework (refer to Annexure A) provides sufficient guidance to help you eliminate or minimise risks? Question 3 Have you get any comments on how the WHS regulatory framework (refer to Annexure A) could be improved? Question 4 Have you got any comments on what is most helpful in the WHS regulatory framework (refer to Annexure A) to eliminate or minimise risks? Question 5 Are there any elements of the WHS regulatory frameworks not currently contained in the model WHS regulations, codes of practice or guidance materials that should be considered as part of a nationally consistent framework? Question 6 Have you got any comments on how the WHS Accreditation Scheme, administered by the FSC, assists you to eliminate or minimise risks?
Body Paragraph 2- What is one reason that Islam may have spread so quickly? Provide an analysis of one reason why you think Islam may have spread so rapidly. Back up your argument by citing at least once source for each argument that you make. Body Paragraph 3- What is one reason that Islam may have spread so quickly? Provide an analysis of one reason why you think Islam may have spread so rapidly. Back up your argument by citing at least once source for each argument that you make. Conclusion Paragraph- Restate your thesis. Provide a brief summary of the major points you made in your body paragraphs. What other information is possibly needed to really uncover how Islam may have spread so quickly?
Parliament controlled most of the sea ports and the navy. Therefore, they could keep trade going, benefit from taxes on trade & keep London supplied. The ‘front line’ in the war was very long which meant that troops had to constantly disperse to guard key towns and territories. This meant that Charles couldn’t focus on taking London or winning one decisive battle. The South East had more printing presses than any other area – Parliament had 6 newspapers during the war; the Royalists only had 2. This meant Parliament had more effective propaganda. Parliament controlled London, the South East & East Anglia throughout the war. This meant they held the wealthier areas & had the economic & financial capacity to maintain their war effort over a long period AND Parliamentary control of London meant they controlled the centre of commerce & credit [& could therefore raise money from London merchants]. Officers within the NMA were promoted according to ability, not social status. Therefore some talented officers appeared who would otherwise have remained ordinary soldiers. This strengthened the parliamentary army. Parliament enforced weekly assessments – essentially this was a tax on land. Control of ports meant that Parliament could prevent possible aid reaching the royalists from France. [In fact, France & Spain were too involved in the 30 years’ war to offer serious help] Charles money problems meant that his army lived from hand to mouth & gained a reputation for plundering and taking free quarter. This did not help his case.
reasoning Reading Informational Text I can describe the connection between a series of scientific ideas or concepts using time, sequence, and cause and effect language. (RI 3.3) Opinion Writing: I can support my opinion with reasons. I can state my reasons in an organized way. (cause and effect structure) I can use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reasons. includes climate graph and other characteristics of the animal and its environment. support the claim such as a climate graph or other characteristics linking the animal to its environment support the claim. Evidence Science and Engineering Practices: I can engage in an argument using evidence Student identifies a causal relationship between the environment and the animal’s needs. (cause/effect) Student provides a weak causal relationship between the environment and the animal’s needs. (cause/effect) Student provides no causal relationship between the environment and the animal’s needs. Conclusion Opinion Writing: I can provide a concluding statement or section. Student provides a concluding statement or section that summarizes the claim and leaves the reader with a sense of closure in a way the is unique, natural, and convincing. Student provides a concluding statement or section that summarizes the claim and leaves the reader with a sense of closure Student provides a concluding statement or section that does not either summarizes the claim or leaves the reader with a sense of closure. Student ends piece with no evidence of a clear conclusion. Content Disciplinary Core Ideas: I demonstrate understanding that for Student reads and comprehends informational Student reads and comprehends informational text Student reads and comprehends informational Student reads text but
any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. Reading Informational Text I can read and comprehend complex informational texts including science. (RI 3.10) text and demonstrates of science content. Student demonstrates that this concept applies generally to other animals. (CCC: Patterns) and demonstrates understanding of science content. text and demonstrates understanding of science content with misconceptions. does not of science content or cannot read text. Claim Reasoning Graphic Organizer Writing Conference Plan Date:_______________ Student:_______________________ Science Writing Conference Plan Shared Reading Initiate the conference General check Compliment Have student reflect
Course Curriculum Content Legal Environment of Business Course Standards Course Standards BMA-LEB-1: Demonstrate employability skills required by business and industry. BMA-LEB-2: Compare and contrast the relationship between ethics and law for a business. BMA-LEB-3: Explain and illustrate through simulation the process by which a legal dispute is resolved for a business and personal issue. BMA-LEB-4: Investigate major crimes affecting business and the impact on a business. BMA-LEB-5: Evaluate the use of tort law in a business setting. BMA-LEB-6: Demonstrate an understanding of contractual relationships. BMA-LEB-7: Categorize, evaluate, and assess specific statutory/regulatory schemes impact on a business. BMA-LEB-8: Illustrate and defend the challenges of applying existing law to e-commerce. BMA-LEB-9: Research and summarize the influence of diverse cultures and customs on business practices while detailing awareness in business operations. BMA-LEB-10: Explore how related student organizations are integral parts of career and technology education courses through leadership development, school and community service projects, entrepreneurship development, and competitive events. Classroom Rules: G: Get to class on time. R: Respect yourself, others and school property. E: Expect excellence from yourself, teacher, and classmates. A: Always be prepared with class materials, work assignments and a good attitude. T: Take pride in your work. Classroom procedures/Expectations: Come to class on time and be prepared Be respectful to self, others and school property!! Obey all classroom rules. Be in your seat when the bell rings. Sharpen pencils prior to the last bell ring. Begin warm-up activity immediately after entering the classroom. No use of cell phones during instructional time, PLEASE TURN OFF CELL PHONES. Raise your hand and wait to be acknowledged prior to speaking. No EATING or Drinking in the lab area. Please take care of personal issues and restroom before coming to class.
Other Information Expectations for Academic Success Additional Requirements/ Resources Complete daily class work assignments Participate in discussions and ask questions Participate constructively as a team member Problem solve and accept challenges Challenge yourself to continuously improve Become a member of FBLA Dues are $25; (includes t-shirt)due by 8/31/16 1st Interest meeting 8/11/16 @ 3:30 – 4:00pm 2nd meeting 8/28/16 @3:30 (can bring dues to meetings or bring them before class) This syllabus may be updated as needed throughout the semester.
Is there anything that you've always dreamed of doing? Take this Career Cluster Interest Survey to help you discover which clusters fit you. Directions: Check the items in each box that best describe you. You may make as many or as few checks as you choose. Next, add up the number of checks in each box and put the total for the row in the last box. Look to see which three rows have the highest numbers. Find the corresponding career clusters on the pages immediately following this survey to see which career clusters you may want to explore. Source: Adapted from the Guidance Division Survey, Oklahoma Department of Career and Technology Education (2005) and from Minnesota State CAREERwise Education/ Minnesota Department of Education and MnCareers (2017) Activities that describe what I like to do: Personal qualities that describe me: School subjects that I like: Total number circled Row 1 Learn how things grow and stay alive. Make the best use of the earth’s natural resources. Hunt and/or Protect the environment. Be outdoors in all kinds of weather. Plan, budget, and keep records. Operate machines and keep them in good repair. Self-reliant Nature lover Physically active Planner Creative problem solver Math Biology, Zoology Earth Sciences Chemistry Agriculture Row 1 Row 2 Read and follow blueprints and/or instructions. Picture in my mind what a product looks like. Work with my hands. Perform work that requires precise results. Solve technical problems. Visit and learn from beautiful, historic, or interesting buildings. Follow logical, step-by-step procedures. Curious Good at following directions Pay attention to detail Good at seeing possibilities Patient and persistent Math Drafting Physical Science Chemistry Carpentry/ Construction Electrical/ Electronics Row 2 Row 3 Use my imagination to communicate new information to others. Perform in front of others. Read and write. Play a musical instrument. Perform creative, artistic activities. Use video and recording technology. Design brochures and posters. Creative and imaginative Good communicator/good vocabulary Curious about new technology Relate well to feelings and thoughts of others Determined/tenacious Art/Graphic design Music Speech and Drama Journalism/ Literature Audiovisual Tech Row 3
Zach. “That’s how amazing they are.” “Our fans got us to where we are,” says Jonah. “They’re the ones getting us out there. And we love them for it.” That strong audience engagement has undoubtedly fueled the group’s rapid rise. Why Don’t We has released three EPs, their 2016 debut Only The Beginning and this year’s Something Different and Why Don’t We Just — the latter peaking at No. 1 on Billboard’s Emerging Artist chart and No. 2 on its Heatseekers and Next Big Sound charts. The group’s music has racked up over 50 million YouTube views and over 35 million Spotify streams, and they’ve hit Spotify’s USA Viral Top 50 Artists chart. “Something Different,” an ode to individuality, has more than seven million Spotify streams alone. Plus, a comedic music video Why Don’t We appeared in with Logan Paul, “Help Me Help You,” has earned more than 87 million YouTube views. The activity led to major-label interest, with Why Don’t We recently signing to Atlantic Records. “We’ve got some big shoes to fill,” Jack says of the label’s illustrious roster of star pop acts, but I think we’re ready.” ### FOR MORE INFORMATION, PLEASE VISIT:
Goal setting is the “how” of weight loss. Motivators are the “why.” When setting goals, utilize the SMART technique: SMART Technique Example Specific Who, what, where, when, how… “I want to lose 10 pounds in two months.” Measureable How will you track? 10 pounds in 8 weeks = 1.25 pounds/week Attainable Resources you have available, previous experience “I have been able to do this before, and now I have new tools from my doctor!” Relevant Why this goal is important Review your motivators above Timely Set benchmarks and deadlines “Focusing for two month intervals works for me.”
do you think the people of Britain felt? LC5 Why do some people think that the Great fire of London was one of the best things that happened to London? Explain to children that living conditions throughout the seventeenth century were very bad. Often families lived very poorly due to the wars that continued for 9 years. Look through the website: Allow children time to look at images and look through the website. Inform children about the Plague and what is was and how it was caused. Share the song: Discuss with children what they plague was and why this was a bad thing for London. Share the clip as a stimulus: Discuss what children already know about the Great Fire of London. Children should remember part of this topic from Year 2. Explain to children that we will be looking further in depth at the Great Fire of London and how it was believed to be the best thing to ever happen to London. Share with children this Lego movie of the Great Fire of London. Explain to children that they will be creating their own Lego movies using the Lego movie app on the IPads. Q: What happened during the Great Fire of London? Who caused it? How was it documented? How was this a positive event for London? Writing opportunity: Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire). Children to complete independently and choose how to set out their work. MA Challenge: Give their personal opinion of the fire and how they believe it improved London. Writing opportunity: Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire). Children will use success criteria to support them. Writing opportunity: Children will write a diary entry about their account of the Great Fire of London and how it changed London. (After the fire). Children will use a success criteria and suggestions about each paragraph. Children to create their own Lego Movie of the Great Fire of London. Ensure that children have a voice over the top of the clip so that they know what Is happening at each stage. Go through the keys to success with children of using a stop/start animation program. Ensure children: Use the onion peel so that their last photograph is remembered. They take very small steps when moving their characters They use creative models and materials to display their setting of the Great Fire of London Work collaboratively together More Able: Use a whiteboard to state what should be in each scene
said. Pushing your body, he said, appears to cause favorable physiological changes that milder exercise doesn’t replicate. But there are nuances and caveats to that conclusion. The slowest walkers may have harbored underlying health conditions that predisposed them to both a tentative walking pace and early death. But that possibility underscores a subtle takeaway of the new study, Dr. Williams said. Measuring your walking speed, he pointed out, could provide a barometer of your health status. So check yours, your spouse’s or perhaps your parents’ pace. The process is easy. Simply find a track and, using a stopwatch, have everyone walk at his or her normal speed. If a circuit of the track takes someone 6 minutes or more, that person’s pace is 24 minutes per mile or slower, and he or she might consider consulting a doctor about possible health issues, Dr. Williams said. Then, with medical clearance, the slow walkers probably should try ramping up their speed, gradually. The most encouraging news embedded in the new study is that longevity rises with small improvements in pace. The walkers in Category 3, for instance, moved at a speed only a minute or so faster per mile than some of those in the slowest group, but they enjoyed a significant reduction in their risk of dying prematurely. Source: Gretchen Reynolds, New York Times, Well The contents of the CommonHealth weekly emails may be reprinted from an outside resource in the area of health, safety, and wellness and is intended to provide one or more views on a topic. These views do not necessarily represent the views of the Commonwealth of Virginia, CommonHealth, or any particular agency and are offered for educational purposes. If you have questions or concerns about this article, please email us at
13. Instead of “drill[ing] students on grammar rules,” what does the author propose? (10) 14. Identify the part of speech that “’but’ and ‘because’” are. (11) 15. Identify the part of speech that “although” and “despite” are. (11) 16. In what ways do conjunctions and subordinating conjunctions affect writing? (11) 17. Identify the building blocks of essays. (12)
Appendix 5: What type of work do you or your family member do? Occupation # % Customer Service / Retail 87 16.67 Cleaning / Janitorial 81 15.52 Community / Social Work 46 8.81 Office Administration 32 6.13 General Labour / Construction 23 4.41 Newspaper Delivery 22 4.21 Snow Removal / Landscaping 20 3.83 Factory 18 3.45 Cook / Kitchen Help 16 3.07 IT / Internet 8 1.53 Arts-Related 8 1.53 Child Care 5 0.96 Courier 3 0.57 Entertainment 2 0.38 Sheltered Workshop 21 4.02 Casual Work 23 4.41 Self-Employed 14 2.68 Other 20 3.83 Not currently working 21 4.02 Retired 3 0.57 No Answer 49 9.39 Total 522 100.00 Appendix 6: What barriers or challenges do you and/or your family member/s face in order to work? Barriers Total % of total % of category total Work-related costs Cost of transportation 168 27.10 62.22 Cost of clothing and equipment 66 10.65 24.44 Can't afford to work / income clawbacks 31 5.00 11.48 Cost of child care 5 0.81 1.85 Category total 270 43.55 100.00 Disability related Mental health 63 10.16 36.00 Physical disability and limitations 54 8.71 30.86 Learning / developmental disability 37 5.97 21.14 Episodic illness or disability 21 3.39 12.00 Category total 175 28.23 100.00 Other work-related issues Need flexible and part work 50 8.06 37.31 Need pre- and continuing employment supports 43 6.94 32.09 No jobs / low quality jobs 28 4.52 20.90 Need education / training 13 2.10 9.70 Category total 134 21.61 100.00 Social Discrimination / stigma 24 3.87 77.42 Difficulty with social interaction 7 1.13 22.58 Category total 31 5.00 100.00 Other 10 1.61 Total 620 100.00 620
Appendix 7: What does the Work-Related Benefit do for you and/or your family member/s? # % of total % of category total Costs associated with working Transportation (transit, automotive) 207 30.94 54.19 Clothing and equipment 110 16.44 28.80 Costs of maintaining employment (general) 17 2.54 4.45 Lunches/meals during work hours 17 2.54 4.45 Personal care/hygiene items 8 1.20 2.09 Participating in work activities 8 1.20 2.09 Growing independent business 7 1.05 1.83 Training 3 0.45 0.79 Child care 3 0.45 0.79 Licensing/professional fees 1 0.15 0.26 Job Coach 1 0.15 0.26 Category total 382 57.10 100.00 General costs of living Groceries 86 12.86 36.91 Extra income/avoid debt/helps stay out of poverty 71 10.61 30.47 Bills, including utility bills 36 5.38 15.45 Rent 29 4.33 12.45 Health-related expenses 11 1.64 4.72 Category total 233 34.83 100.00 Intangible benefits Social inclusion, self-worth, giving to community 22 3.29 40.74 Incentive to work 22 3.29 40.74 Dignity 8 1.20 14.81 Build resume, new clients for business 2 0.30 3.70 Category total 54 8.07 100.00 Total 669 100.00
responding to interim reports, report cards, phone calls, and other communications sent by the school/teacher. __________________________ _________________________________ Parent/Guardian Printed Name Signature Date _______________________________________________________________________ Address ___________________ ______________________ __________________________ Home Number Parents’ Work Number Parents’ Cell Number _______________________________________________ Parents’ Email Address ___________________ ______________________________________ Student’s Cell Number Student’s Email Address