zilongwang/ReadingBank huggingface dataset:
SCIENCE Whole School Curriculum Map 2017/18 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rec Skeletons (creative) Bodies & bones, label body & exercise (KUW) Exercise & healthy bodies (KUW) Animals & their habitats – categorise & classify (KUW) Stages of plant growth Life cycles of & animals (KUW) Year 1 Ongoing - Seasonal Changes (including Light) Animals including humans (other animals and their basic structure) Plants – basic structure and observing growth over time Everyday materials – naming & properties Animals including humans (the human body & senses) Year 2 Ongoing – Plants & animals in local environment Humans – survival & growth Human health & nutrition Requirements for plant growth Living Things & their Habitats Materials – uses of everyday materials Year 3 Animals including humans (skeletal & muscular) Animals including humans (health & nutrition) Rocks & Fossils Forces & Magnets Light – shadows and reflections Plants – functions and parts of plant growth Year 4 Living Things and Their Habitats (identifying & classification and care of environments) Electricity – circuits, switches, conductors and insulators Animals including humans (teeth & digestion) States of matter (change of state and the water cycle) States of matter (change of state and the water cycle) Sound – standalone unit Year 5 Material Properties – standalone unit AT1 Changes of Material (reversible & irreversible changes) Earth and Space Forces & falling objects Life cycle changes in animals and plants; naturalists e.g. David Attenborough Animals including humans – growth & development plus exercise & circulatory system Year 6 Evolution & inheritance Light – sources, reflections and shadows Sound Famous Scientists and their contribution to the world Classification with subdivisions Forces Electricity Revision of Y5 units
Geography Whole School Curriculum Map Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Rec Space People who help us Road Safety Holidays and Homes Year 1 The weather Locating hot and cold areas of the world in relation to the equator and North and South poles The UK Name and identify characteristics of the four countries and capital cities Around our school Human and physical features, basic mapping skills, fieldwork Year 2 Small area of the UK Local area Small area Contrasting country non-European country Seasonal/daily weather Year 3 The region where I live- OS map work plus fieldwork in the local area Physical Geography Volcanoes and earthquakes A region in the UK Lake District Year 4 Environmental study Rubbish and recycling Contrasting region in a European country Key aspects of rivers Year 5 UK cities, counties and key features research World Food- Where does food come from? Contrasting region- Amazon Basin, rainforest, biomes Year 6 Research – world’s countries and key features Human geography, land use, economic activity, OS work
Whole Lamb Cut and Kill Fee $85.00 Price Per Pound (Hanging Weight) $6.50 Upcoming Abattoir Dates Whole Lamb Order Sheet Name: Number: Date: Preferred Hanging Weight ___lbs (Animals hanging weight is approx 48% of live weight, actual hanging weight may be slightly above or below preferred weight) All lamb will be cut, wrapped and frozen (fresh is available upon request) Please check the following: Fore shank & Breast (Choose one) □ Shank (up to 2) □ All ground Leg (Choose two) □ Whole leg bone-in □ Bone-in leg roast □ Boneless leg roast □ Half leg roast bone-in x2 □ Steaks Shoulder (Choose two) □ Shoulder roast □ Boneless shoulder roast □ Kabob cubes □ Shoulder chops Rib (Choose two) □ Rack (up to 2) □ Packs of Ribs □ Frenched Rib Chops Loin (Choose two) □ Chops □ Loin roast □ Boneless loin roast All remaining into (choose one or both) □ Ground □ Stewing Include organ meat ___ Include head ___ Include soup bones___ Other notes/comments:
Overview of Scoil Mhuire Writing Plan: Year 1: Formal ’13,’15, ’17, ’19, ‘21 Revise Year 2: Formal ’12, ’14, ’16, ’18, ‘20 Revise Recount Explanation Report Narrative Procedural Persuasive (exposition) Narrative Procedural Persuasive (exposition) Recount Explanation Report … and Free Writing Introduction of a new genre: The formal teaching of one individual genre will take place over 6-8 weeks during each term, while the genres taught in the previous year will be recapped on and revised. The suggested structure for teaching a new genre is: Week 1: Familiarisation – showing the children lots of examples of this genre Discovery (direct model) – engaging in focussed talk and discussion, questioning, etc. Teacher models (teacher writes their own sample of that genre using their own ideas, not the children’s) Week 2: Familiarisation Discovery (analysing text) - breaking down the text into it’s various subheadings, etc. Teacher models – highlighting the structure, the language features, grammar and so on. Week 3: Modelled writing Shared writing – teacher writes the children’s ideas Week 4:
6th Class Use framework to write a personal, factual & imaginary recount. Carry out simple experiments and discuss what was used & what happened. Discuss cause & effect (make connections between parts & operations). Use a diagram to explain how a simple object works. Explain & write about simple / familiar phenomenon “….is…..” e.g “snow is….” Use framework to write a report on an animal, including endangered species & unfamiliar animals. Introducing countries & people. Plan for First Steps Writing (Independent Construction)–Year 2 Term 1 Term 2 Term 3 Genre: Narrative Procedural Persuasive Examples Setting, problem, resolution – fairy tales, fables, novels, mystery stories How to make … Step by step format Instructions for games, recipes, how to brush your teeth… Which are better – cats or dogs/ football or soccer, etc why? Children should have a vote; Should Santa Claus come to Goldilocks? Junior Infants Sequence pictures of narratives and label with teacher where appropriate. Follow simple instructions to carry out everyday tasks. Engage in shared class activities and teacher models Orally explain why they want / need something. Use a narrative story for the context of discussion, eg a letter from the Farmer to Farmer Duck
Behaviour Policy Governors’ Sub Committee Responsible Pupils and Parents Leadership Team Members Responsible Sharon Hodgson and Martyn Thomas This Policy was Reviewed June 2013 This Policy was Reviewed By Leadership Team and Governors Notes Churchdown Gloucester GL3 2RB Tel 01452 713340 Behaviour Policy
Supporting Notes: This template has been created to support the development/update of your school’s Health Improvement Action Plan. It can be used to capture your school’s planned activities following update of your School Health Profile, completion of the Mental Health and Emotional Wellbeing Framework or any other relevant work undertaken to identify health improvement priorities for your school. It is designed to be used by various school/college leads as a live document that is under constant review. You are free to use this template or any other preferred format when developing/updating your school’s Health Improvement Action Plan. If you haven’t already done so, you may also wish to consider linking your Health Improvement Action Plan to your overarching School Improvement Plan (SIP). For example, you may wish to embed this action plan within your SIP or link it to overarching priorities within your SIP, such as those under Personal Development, Behaviour and Welfare or Leadership and Management. As you develop your Health Improvement Action Plan, it is important that it is shared and discussed with children and young people, parents and other school staff to ensure that your whole school community can take “ownership” of the plan and that where possible, identified health improvement needs have been addressed. Vision and aims: [Please add a brief summary which captures your school’s strengths, as well as priority areas for development] Planned outcome(s) Success indicators Activities Timescale Lead and Job Title Monitoring and Evaluation Which WSA principle(s) does this relate to? (see key) What do you want to improve? How will you know you are on your way to achieving your outcome? What are you going to do to achieve your outcome? How long will it take to achieve? Who will lead the work? What will you use to measure your success and demonstrate your improvements? Insert numbers for all that apply, e.g. 1, 2, 5
Qualification Type (Classroom –based learning all ages) 2011/12 2010/11 Success % 2009/10 Success % No of Starts Retention % Achievement % Success % High Grades % Comp A/A2 (Long Level 3) 826 97 96 99 97 96 92 34 38 98 94 (97 VI) (98 VI) (95 VI) (49 VI) AS (Long Level 3) 2042 94 88 89 83 84 73 29 27 78 80 (92 VI) (87 VI) (80 VI) (36 VI) GCSE (Long Level 2) 98 89 86 100 95 89 83 54 15 91 93 Other Long (all levels) 6900 90 86 96 92 87 78 16 4 83 80 Level 1 2049 89 88 97 91 86 80 N/A N/A 80 78 Level 2 2266 89 88 95 90 85 78 6 0 79 74 Level 3 2585 92 82 96 93 88 76 37 13 88 86 Short (all levels) 11111 96 94 94 90 90 84 N/A N/A 88 88 Very Short (all levels) 3129 100 99 96 95 96 93 N/A N/A 98 97 Key/Functional Skills (all levels) 1452 93 88 93 73 86 64 N/A N/A 88 85 TOTAL: 24106 (AS and A/A2 sixth form national averages (BM) shown in brackets) Table 3 Success, retention and achievement by age group, level and duration Table 4 Success, retention and achievement by ethnicity Table 5 Success, retention and achievement by learning difficulty or disability Table 6 Success, retention and achievement by gender FE Choices: Success rates Performance Indicator: The FE Choices 2010-11 (latest year available) performance indicators for individual qualification types show improvement and above average performance nationally in most qualifications as shown below. FE Choices Success Rates PI 2008-09 2009-10 2010-11 +/- difference against average of similar organisations in 2010-11 Starts/Leavers in 2010-11
Wholefoods Wholesale | Unit 3 Kylemore Ind Estate | Killeen Rd | Dublin 10 T: 01 6262315 F: 01 6261233 M: 087 6815678 W: E: Job Description Applicants are invited to apply for the position of Purchasing Assistant for a busy food distribution company based in Dublin 10. This is a junior position within our purchasing team but a minimum of 1 years experience is essential. Hours of work Mon-Fri 8.30am – 5.00pm (4pm on Friday). Duties & Responsibilities to include  Collate and confirm purchase orders with suppliers as per agreed order schedules  Manage relationship with suppliers to ensure purchase orders are received per agreed delivery schedules and any supply issues are addressed in timely manner  Work closely with colleagues to keep Goods In department informed on daily basis of any changes to delivery schedule and priorities for checking in  Act as liaison between purchasing and sales office to communicate updates on Out of Stock (OOS). Preparation of necessary reports on OOS updates for sales team and key customers. Manage the overall communication of supplier service levels to purchasing colleagues to ensure that fulfilment rates from suppliers are maximised  Ensure proper maintenance of system (Load Bay Scheduler) with regard to product deliveries and data updates, maintain accurate records and update IT systems as required.  Liaise with warehouse personnel, stock control, finance and purchasing colleagues to ensure that accurate stock quantities and valuations are maintained and that any variances are reconciled  Display a can-do attitude and set a positive tone and culture in dealings with colleagues  Ensure good housekeeping practices including adherence to HACCP guidelines and ‘Clean as you Go’ policy  Adhere to Health & Safety requirements and all other practices as outlined in company handbook Key Skills  Strong Interpersonal skills  Team Player  Previous experience in a purchasing / supply chain management role  Office 2010 The role is being offered as a full time position but we would consider offering a role for the right candidate. Job Types: Full-time, Part-time, Permanent Salary: €22,000.00 to €30,000.00 /year
provider's owners, corporate officers, and the person named as the responsible party with the resident board or licensing agency. Part III. Manufacturers. 18VAC110-50-150. Good manufacturing practices. A. The Good Manufacturing Practice for Finished Pharmaceuticals regulations set forth in 21 CFR Part 211 are adopted by reference. B. Each manufacturer or nonresident manufacturer of drugs shall comply with the requirements set forth in the federal regulations referred to in subsection A of this section. 18VAC110-50-160 through 18VAC110-50-190. (Repealed.)
Year B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Nursery How many colours in a rainbow? Why are leaves crispy? Where does snow go? Why are things shiny? Are eggs alive? Did Dragons exist? Reception Do you want to be friends? Why are carrots orange? Why do squirrels hide their nuts? Why do ladybirds have spots? Will you read me a story? Who lives in a rock pool? Are we there yet? Year 1 & 2 Superheroes Splendid Skies Moon Zoom Muck mess and mixtures Rio de Vida Dinosaur Planet Year 3 & 4 Predator Burps, Bottoms and Bile Potions Urban Pioneers Tribal Tales Playlist Year 5 & 6 Pharaohs Childs War Fallen Fields (short project) Frozen Kingdom Stargazers Gallery Rebels ID Pentland Primary School Cross Curricular Cornerstones 2 Year Plan
Year A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Nursery Why can’t I have chocolate for breakfast? Can we explore it? Why dp you love me so much? How does that building stay up? How high can I jump? How many pebbles on the beach? Reception What happens when I fall asleep? What’s that sound? Why don’t snakes have legs? Can I switch it on? Do cows drink milk? Why do zebras have stripes? Year 1 & 2 Towers , Tunnels and Turrets Memory Box Paws Claws and Whiskers Land Ahoy The Enchanted Woodland Wriggle and Crawl Year 3 & 4 Tremors Road trip USA Scrumdiddlyumptious Traders & Raiders Blue Abyss Gods and Mortals Year 5 & 6 Beast Creator Tomorrow’s World Darwin’s Delight Time Traveller Off with her head Allotment
ATTACHMENT: WT/PAY/18 RATES OF PAY - WHOLETIME OPERATIONAL PERSONNEL Basic Annual Salary Firefighter Trainee Development Competent £22,908 £23,862 £30,533 Crew Manager Development Competent £32,452 £33,851 Watch Manager Development Competent A Competent B £34,583 £35,544 £37,854 Station Manager Development Competent A Competent B £39,374 £40,556 £43,428 Group Manager Development Competent A Competent B £45,347 £46,707 £50,270 Area Manager Development Competent A Competent B £53,238 £54,833 £58,397
Mrs Sally Browne Mrs Marion Mickleburgh Ms Louise Young Mrs Jane Dewing Mrs Tammy Bunn Mrs Jo Hunniball Mrs Susan Seaman Mrs Wendy Ryan Mrs Rachel Marche Mrs Jane Howes Mrs Karen Ottaway Mrs Jo James Learning Mentors Speech and Language Assistant Mrs Louise Overall Mrs Julie Clare Miss Samantha High Midday Supervisory Assistants. Mrs Tammy Bunn Mrs Tracey Jones Mrs Heather Page Mrs Margaret Tuck Miss Michaela Reeve Mrs Susan Seaman Mrs Rachel Marche Miss Emma Green Miss Zoe Bennington Secretaries Finance Officer Mrs Shelagh Allen Mrs Judy Williams Mrs Susan Edwards Parent Support Advisor Vacancy Aims and Values for Bluebell Primary. At Bluebell Primary we aim: To provide a safe, nurturing environment that enables children to learn the necessary skills to keep themselves safe and healthy. To enable each child to develop their own self-esteem in setting their own high standards, raise aspirations, take pride in their work, to have the desire to do their best and to enjoy learning. To enable all pupils to make good progress appropriate to their individual abilities To celebrate different cultural origins and diversity, promoting tolerance, respect and understanding for all people. To provide stimulating learning experiences, through good teaching and a broad, sound curriculum enabling the children to become independent and
people with other access and functional needs during emergencies. At the same time, this task requires personnel and financial resources that many organizations struggle to find. Knowledge level and education were the most frequently cited barriers across all three levels. Knowledge level regarding inclusion of people with disabilities in emergency planning across Pennsylvania was described as uneven, and there were not seen to be enough educational opportunities for emergency managers to address this. Informants at state and regional levels who had less opportunity for direct community outreach perceived limited utility and/or responsibility for outreach and inclusion. In these cases they saw their role as encouraging others to undertake these activities at the local level. One set of barriers identified were logistic issues around accommodations and durable medical equipment. Even where the state had provisioned durable medical equipment for shelters or other emergency uses, moving equipment from caches to a site where it was needed was identified as a potential challenge. One key informant remarked that plans for transportation and management of such equipment needed to be solidified. Consumer Surveys Methods We developed and disseminated two versions of an online consumer survey about the involvement of people with intellectual and developmental disabilities in emergency management. One survey was designed for individuals with intellectual and developmental disabilities (ID/DD) and one for the family members or caregivers of people with ID/DD. Both versions of the survey were developed using feedback from the project advisory committee and were tested by a convenience sample of volunteers from the target populations. The survey questions covered topic areas including basic demographic information, past experience in emergencies and disaster, engagement in community emergency planning activities, and personal emergency plans. Respondents had to be 18 years old or older and residents of Pennsylvania. The survey was disseminated through six different organizations serving people with intellectual and developmental disabilities and their family members or caregivers. The survey was open for one month. There were 130 valid responses total for both versions of the survey (103 respondents were family members or caregivers and 27 respondents were
SunScale Sucrose 9. Fluids and medication exercises 10. “Treasure Hunt GENERAL CONSIDERATIONS WHEN CARING FOR NEONATES Vital signs Heart rate 120-160 bpm Respiration 40-60 Blood pressure See table Body temperature 36.5oC-37.5oC (Axillary) Saturation – Oxygen With Love (OWL) Alarm limits ALL BABIES (preterm, term, PPHN) except cardiac babies Oxygen Room Air HIGH Saturation Limit 95 100 LOW Saturation Limit 88 91 Babies with congenital heart defects HIGH Saturation Limit To be determined by the Cardiology Team + ordered. Please write limits on care plan. LOW Saturation Limit
21 – 00 03 – 06 – 09 9 ml 13.0 ml/hr 1.7 ml/hr 03 – 06 12 – 15 – 18 12 ml 12.0 ml/hr 1.7 ml/hr 09 – 12 21 – 00 – 03 15 ml (+/- 25% of full PO) 11.4 ml/hr 1.3 ml/hr 15 – 18 06 – 09 – 12 18 ml 10.4 ml/hr 1.3 ml/hr 21 – 00 15 – 18 – 21 21 ml 9.4 ml/hr 1.3 ml/hr 03 – 06 00 – 03 – 06 24 ml 8.4 ml/hr 1.3 ml/hr 09 – 12 09 – 12 27 ml (+/- 50 % of full PO) 7.8 ml/hr 0.85 ml/hr 15 15 – 18 30 ml 6.8 ml/hr 0.85 ml/hr 18 21 – 00 33 ml 5.8 ml/hr 0.85 ml/hr 21 03 – 06 36 ml 4.8 ml/hr 0.85 ml/hr 00 09 – 12 39 ml (+/- 75% of full PO) 4.2 ml/hr 0.43 ml/hr 03 15 – 18 42 ml 3.2 ml/hr 0.43 ml/hr 06 21 – 00 45 ml 2.2 ml/hr 0.43 ml/hr 09 03 – 06 48 ml 1.2 ml/hr 0.43 ml/hr 12 09 53 ml D/C D/C Full PO = 53 cc q 3 hrs Type of formula : BM – Enf. 67 PTI (TNP) Examples Example 1 PTI NOT IN PTI NURSING NOTES DAY 1: Reason for admission: R/O choanal stenosis Condition: R/O choanal stenosis Pain scale Pain score Condition of the patient
RA B/G breastmilk DAY 2 Sedation for CT-scan Sedation and test (évènement ponctuel) Sedation and test. Condition during and after the test. Example 2 PTI NOT IN PTI NURSING NOTES DAY 1: Reason for admission: Bowel perforation Prematurity Condition: Intubated prem SIMV 20 30% O2 Unstable with low BP Dopamine and Fentanyl PICC line Replogle LWS Bowel perforation Prematurity Intubation O2 parameters Ventilator parameters Pain score Central line Sedation Inotropes Conditions of the patient Lines ETT DAY 1 (LATER) Bowel surgery Replogle Fentanyl Dopamine ETT PICC line Coartation of the aorta PGE PIV Insertion of the lines Intubation Procedures Condition PGE Example 3 PTI NOT IN PTI NURSING NOTES Reason for admission: Coarctation of Coarctation PGE Procedures
the aorta Condition: Stable in RA PGE PIV Insertion of UVL-UAL Intubation for apnea PIV Insertion of the lines Intubation Condition PGE The day after admission OR then 9D coming back on 9C 15 days later Condition: RA Feeding C.D. with NG Pacer wires Infected chest wound Coarctation repair Infected chest wound (with treatment plan) (green sheet attach to TNP) Condition Feeding Pacer wires Condition Feeding Pacer wires Wound care NICU Nursing Staff Info In the NICU nurses work 12 hour shifts and 8 hour shifts. The following information has been created based on the collective agreement to help you navigate the administrative departmental rules. Scheduling The NICU utilizes self-scheduling which means each nurse has the opportunity to create their own 6 week schedule following the scheduling guidelines below.
A more comprehensive breakdown of whole life costs: Pre-acquisition costs Acquisition costs • specification and design • budget allocation • preparation and issuing of invitation to tenders • cost of tender evaluation • cost of letting contract • preparation for receipt of the requirement • professional external advice (eg. legal) • purchase price • delivery charge • insurance and taxes (inc. import duties, etc) • installation and commissioning • training and support • internal costs associated with changing from the incumbent supplier (which should be identified prior to tenders being received) • integration of systems • storage requirements Operating costs Maintenance costs • labour • materials • consumables • energy supply and consumption • contract and supplier management • transaction costs • environmental costs • cost of change, for instance, a decision to use alternative materials • specialist labour • specialist tooling • spare and replacement parts • reduced output with age • frequency of maintenance and recommended downtimes • servicing and inspection regimes Downtime costs End of life costs • lost profits • extra costs of overtime or sub-contracting • costs associated with breakdown of equipment • claims resulting from non-performance • safe disposal • re-sale • ongoing liabilities • decommissioning • removal for sale or scrap • re-instatement of land or buildings for alternative use
For example, this is important for people with disability when they arrive independently at the entry to a terminal or large interchange station (e.g. by taxi or bus), and need to reach the check-in or boarding point. At airports, collaboration is needed between the arriving vehicle operator, the terminal operator and the airline. There are examples in retail and banking where the customer service model has shifted to a concierge model. This means people are offered individualised service at the start of their interaction, rather than people seeking customer service staff when they have an enquiry. This is a model that could also be considered for busy stop/stations and airport terminals. Service staff should be easily identified by their uniforms and should be located in consistent and accessible locations within the stop/station, for example at a customer service point. For stops/stations that aren’t staffed, help points should be available for more than just emergency situations, and clear contacts provided for those who need help and assistance. These details should also be provided in Braille for customers who are blind or have low vision. Consider advertising’s impact on accessibility Advertising is common at public transport nodes. For people with disability, this sometimes impacts their capacity to access wayfinding information and see approaching public transport vehicles. For example, audio-based advertising and other sounds can make hearing station announcements difficult. In placing advertising, consideration should be given to its appropriateness and positioning in terms of safety and accessibility for those with disability. Ticketing While some people with disability carry travel cards that serve as a valid travel ticket, others have to purchase tickets or validate their travel card. Electronic ticketing systems have advantages for transport providers in terms of efficiency and planning, and can help better meet customer needs through journey analysis information. These systems can increase customer convenience and independence35. Examples include the “go card” (Queensland), Opal (New South Wales), SmartRider (Western Australia) and myki (Victoria) cards. There is also a strong demand for a national integrated electronic ticketing system that could facilitate access to disability related concessions when travellers are interstate. A national pass system also could be used as a form of access key technology for specific needs of the user, such as locked toilets. 35 Department of Transport and Main Road (Qld) submission to the draft guide
Whole school curriculum overview Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Autumn 1 Physical health and wellbeing Fun times Physical health and wellbeing What keeps me healthy? Drug, alcohol and tobacco education Tobacco is a drug Identity, society and equality Democracy Physical health and wellbeing In the media Sex and relationship education Healthy relationships / How a baby is made Autumn 2 Keeping safe and managing risk Feeling safe Mental health and emotional wellbeing Friendship Keeping safe and managing risk Bullying – see it, say it, stop it Drug, alcohol and tobacco education Making choices Identity, society and equality Stereotypes, discrimination and prejudice (including tackling homophobia) Sex and relationship education Healthy relationships / How a baby is made Spring 1 Identity, society and equality Me and others Sex and relationship education Boys and girls, families Mental health and emotional wellbeing Strengths and challenges Physical health and wellbeing What is important to me? Keeping safe and managing risk When things go wrong Drug, alcohol and tobacco education Weighing up risk Spring 2 Drug, alcohol and tobacco education What do we put into and on to bodies? Sex and relationship education Boys and girls, families Identity, society and equality Celebrating difference Keeping safe and managing risk Playing safe Mental health and emotional wellbeing Dealing with feelings Identity, society and equality Human rights Summer 1 Mental health and emotional wellbeing Feelings Keeping safe and managing risk Indoors and outdoors Careers, financial capability and economic wellbeing Saving, spending and budgeting Sex and relationship education Growing up and changing Drug, alcohol and tobacco education Different influences Mental health and emotional wellbeing Healthy minds Summer 2 Careers, financial capability and economic wellbeing My money Drug, alcohol and tobacco education Medicines and me Physical health and wellbeing What helps me choose? Sex and relationship education Growing up and changing Careers, financial capability and economic wellbeing Borrowing and earning money Keeping safe and managing risk Keeping safe - out and about FGM
STAGE 2 Recount Procedure /Exposition Exposition Information Report Description Narrative Discussion Explanation EVEN ODD Being Australian British Colonisation Effects of Growth World Religions and Change EVEN ODD Look inside my Australian Native Body Flora and Fauna Mini Worlds Planets – Science and Technical Inventors Interpersonal Relationships Peers, Groups and Communication Active Lifestyles – PE Movement – JAK Decision Making/Growth and Development. – Drug Ed. Active Lifestyles – JAK Interpersonal Relationships Safe Living – Water and Road Safety, Child Protection - JAK Interpersonal relationships – Problem Solving Personal Health - JAK STAGE 3 Explanation Exposition Information Report Discussion Description Procedure Recount Narrative EVEN ODD State and Multiculturalism Federal Parliament Gold/Bushrangers The Rainforest Global Connections EVEN ODD Food for the Antarctica Tuckerbox Scientific Method Weather Being Safe – Bullying Active Lifestyles - JAK Safe Living – Drug Ed. Active Lifestyles – Games and Sports - JAK Decision making/Growth and Development – Child Protection Active Lifestyles – JAK Safe Living – Water and Road safety Active Lifestyles – Moving and Dance JAK
fec Adult Activities (Demonstrations, Crafts, Plant fec Exhibits (Including Objects, Labels, and Information Panels) Identification) fec Guided Vehicle/Wagon Ride Tours fec fec fec fec Children's Activities (Crafts, Scavenger Hunts, Food) Books & Printed Materials Guided Walking Tours (Docents, Rangers, Guest Presenters) Interpreters for "First Person" Encounters and Reenactments fec fec fec Electronic Media Tours (Smartphone/iPod) Special Lectures on Selected Topics Festivals fec Printed for Tours
EDUCATION Education Education is of extreme importance with regards to a young person’s development. Here at Whorlton Hall we ensure that young people in our care are offered adequate education in order to prepare them for adulthood. We ensure that every young person is registered at a school, or education facility, and has an education timetable of twenty-five hours per week. Whorlton Hall staff team encourages young people to
part of the performance appraisal system. Development: Staff development is seen as an ongoing process that includes: Training and Supervision The team meeting forum Working as part of a team Key working and joint working with colleagues within the team Joint working with other professionals and agencies Extra duties and responsibilities, which are delegated to staff as they become more skilled and confident within the team. Staff Files: In line with the Quality Standards for Childrens Homes 2015 all staff at Whorlton Hall have a personnel file. This includes the following information: Personal information such as home phone number and address Supervision notes including supervision contract Performance appraisal and personal development plan Record of qualifications and training completed General / Personal risk assessment Records of Enhanced DBS check Evidence of driver documents
Worker - Full time CYP Childcare - Working towards Mike Tulip Residential Support Worker - Full time 32 Years with CYP L3 Diploma for Res. Childcare - Working towards Alison Wallace Residential Support Worker - Full time 2 Years with CYP L3 Diploma for Res. Childcare - Working towards Darren Walton Residential Support Worker - 6 months with CYP L3 Diploma for Res. Childcare - Registered Steven Lord Residential Support Worker – Sessional 32 Years with CYP DipSW Jennie McGranaghan Residential Support Worker - Sessional 3 Years in Residential Setting BA in Health & Social Care BSC hons in Criminology Steven Gambles Residential Support Worker - Sessional 5 Years with Vulnerable Adults Studying for DipSW Paul Collins Residential Support Worker - Sessional 6 Years with CYP L3 Diploma for Res. Childcare – Working towards Wayne Dunn Residential Support Worker - Sessional 18 Months with CYP L3 Diploma for Res. Childcare Jade McGreevy Residential Support Worker - Sessional 4 Years with CYP BSc in Psychology Jonathan Greenwood Residential Support Worker - Sessional 6 Months with CYP Business & Media Degree Approved by Responsible Individual: Ms Clare Coward 08th February 2016
build staff capacity to have a consistent implementation across the school. Prepare Scope and Sequence documents, Year and Term planners. the curriculum. PLT time allocated for teacher to review and revise the Scope and Sequence Documents. Principal and Teachers Term 3 and 4 Term 3 and 4 Whole school curriculum documentation incorporating Victorian Curriculum completed: Scope and Sequence Year and Term Planners Specialist Scope and Sequence in Italian and Art
Maximise the allocation of Equity Funding in 2016 meet Student Behavioural Needs and improve Classroom Learning Environment. Utilise existing surplus as well as equity funding to ensure the provision of an Integration Aide for a student with sever behavioural issues. Oversee the appointment of Integration Aide/s. Apply for Network contingency funding to support funding requirements. Apply for PSD dunfing to support ongoing exployment of Aide as required. Principal. Week 1, Term 1. Employment of Integration Aide. Development of Behaviour Management Plans and supporting documents. PSG meetings conducted. Ensure non-deficit position due to the employment of an additional staff member.
Peter -very excited to play outside -staying inside first to play games (Scattegories) -last time he got to hang out with Mr. T -kids were having a fight in the snow -threw a snowball Luke -out to get Peter -ganging up on Peter with Jeffrey outside in the snow Danielle -antagonizes Peter outside Anna -gangs up on Peter outside Jeffrey -wishes he had never gotten involved, nothing would have happened
Text Based Discussion and Writing (Read Aloud or Shared Reading) Core Action 3A. The teacher keeps all students persevering with challenging tasks. Students habitually display persistence with challenging tasks, particularly when providing textual evidence to support answers and responses, both orally and in writing. Core Action 3B. The teacher encourages reasoning and problem solving by posing challenging questions and tasks that offer opportunities for productive struggle. Students persevere in solving questions and tasks in the face of initial difficulty. Possible Sequence of Teacher Moves In grades K/1, and sometimes 2, these moves will be done with teacher read aloud. In 3-8, these moves will be done with a shared text. Cut pre-reading activities. Select academic vocabulary words that are central to the meaning of the text AND ones that allow students to determine the meaning from context. Ask if anyone knows the meaning of the selected word(s) and how. Eliminate pre-teaching/modeling strategies—instead, ask “what did you do to understand your reading” after students have listened/read. Pose text specific questions with opportunities for everybody to engage in the work before accepting answers. “Turn and talk” or “turn to your table groups.” “Everybody write the answer to this question.” “Jot 1-2 words in the margin/ on a post-it/ on your dry erase board that answers the question.” Flag possible text based challenges, with students tackling those rather than teacher modeling. “Turn and talk: tell your partner what’s going on here.” “Reread this to yourself, underline key words that tell you what’s happening here.” “Re-read this to yourself, circle words you don’t know or ideas you don’t understand.” “Read this part with your partner and discuss what you think it is about.” Have students flag the challenges in the text, rather than the teacher. Note- when possible, if students are still experiencing challenges, have other students share rather than the teacher. Have students point out the challenges, work in partners to try to problem solve, ask for additional support after X number of “tries” have failed.
Who’s Who at the School for International Studies? Have a question? We are a supportive learning community with people here to help! Topic Staff Member(s) Class Schedule Report Cards Transcripts Working Papers Questions about my Childs program Guidance Counselors Ms. Cadot – M.S.: Marie.cadot@k497.org Mr. Chasabenis – H.S.: Advisor Metrocards Student ID Replacement Locker Application Off-campus lunch Mr. Masefield: James. Masefield@k497.org I need to submit proof of immunization. Lunch Applications Lost and found Update my contact information/health information Ms. Montesi: Melinda.Montesi@k497.org Concern about an incident between your student and another Advisor Mr. Brownstein - Dir. of School Culture Matthew.Brownstein@k497.org I need to correct my attendance. Ms. Geddes: Dameris.Geddes@k497.org I must register for a specific exam. Ms. Schmoeger: Samantha.schmoeger@k497.org I need information about Mr. Raphael - College Counselor:
To ensure the long-term strength of local history groups, the formation of a Tasmanian Association of Historical Societies would give a united voice in matters such as funding, protection of documents, and history in school curricula. The formation of such a body to inform and liaise with groups and government departments, including Tourism Tasmania, would help overcome many of the pitfalls outlined above. In the end, whatever approach or emphasis we adopt as Tasmanians interested in our own history, we should embrace tourism 'with cautious enthusiasm', but put much more effort into emphasising the cultural value of the assets that we have inherited and that we interpret - and stress above all that 'they are inalienable and irreplaceable'. Index Australian Archaeologists Association 7 Australian Museums Association, 7 Australian Tourism Commission 3 Australian Tourist Commission 3 Ballarat 5 Beechworth 4, 6 Bothwell 6 Bruny Island 6 Burnie 5 Campbell Town 7 Channel 6 Circular Head 6 Colonial Accommodation Group 3 convict cringe 6 convict stain 7 Cossons, Neil 1 cultural tourism 2, 3, 4 Derby 6 Eaglehawk Neck 5 Evandale 6, 7 folk museums 5 Furneaux 6 Hamilton 7 heritage tourism 1 historic walks 6 historical societies 5 history rooms 1, 2, 6 history theft 3, 4 Institute of Architects 7 Institute of Landscape Architects 7 Institution of Engineers 7 Kelly, Ned 6 Koonya Church Committee 5 Launceston, 6 local history societies 4 7 murals 5 Museums Association of Australia 6 National Estate grants 7 National Trust 6 Nubeena 1 oral history 5 Pacific Travel Writers Association 3 Port Arthur 1, 3, 4 Professional Historians Association, 7 Queen Victoria Museum and Art 7 Richmond 4, 7 Ross 5, 7 Sovereign Hill 5 St Helens 6 Swansea 6 Tasman Peninsula 4, 6 Tasmanian Historical Research Association 6 The Tasman Peninsula Chronicle 1 The Tasman Peninsula Historical Society 5 THRA 6, 7 Tourism Tasmania 3, 7 travel writers 3 Uzzell, David 1
ANNEX III REPORTING REQUIREMENTS WHO shall submit the following reports with a copy to the Bank: If the Inception Report is used, include: Any information missing in Annex I at the time of Agreement signing, detailed mobilization arrangements, complete the description of all activities and deliverables required for the Outputs, any assignment of procurement of inputs to any other UN organization, complete the Work Plan to ensure timely start-up and on-time completion of the implementation of this Agreement; The Payment Request for the first lump sum installment calculated on the basis of budget estimates for the activities budgeted in Annex II. Progress Reports: Each report submitted on a [insert frequency of reports ] basis shall include: (i) a narrative and financial summary of the status of activities to demonstrate the progress towards the Outputs and the linkage between the payments made under this Agreement and the deliverables in set out in Annex I; and (ii) an interim financial report on the use of funds; and the Payment Request for the next installment signed by an authorized UN Partner staff in charge of execution of this Agreement The final Progress Report upon Completion or Early Termination shall include a consolidated financial summary on the use of funds for Outputs set forth in Annex I. The final Progress Report shall include a financial statement signed by an authorized official of the UN Partner: “We hereby confirm to the best of our knowledge and based on the available records that the above amounts have been paid for the proper execution of the Agreement and in accordance with the terms and conditions thereof. All documentation authenticating these expenditures has been retained by WHO in accordance with its document retention policy and will be available to WHO’s External Auditors for examination in the course of the audit of WHO’s Financial Statements.” Signed by: Name and Title: Date: __________________________ 3. Final Certified Financial Statement
ANNEX IV Counterpart Staff, Services, Facilities and Property to Be Provided by the Government The Parties agree that the Government commits to provide, at its own expense and at no cost to WHO, the following inputs to facilitate successful implementation of this Agreement: Government Staff (qualified experts to work with WHO team): [include the list of names, titles, brief qualifications. Indicate “n/a” if none are provided] Surveys and Technical Inputs [for example, surveys, drawings, files, maps, software, etc., or insert “n/a” if none are provided] Services [for example, office cleaning, utilities, communication, etc. , or insert “n/a” if none are provided] Facilities [for example, office space, meeting and conference rooms, etc., or insert “n/a” if none are provided] Property [for example, office or computer equipment, materials, vehicles, etc., or insert “n/a” if none are provided] [Other – insert any other inputs by the Government that do not fall under any of the above categories but are required for successful implementation of the Technical Assistance] The extent and timing of provision of counterpart staff and of facilities should be agreed upon and included in this Annex.
sprint distance (RUBIES) Jennen Mark M Eden Prairie MN 55 sprint distance (RUBIES) Gohman Brad M Minnetonka MN 39 sprint distance (RUBIES) Gohman Kim F Minnetonka MN 40 sprint distance (RUBIES) Fleurant Jennie F Chaska MN 29 mini-sprint distance (NEWBIES) Fleurant William M Chaska MN 32 sprint distance (RUBIES) Schaus Molly F Minneapolis MN 29 sprint distance (RUBIES) O'Connell Cheryl F Eden Prairie MN 45 sprint distance (RUBIES) Johnson Marv M Duluth MN 65 mini-sprint distance (NEWBIES) Jaeger Brandon M Maple Grove MN 34 mini-sprint distance (NEWBIES) Carlson Wendy F Orono MN 50 mini-sprint distance (NEWBIES) Putzier Jane F Minneapolis MN 55 sprint distance (RUBIES) Johnston David M minnetonka MN 62 mini-sprint distance (NEWBIES) Stelter Emily F Richfield MN 31 sprint distance (RUBIES) Kroll Abbey F Chanhassen MN 21 sprint distance (RUBIES) Kalthoff Heather F Waconia MN 22 sprint distance (RUBIES) Humble Eric M Bloomington MN 38 sprint distance (RUBIES) Kelly Brian M St Louis Park MN 38 sprint distance (RUBIES) Koppel David M Plymouth MN 29 sprint distance (RUBIES) Anderson Carrie F Champlin MN 35 sprint distance (RUBIES) Moser Amy F St. Paul MN 39 A sprint distance (RUBIES) Haag Gery M Plymouth MN 61 sprint distance (RUBIES) Elder Missy F Chanhassen MN 51 sprint distance (RUBIES) Maramis Ivan M Savage MN 40 mini-sprint distance (NEWBIES) Arndt Brenda F Wayzata MN 47 sprint distance (RUBIES) Donner Stacy F Chicago IL 35 sprint distance (RUBIES) Wille Adam M Chicago IL 35 sprint distance (RUBIES) Knott Spencer M Minneapolis MN 23 sprint distance (RUBIES) Chimento Brett M PRIOR LAKE MN 36 sprint distance (RUBIES) Stiling Meghan F PRIOR LAKE MN 36 mini-sprint distance (NEWBIES) Cook Tom M Minneapolis MN 29 sprint distance (RUBIES) Hendrickson EmmaGrace F Hopkins MN 13
Who to Contact for Assistance: Associate Faculty EVENINGS & SATURDAY MORNINGS CAMPUS LOCATION HOURS ASSISTANT PHONE Oceanside OC 4606 Associate Faculty Office Monday – Thursday 3:00-8:00 p.m. Saturdays 8:00 a.m.-12:00 p.m. Aria Jackson 760-795-6808 (On campus dial: 6808) San Elijo Admin. Bldg. 800 Monday – Thursday 2:00-7:00 p.m. Friday 10:30 a.m.-4:30 p.m. No Saturday hours Marilyn King 760-634-7813 (On campus dial: 7813) DAYTIME (contact your school’s Assistant) SCHOOL & DEAN ASSISTANT ASSISTANT LOCATION PHONE HOURS/NOTES Arts & Intl. Languages Dean: Fohrman Leslie Kamps Oceanside: OC 2704 760-795-6816 (On campus dial: 6816) Behavioral Sciences, History, & Communication Education Dean: Alder Lisa Tisdale CLC: Admin Bldg. A 760-795-6716 (On campus dial: 6716) Career Education Dean: Taccone Marilyn King (Temporary: Monique Reeve on leave) Oceanside: OC 4605 760-795-6841 (On campus dial: 6841) Monday – Thursday** 9:30 a.m.-12:30 p.m. Aria Jackson (Temporary: Monique Reeve on leave) Oceanside: OC 4605 760-795-6841 (On campus dial: 6841) Monday – Thursday** 12:30-3:00 p.m. Daria Davis** Oceanside: OC 4818 760-795-6811 (On campus ext. 6811) **Contact Daria when Marilyn/Aria are not in Letters & Comm. Studies Dean: Smith Becky Kessab San Elijo: Admin. Bldg. 800 760-634-7879 (On campus dial: 7879) Math & Sciences Dean: Fino Kathy Thiele Oceanside: OC 3624 760-795-6874 (On campus dial: 6874)
Who to Contact for Assistance: Associate Faculty EVENINGS & SATURDAY MORNINGS CAMPUS LOCATION HOURS ASSISTANT PHONE Oceanside OC 4606 Associate Faculty Office Monday – Thursday 3:00-8:00 p.m. Saturdays 8:00 a.m.-12:00 p.m. Aria Jackson 760-795-6808 (On campus dial: 6808) San Elijo Admin. Bldg. 800 Monday – Thursday 2:00-7:00 p.m. Friday 10:30 a.m.-4:30 p.m. No Saturday hours Marilyn King 760-634-7813 (On campus dial: 7813) DAYTIME (contact your school’s Assistant) SCHOOL / DEAN ASSISTANT ASSISTANT LOCATION PHONE HOURS / NOTES Arts & Intl. Languages Dean: Fohrman Leslie Kamps Oceanside: OC 2704 760-795-6816 (On campus dial: 6816) Behavioral Sciences, History, & Communication Education Dean: Alder Lisa Tisdale CLC: Admin Bldg. A 760-795-6716 (On campus dial: 6716) Career Education Dean: Taccone Aria Jackson (Temporary: Monique Reeve on leave) Oceanside: OC 4606 760-795-6808 (On campus dial: 6808) Monday – Thursday** 11:30 a.m.-3:00 p.m. Daria Davis** Oceanside: OC 4818 760-795-6811 (On campus ext. 6811) **Contact Daria when Aria is out Letters & Comm. Studies Dean: Smith Becky Kessab San Elijo: Admin. Bldg. 800 760-634-7879 (On campus dial: 7879) Math & Sciences Dean: Fino Kathy Thiele Oceanside: OC 3624 760-795-6874 (On campus dial: 6874)
Poe, Steven C. and C. Neal Tate. 1994. “Repression of Human Rights to Personal Integrity in the 1980s: A Global Analysis.” American Political Science Review. 88(4): 853-872. Posen, Barry. 1984. The Sources of Military Doctrine. Ithaca, NY: Cornell University Press. Powell, Emilia J. and Jeffrey K. Staton. 2009. Domestic Judicial Institutions and Human Rights Treaty Violation. International Studies Quarterly 53: 149-174. PWT 7.0.Alan Heston, Robert Summers and Bettina Aten, Penn World Table Version 7.0, Center for International Comparisons of Production, Income and Prices at the University of Pennsylvania, May 2011. Regan, Patrick. 2009. “Political Repression as a Public Good.” Working Paper. Rejali, Darius. 2007. Torture and Democracy. Princeton, NJ: Princeton University Press. Rejali, Darius M. 1994. Torture & modernity: Self, society, and state in modern Iran. Boulder: Westview Pres. Richards, David L., Ronald Gelleny, and David Sacko. 2001. Money With A Mean Streak? Foreign Economic Penetration and Government Respect for Human Rights in Developing Countries International Studies Quarterly 45.2, 219-239. Ron, James. 1997. 51/2: 275-300. Ryckman, Mike, and Gary Goertz. 2008. Terrorism as Civil War. Paper presented at the Annual Convention of the International Studies Association, San Francisco.
Vreeland, James. 2008. Political Institutions and Human Rights. International Organization 62(1): 65-101. Walsh, James Igoe, and James A. Piazza. 2010. Why Respecting Physical Integrity Rights Reduces Terrorism. Comparative Political Studies 43:3, 551-577. Walter, Eugene. 1969. Terror and Resistance. Oxford University Press. Oxford. Wantchekon, Leonard and Andrew Healey. 1999. “The ‘Game’ of Torture.” Journal of Conflict Resolution. Whitaker, Beth E. 2007. “Exporting the Patriot Act?: Democracy and the ‘War on Terror’ in the Third World.” Third World Quarterly. 28(5): 1017-1032. Whitten-Woodring, Jenifer (2009) Watchdog or Lapdog? Media Freedom, Regime Type and Government Respect for Human Rights. International Studies Quarterly. World Bank. 2012. World Bank Data Catalog. (accessed September 18, 2012). Table 1. Frequency of Torture Incidence Level of Torture Frequency Percentage None 1203 77.16 Infrequent 3 0.19 Often 52 3.34 Regular 78 5.00 Widespread 91 5.84 Systemic 132 8.47 Total 1559 100.00 Table 2. Terrorism and Government Torture (CIRI), 1995 to 2005 Dependent Variable: Government (CIRI) Torture Government (CIRI) Torture Government (CIRI) Torture Government (CIRI) Torture Domestic Terrorism (GTD) .009 (.012) .007 (.012)