zilongwang/ReadingBank huggingface dataset:
Written Response Rubric Text Evidence Citations Required Response Quality Point Value Criteria Exceeds Expectations 4 The student demonstrates a thorough understanding of all concepts. Integrates relevant and accurate disciplinary content with thorough explanations/calculations/arguments (citing text evidence) that demonstrate in-depth understanding Meets Expectations 3 The student demonstrates a understanding of all concepts. Accurately presents disciplinary content relevant to the question with sufficient explanations/calculations/arguments (citing text evidence) that demonstrate understanding Approaches Expectations 2 The student demonstrates a partial understanding of all concepts. Briefly notes disciplinary content relevant to the question; shows basic understanding of content; minor errors in explanations/ calculations/arguments (citing little text evidence) Minimal Response 1 The student demonstrates no understanding of all concepts. Attempts to include disciplinary content but understanding of content is weak; substantial and multiple errors and/or inaccuracies in the explanations/calculations/arguments (citing no text evidence) No Response 0
COMMENTS ON THE POLICY Chapter Section no in Policy Section Title Comments by respondent And date received Respondent (Name/Institution/ Department and Contact details) What are the main benefits, costs and risks of the Policy Proposed action 2 2 Problem statement 3.1 Vision 3.2 Policy objectives 3.3 Principles
3.4 Strategic significance 3.5 Policy Options 3.6 Linkages to other policies COMMENTS ON POLICY Chapter Section no in Policy Section Comments by respondent and date in which comments were submitted Respondent (Name/Institution/ What are the main benefits, costs and risks of the Policy Proposed action
COMMENTS ON POLICY Chapter Section no in Policy Section Title Comments by respondent and date in which comments were submitted Respondent (Name/Institution/ Department and Contact details) What are the main benefits, costs and risks of the Policy Proposed action 3 3.8 Communication plan
COMMENTS ON POLICY Chapter Section no in Policy Section Title Comments by respondent and date in which comments were submitted Respondent (Name/Institution/ Department and Contact details) What are the main benefits, costs and risks of the Policy Proposed action 3 3.9 Monitoring and Evaluation
2 :46 2 :56 3 :01 Approximately at what time will the P-wave arrive at a station 4500 km away from the epicenter? 3 :00 3 :02 3 :04 3 :10 14. The table below shows surface sea water properties observed at regions, "A", "B" and "C". Which statements given below are correct? (More than one correct answer.) (Assume that surface salinity can be affected by evaporation and precipitation only. Region Salinity (g/kg) Density (kg/m3) A (a) 36.0 1027 B 12 35.5 1027 C 12 34.0 (b) The temperature of region “A” is less than 12 The density of region “C” is between 1000 and 1027 kg/m3. The value of 'evaporation minus precipitation' at region “A” is higher than those at regions “B” and region “C”. If we sample equal volumes of water from “A” and “B” and mix them (assuming they are maintained at their original temperature), water density will increase. 15. Global warming can be caused by an ________: (several correct answers.) Increased rate of thermonuclear fusion in the Sun. Increased greenhouse gases in the Earth’s atmosphere. Increased atmospheric humidity. Increased sulphate aerosols in the atmosphere. 16. Oceanic regions of both the hemispheres lying in the same latitude as the desert belts are characterized by _________________. (More than one correct answer.)
APPLICATION FOR WRITTEN PRELIMINARY EXAMINATION ITEM INFORMATION Comments/Action 1 STUDENT LAST NAME: PRINT: 1.1 STUDENT FIRST NAME: 1.2 STUDENT IDENTIFICATION: 991 --- --- 1.3 STUDENT SIGNATURE & DATE: 2 HOME INSTITUTION: 2.1 SPECIALIZATION: 2.2 PROGRAM PLANNING COMMITTEE CHAIR: PRINT NAME: 2.3 PROGRAM PLANNING COMMITTEE MEMBER: PRINT NAME 2.4 PROGRAM PLANNING COMMITTEE MEMBER: NAME 3.0 RESIDENCY INFORMATION: 9 HOUR TERM 18 HOUR CALENDAR YR 3.1 COT710 COT711 or COT709 TERM COMPLETED: GRADE(S): 3.2 RESEARCH TOOL 1A – COT702 ADVANCED RESEARCH METHODS TERM COMPLETED: GRADE: 3.3 RESEARCH TOOL 1B – ITEC6050 ADVANCED RESEARCH METHODS TERM COMPLETED: GRADE: 3.4 RESEARCH TOOL II – COT 703 ADVANCED RESEARCH METHODS TERM COMPLETED: GRADE: 4.0 PROPOSED LOCATION AND DATE OF EXAMINATION: LOCATION: DATE RANGE: 4.1 PROCTOR CONTACT INFORMATION: EMAIL: 4.2 PROCTOR EVALUATION INFORMATION: 4.3 PROCTOR APPROVED: CIRCLE Y N DATE VERIFIED BY PROGRAM 4.4 REQUEST APPROVED PPC CHAIR: CIRCLE BELOW Y N CHAIR SIGNATURE & DATE: 4.5 REQUEST APPROVED PROGRAM COODINATOR: CIRCLE BELOW Y N COORDINATOR SIGNATURE & DATE: 4.6 REQUEST APPROVED PROGRAM DIRECTOR: CIRCLE BELOW Y N DIRECTOR SIGNATURE & DATE
THE UNIVERSITY OF BURDWAN Office of the Secretary, Faculty Council (Arts, Com., Law, etc.) 3rd Floor, Composite Arts Building, Golapbag, P.O.- Rajbati, Dist.- Purba Burdwan, Pin. -713104, West Bengal. Phone: 0342 2656549 Extn. (437) E-Mail : Website: www.buruniv.ac.in SEATING ARRANGEMENT FOR WRITTEN TEST FOR ADMISSION TO PG COURSE OF STUDIES IN MBA PROGRAMME TO BE HELD ON 10.09.2018 AT 11 AM VENUE (DEPARTMENT) ROOM NO. WRITTEN TEST FOR (SUBJECT) NO. OF CANDIDATES ROLL NO. (FROM AND TO) EDUCATION DEPTT. ROOM NO. - 1 MBA PROGRAMME 30 20180121 0001 - 0030 ROOM NO. - 2 MBA PROGRAMME 45 20180121 0031 - 0075 ROOM NO. - 3 MBA PROGRAMME 30 20180121 0076 - 0105 ROOM NO. - 4 MBA PROGRAMME 22 20180121 0106 - 0127 SEATING ARRANGEMENT FOR WRITTEN TEST FOR ADMISSION TO PG COURSE OF STUDIES IN WOMEN’S STUDIES TO BE HELD ON 10.09.2018 AT 2 PM VENUE (DEPARTMENT) ROOM NO. WRITTEN TEST FOR (SUBJECT) NO. OF CANDIDATES ROLL NO. (FROM AND TO) ENGLISH DEPTT. ROOM NO. - 4 WOMEN’S STUDIES 95 20180117 0001 - 0095 Secretary Faculty Council (Arts etc.)
Othello: Act 3 State of Mind Questions By the end of Act 3, it could be argued that a once reasonable man is at the very least becoming irrational and, at the very worst, beginning to lose his mind. 1. What ideas have planted in Othello’s mind to make him confused about what is real and what is not? 2. Othello descends into brutal, emotional impulses and shouts “I’ll tear her to pieces…” What is happening here? 3. Othello says that he have been happy even if she had slept with the whole army, if only he “had nothing known.” What effect is Iago’s suggestion having on Othello? 4. Othello says “I think my wife be honest, and think she is not; / I think thou art just, and think thou art not; / I’ll have some proof.” What do these contradictory statements say about Othello’s state of mind? 5. “Haply, for I am black” – What does this line of tell us about what Othello thinks of himself now? How does this differ from how he thought of himself at the beginning of the play? 6. Othello is not the only one acting strangely. Why do you think Emilia gives the napkin (handkerchief) to Iago (her husband)? Do you think she knows that he has bad intentions? Othello: Act 4, Scene 1 Pre–Reading Questions When reading Act 4, focus your attention on the changes taking place in Othello – in particular, the way he speaks, what he speaks about and his general demeanour.
Evaluation This assignment is graded out of 16 points using the following rubric and is worth XX% of the final grade. Learners may receive partial scores or a zero for unacceptable work. Criteria Does Not Meet Expectations 1 Partially Meets Expectations 2 Meets Expectations 3 Exceeds Expectations 4 Max Points Quality of Analysis Inadequate comprehension of concepts or theories presented in course materials. Includes irrelevant external resources and/or few or no course materials Partial comprehension of concepts or theories presented in course materials. Includes course materials and external resources with limited relevance. Adequate comprehension of concepts or theories presented in course materials. Includes course materials and relevant external resources. Broad and in-depth comprehension of concepts or theories presented in course materials and relevant external resources. 4 Required Components Response is missing/does not address required components indicated in the instructions. Response is missing/does not address some of the required components indicated in the instructions. Response includes all components and meets the requirements indicated in the instructions. Response includes and exceeds the requirements indicated in the instructions. 4 Support for Ideas Offers simplistic or little support for ideas. Ideas are irrelevant to course. Connections between ideas are unclear. Ideas are partially supported/relevant, too broad, or repetitive. Includes some examples. Inconsistent connections between ideas. Ideas are supported by appropriate examples that lead to logical conclusions. Consistent connections between ideas. Substantial and logical development of new ideas and insights. Conclusions are original, compelling, and topical. 4 Writing Unclear organization. Many grammatical, spelling, or punctuation errors. Some signs of logical organization. A few grammar, spelling, or punctuation errors. Organization supports purpose. Well-constructed paragraphs. Almost no grammatical, spelling, or punctuation errors. Organization fully and imaginatively supports purpose. Well-constructed paragraphs and subheadings. No grammatical, spelling or punctuation errors. 4
Evaluation This assignment is graded out of 20 points the following rubric and is worth XX% of the final grade. Learners may receive partial scores or a zero for unacceptable work. Criteria Does Not Meet Expectations 1 Partially Meets Expectations 2 Meets Expectations 3 Exceeds Expectations 4 Max Points Quality of Analysis Inadequate comprehension of concepts or theories presented in course materials. Includes irrelevant external resources and/or few or no course materials Partial comprehension of concepts or theories presented in course materials. Includes course materials and external resources with limited relevance. Adequate comprehension of concepts or theories presented in course materials. Includes course materials and relevant external resources. Broad and in-depth comprehension of concepts or theories presented in course materials and relevant external resources. 4 Required Components Response is missing/does not address required components indicated in the instructions. Response is missing/does not address some of the required components indicated in the instructions. Response includes all components and meets the requirements indicated in the instructions. Response includes and exceeds the requirements indicated in the instructions. 4 Support for Ideas Offers simplistic or little support for ideas. Ideas are irrelevant to course. Connections between ideas are unclear. Ideas are partially supported/relevant, too broad, or repetitive. Includes some examples. Inconsistent connections between ideas. Ideas are supported by appropriate examples that lead to logical conclusions. Consistent connections between ideas. Substantial and logical development of new ideas and insights. Conclusions are original, compelling, and topical. 4 Writing Unclear organization. Many grammatical, spelling, or punctuation errors. Some signs of logical organization. A few grammar, spelling, or punctuation errors. Organization supports purpose. Well-constructed paragraphs. Almost no grammatical, spelling, or punctuation errors. Organization fully and imaginatively supports purpose. Well-constructed paragraphs and subheadings. No grammatical, spelling or punctuation errors. 4 APA Style APA style is followed a few times in the document. No sources or mostly not cited in APA. APA style is followed sometimes in the document. Some sources are missing (or not cited in APA). Most of the document follows APA style. Most sources are cited in APA with few errors. The entire document follows APA formatting and all sources are properly cited in APA. 4
growing more quickly, or conversely falling less rapidly than employment changes across the whole economy, it is almost certain that the National Minimum wage must be having no negative effects on employment and job creation. In fact, the relative position of the low paying sectors as a whole is very encouraging. As the table below shows, the number of employee jobs in sectors with a high incidence of low pay and minimum wage jobs rose sharply by 4.8 per cent during the past year, far outstripping the very modest 0.4 per cent growth in the non-low paying sectors and playing a disproportionate part in the 1.7 per cent employee jobs growth seen across the whole economy. In particular, was strong jobs growth in the food and beverage sector, where employment rose by 151,000, whilst the very substantial retail sector put on extra 88,000 jobs. Indeed, only the sector seems to be still stuck in the employment doldrums, as others sectors such as hairdressing and even textiles increased by more than 9 per cent and agriculture soared by 17.5 per cent. Certainly nobody can say that the NMW had a detrimental impact last year, as 81 per cent of employee jobs growth in the last twelve months was located in the quarter of the economy that is occupied by the low paying industries. GB Employees in low paying industries (thousands) Industry March 2011 March 2012 Change Per cent change Agriculture, hunting and forestry 165 194 +29 +17.5% Textile, clothing and leather goods manufacture 93 102 +9 +9.7% Retail trade (not motor vehicles) 2,680 2,768 +88 +3.3% Hotels and accommodation 371 369 -4 -0.5% Food and beverage service activities 1,350 1,501 +151 +11.2% Residential care and social work activities 1,547 1,585 +38 +2.5% Investigation and security services 173 180 +8 +4.0% Services to buildings 607 628 +21 +3.5%
Cues and Conventions CC2.4 (c) Understands and applies the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/ morphological, graphophonic, and other) to construct and communicate meaning when writing. purposefully chooses language for a particular audience and purpose beginning to develop tone and voice consistently writes sentences using periods, question marks, commas and capitals correctly uses an interesting variety of sentence openings and types intentionally uses connecting words consistently on topic masterfully uses appropriate and descriptive words to add interest and detail (e.g., strong verbs, descriptive adjectives and adverbs) uses correct spelling meticulously prints letters of consistent size, shape, and spacing. chooses appropriate language for a particular audience and purpose attempting to develop tone and voice writes sentences using periods, question marks, commas and capitals correctly uses a variety of sentence openings and types uses simple connecting words stays on topic uses appropriate and descriptive words to add interest and detail (e.g., strong verbs, descriptive adjectives and adverbs) uses predominantly conventional spelling legibly prints letters of consistent size, shape, and spacing attempts to choose language for a particular audience and purpose with support, attempting to develop tone and voice sometimes writes sentences using periods, question marks, commas and capitals correctly occasionally uses a variety of sentence openings and types occasionally uses connecting words attempts to stay on topic experiments with the use of appropriate and descriptive words to add interest and detail (e.g., strong verbs, descriptive adjectives and adverbs) uses some conventional spelling forms letters of inconsistent size, shape, and spacing language and purpose is unclear or inappropriate tone and voice not evident rarely writes sentences using periods, question marks, commas and capitals rarely uses provided sentence openings and types rarely uses connecting words rarely stays on topic rarely uses appropriate and descriptive words to add interest and detail uses phonetic spelling illegibly prints letters
Writing for the Web: An Introduction The web is an information medium, therefore its principal purpose is to effectively convey information. As users find it uncomfortable to read too much text on screens – reading about 25% slower than on paper – there are certain things you can do to make your web text more readable. Below you will find a few guidelines to getting the most out of writing content for the web, or reviewing existing content. The last page of these guidelines is a concise list of Dos and Don’ts and it is suggested that content writers keep the list (if not the whole of this document) to hand for easy reference. Introduction A typical web user arrives at a web page for key information - not mission statements, or self-promotion. They skim the page, picking out keywords, sentences, and paragraphs of interest and skipping over the parts they find less interesting. Web authors must acknowledge these facts and write accordingly. You should use about half the word count on screen as you would for print materials. Front-load your copy Web users are known to be impatient and critical. This means they want to visit your site and find the information they need as quickly as possible. If you don't give them the information quickly - they'll go to another website that does. Make the key message / piece of information the first thing your user sees. Presenting the information they need up front will allow users to identify quickly what each page is about, and decide whether they want to read further or scroll to find the information they want. The first few words of the intro must not echo the headline. We know that web users do not often read every single word on a page. We know they do not read from top to bottom, from the first word to the last. Provide obvious signposts to the key messages and chunks of content on your pages to increase their usability and effectiveness. Pick out keywords and phrases in bold – do not use underline as see these as links and try to click on them Use headings to tell readers what larger chunks of text are about Use graphics as visual clues to what your content is about Use bullet lists to summarise your page's content
Written Research Report Rubric Name: ‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗ Project: ‗_______‗‗‗‗‗‗‗‗‗‗‗‗‗‗‗ Components 3 Points 2 Points 1 Point SCORE INTRODUCTION Brief overview of the content of the report is complete and accurate. Is either wordy, lacking information or not related to the material in the report. Is wordy or lacking information. Material is not related to what is in the report. RESEARCH Evidence that the student has researched beyond the information given in class. Minimal work was done to research the topic. Student did not research beyond the information provided by the teacher or previous class activities. CONTENT ELEMENTS (Multiply this component by the number of elements required in the assigned activity) Information is accurate and completely addresses each component of the assigned topic or research question. Information is accurate and complete for 80% of the required elements. Information is accurate and complete for 60% of the required elements. ORGANIZATION Report content is well organized and the required information is easy to find within the report. Report content is partially organized or the required information is difficult to find within the report. Report content is disorganized and required information is difficult to find within the report. CONCLUSION Report has a summary paragraph that clearly and concisely states all the key points in the report. Summary paragraph is unclear or a few key points are missing. Summary paragraph is wordy, confusing, or missing most of the key points of the report. CITATIONS All information gathered by the student has Some of the sources the student used Few sources that were used are cited and the
been cited with the proper format. Student used at least the minimum number or sources of information required for the report. are not cited and are not formatted correctly. Student used 80% of the required number of sources. format has not been followed. Student used 60% of the required number of sources. Total
World Bank Safeguards Team Oslo, 18.11.2014 Written submission from Plan Norway regarding Bank safeguards consultation We greatly appreciate the opportunity to provide feedback into the safeguard review process. The safeguards are an essential mechanism for ensuring accountability in World Bank operations. In addition to supporting the joint letter from Norwegian CSOs presented at the consultations in Oslo 12.11.2014, Plan Norway would like to raise specifically the importance of disability inclusion and accessibility. We are aware that the World Bank has a long-standing commitment to disability, and applaud the recent appointment of Charlotte McClain-Nhlapo as a Disability Advisor. However, there is still a great need for institutionalising disability inclusion and accessibility throughout World Bank operations. This process of updating the safeguards is a great opportunity to ensure such institutionalisation and set a global standard for disability inclusion in development operations. We have the following specific suggestions: Include persons with disabilities and their organisations in an accessible safeguard review consultation process Define “persons with disabilities” using the definition outlined in the CRPD Assess the unique and differentiated impacts of Bank projects on persons with disabilities rather than assessing a project’s impact on what the Bank is calling “disadvantaged or vulnerable populations” includes a wide range of groups differently impacted by projects
This text reflects section B of ESS 3. This text reflects section D (and C) of ESS 3. ESS 4 Community Health and Safety Objective with Suggested Text Notes To anticipate and avoid adverse impacts on the health and safety of project-affected communities during the project life-cycle from both routine and non-routine circumstances. To have in place effective measures to address emergency event. To ensure that the safeguarding of personnel and property is carried out in a manner that avoids or minimizes risks to the project-affected communities. Given that this is the only ESS where climate resilience is really mentioned it should be reflected in the objectives. ESS 5 Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Objective with Suggested Text Edits Notes To avoid involuntary resettlement or, when unavoidable, minimize resettlement by exploring project design alternatives. To avoid forced eviction.5 To mitigate unavoidable adverse social and economic impacts from land acquisition or restrictions on land use by: (a) providing compensation for loss of assets at replacement cost6 and (b) assisting displaced persons in their efforts to improve, or at least restore, their livelihoods and living standards, in real terms, to pre-displacement levels or to levels prevailing prior to the beginning of project implementation, whichever is higher. To improve living conditions of poor or vulnerable persons who are physically displaced, through provision of adequate housing, access to services and facilities, and security of tenure.7 To conceive and execute resettlement as a development opportunity, including measures enabling displaced persons to benefit directly from the project as the nature of the project may warrant Added text reflects important aspects of ESS 5 outlined in paragraph 15 and 4(c). Added text reflects an important aspect of ESS 5 outlined in paragraph 4(d).
Exercise and Your Bones What types of activities help to strengthen your bones? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Which activities do you participate in? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. How long do you participate in activities? How long should you participate in these activities? What types of foods help to strengthen your bones?
heel/ calcaneous hip bone/ pelvis jaw bone knee cap/ patella arm bone/ radius rib shin bone/ tibia skull/ cranium thigh bone/ femur toe bones/ metatarsals upper arm bone/ humerus Wordsearch Breastbone Calcium Cartilage Collarbone Femur Fibula Hipbone Humerus Jawbone Joint Ligament Marrow Radius Ribcage Shoulder blade Tendon Tibia Ulna Vertebrae
LEARN Strategies Smarter Lunchrooms Self-Assessment Scorecard School Physical Activity and Nutrition Environment Tool Nutrition and Physical Activity Self-Assessment for Child Care (NAP SACC) Contra Costa County’s C.H.O.I.C.E. Toolkit and Self-Assessment Questionnaire San Francisco Healthy Apple Awards UConn Rudd Center’s Wellness Child Care Assessment Tool (WellCCAT) Wellness School Assessment Tool (WellSAT) – The Rudd Center School Health Index – Centers for Disease Control and Prevention/Alliance for a Healthier Generation – Healthy Schools Program Framework of Best Practices Assessment Tool School Physical Activity Policy Assessment (S-PAPA) Wellness Policy: How to Get Started – Arizona Department of Education Promoting Health in Minnesota Schools: School Wellness Policies Gretchen Swanson Center Farm to School Toolkit WORK Strategies California Fit Business Kit/Check for Health PLAY Strategies Physical Activity Resource Assessment (PARA) Community Park Audit Tool (CPAT) Walkability Checklist - Safe Routes to School October Walk to School Month Walkability Checklist Bikeability Checklist - Safe Routes to School Pedestrian Environmental Data Scan (PEDS) California Youth Participatory Action Research SHOP Strategies Communities of Excellence in Nutrition, Physical Activity, and Obesity Prevention (CX3) Michigan’s Nutrition Environment Assessment Tool (NEAT) Nutrition Environment Measure Survey – Store (NEMS-S) Nutrition Environment Measures Survey – Corner Store (NEMS –CS) Oregon Food Bank’s Healthy Pantry Options Scorecard Oregon State University Rapid Farmers Markets Assessments ChangeLab Solutions: Health on the Shelf
All Coursework and Controlled Assessments to have been completed and copied and given to Exam Officer ready for submission to exam boards. WEEK 2 KS5 Pre Public Exam Week Year 11 – Walking Talking Mock Exam Week (To be done in classrooms) Monday 2 March Staff Briefing 8:20am Meetings CPD Calendar 3:15-4:30pm Work Scrutiny Year 10 Religious Studies Pre Public GCSE Exam Tuesday 3 March Leadership Team Meeting 3:15pm All Progress Reports Published (online) Year 8 Full Reports Published (online) Wednesday 4 March Year 11 GCSE Exam – students off timetable Years 12 & 13 x 8 - Biology Lecture Trip – 5:00pm-9:00pm – KPA Thursday 5 March Staff Briefing 8:20am Mid Point Review Directed Time Year 8 Parents Consultation Evening 3:45 – 7:00pm Year 11 GCSE Exam – students off timetable Friday 6 Year 11 GCSE Drama Exam – students off timetable Saturday 7 March 4 x Yr 11 Students – Kent Final of National Young Consumer of the Year – KWI WEEK 3 Year 11 Pre Public Exam Week Monday 9 March Briefing 8:20am
Wednesday 20 May Semester 5 Data Collection Years 7-13 Deadline Year 11 GCSE Science (Physics) Revision Period 1 and 2 Year 12 AS History Unit 2 Revision Periods 1, 2 and 3 AS Level Sociology Unit 2 Revision Period 3 and 4 Exam: A Level Maths Exam 6689 & S1 6683 Exam: Year 11 GCSE Science – Physics 2 and Physics 3 Exams (pm) Exam: Year 12 AS History Unit 2 Exam (pm) Thursday 21 May Staff Briefing 8:20am Year 12 AS Science (Biology) Revision Period 1 and 2 Year 11 BTEC Science Revision Period 4 and 5 Exam: Year 12 AS Science – Biology Unit 1 Exam (pm) Exam: Year 12 AS Sociology Unit 1 Exam (am) Friday 22 May LOL Data Checking Years 7-13 Deadline Assessment Semester 5 Ends Exam: Year 11 GCSE English Literature Exam – Understanding Poetry 5ET1F, 5ET1H Exam: Year 11 BTEC Science Exam (am) Exam: AS Level Science – Chemistry Unit 1 Exam Term Ends Holiday Revision for all Exam based subjects (Year 11, 12 and 13) Monday 25 May Tuesday 26 May Year 11 Maths Revision 9:00 – 12:30 Year 13 Religious Studies 9:00 -12:30 Wednesday 27 May Year 11 Maths Revision 9:00 – 12:30 Thursday 28 May Friday 29 May Year 11 History Revision 9:00 – 12:00 TERM 6
Second join; ch sh th tl ll ill sli slu ck ack st sti ink unk join; od pg re ve oon oom Fourth join; wl vl of ff fl flo Practise the letters b p g q y j z Practise capital letters Year 4 ning ping ting oc od oo ake ome are fla flo fle who wha whe ie in il inly ky ny ap ar an ick uck ack practise writing with a he we re fte fir fin wra wri kni (silent letters) ii ll tt rr nn mm cc oo dd ss ff ee ew ev ex (spacing) th ht fl (proportions) ac ag af Capital letters Decorated capital letters Years 5 and 6 Practise consistency and size of letters Practising using a diagonal joining line Practising leaving an space between letters Practising joining to the letter y Practising using a horizontal joining line Practising the size and height of letters Practising joining from the letter i Practising joining to and from the letter v Practising consistency in forming and joining letters Practise speedwriting Practising crossing double tt Practising joining to and from the letter e Practising joining to and from the letter w Practising printing Practising drafting and editing Practising joining to the letter t Across the Year we are ensuring letters are consistent in height and size and: Practising with punctuation Practising break letters Practising joining from the letter m Ensuring the ascender on the letter t is the correct height Practising spacing within words Developing fluency Practising forming and joining the letter f Practising presentation Practising speed writing Teaching Sequence Hand and finger strength Physical preparation Tracing Patterns Over teacher’s writing (highlighter)
Model used Wroughton Primary Federation uses the Nelson Handwriting Scheme with the following letter formation: NB children must be taught individual letters first so that they see them as individual units BEFORE learning to join. The Four Joins 1. to letters without ascenders 2. to letters with ascenders 3. horizontal joins 4. horizontal joins to letters with ascenders Paper As motor skills increase then the size of writing should decrease. Children should start writing in A4 plain books then as their handwriting improves then lined exercise books should be introduced. of teaching Reception All children should write in A4 books. These books should have lines on before the children write. These lines should be well spaced (about 2cms apart). Year 1 Children should start the year as above. When they are ready they should move on to wide lined exercise books. Handwriting books should be introduced at the appropriate time. Year 2 The majority of children should be ready to start the year in narrow lined books. For some children they will need to continue on wide lined books until ready and for a small number of children, particularly those with SEN) it may be necessary to use a book which has printed handwriting lines. Year 3 Revision Practise the break letters b p g q y j z Practise capital letters See Nelson Handwriting Teacher’s Book p30 for learning outcomes and further information Further practise of the four handwriting joins in ine ut ute ve vi ok oh
Division 2 of Part 2 of the Water Act 2007 (Cwlth) (item 11 in the table in s.22(1)) states that the Basin Plan must include the requirements that a water resource plan for a water resource plan area must comply with for it to be accredited or adopted under Division 2. The requirements must relate to matters that are relevant to the sustainable use and management of the water resources of the water resource plan area. Subsection 22(3) provides that certain matters must be included in the requirements, all of which are incorporated into Chapter 10 of the Basin Plan. Subsection 22(3) allows other matters to be included in the Basin Plan.
Table 2: A worked example of accounting for the disposal and acquisition of HEW Accounting for disposal and acquisition of HEW Year 1, SDL Area A Year 1, SDL Area B Year 2, SDL Area A Year 2, SDL Area B Year 3, SDL Area A Year 3, SDL Area B SDL 100 100 100 100 100 100 Determine annual permitted take for the SDL resource unit (10.10)1 100 100 100 100 100 100 Determine actual take for the SDL resource unit (10.15) 100 100 120 82 1403 65 Calculate annual permitted take and annual actual take (6.10; using information from 10.10 and 10.15) – – – – – – Find the difference between actual take and annual permitted take (compares 10.15 to 10.10) 100–100 100–100 100–120 100–82 100–140 100–65 Record credits/debits for the SDL resource unit (6.11)2 0 0 –20 18 –40 35 Account for disposal and acquisition of HEW impacting the SDL resource unit (10.12(3))3 No trade in HEW No trade in HEW 20 GL sold in A, 18 GL purchased in B 20 GL sold in A, 18 GL purchased in B Another 20 GL sold in A, 17 GL purchased in B Another 20 GL sold in A, 17 GL purchased in B Adjust credits/debits for disposal and acquisition of HEW (6.12 (1)(a)) 0 0 20 –18 40 –35 Adjusted credit/debit 0 0 0 0 0 0 SDL resource unit compliant (6.12) Yes Yes Yes Yes Yes Yes
(b) exclude water sourced from the Great Artesian Basin and released into and taken from a Basin water resource. The WRPs need to set out a process to determine the actual take at the end of each year. Under s. 71 of the Act, Basin States must report this information to the Authority within four months of the end of the water year (although the Authority may extend this period in writing). This requirement is reiterated in Division 2, Part 4 of Chapter 6 of the Basin Plan.
Western Regional Partnership October 2017-December 15, 2017 Update WRP compiles and sends out regular (normally monthly) updates on agency efforts relevant to the WRP Mission. This includes publicly available information from WRP Partners and agency news releases, etc. to assist to create greater awareness of current WRP Partner actions. If you have any updates you would like to share, please email that information to . Due to the WRP Principals’ meeting in November this update is for a longer duration. In the previous survey, the vast majority of respondents prefer updates to be continued and to be sent monthly. In this edition of WRP Monthly updates:
View the requesting comments on the CCAA regulations. Learn more about . The U.S. Fish and Wildlife Service (Service) recently published a to address frequently asked questions about the revised eagle rule. Applicants for drought resiliency projects funding must submit their proposals by 4:00 p.m. MST on Tuesday, February 13, 2018. To view this funding opportunity, please visit and search for funding opportunity number BOR-DO-18-F008. - Applicants must submit their proposals by Wednesday, January 31, 2018, at 4:00 p.m. MST. To view this funding opportunity, please visit and search for funding opportunity number Up to $100,000 in federal funds may be awarded to an applicant per award, with no more than $50,000 made available in a year for a period of up to two years. Others: WOTUS Definition Applicability Date Proposed Rule Published in Federal Register: The Department of the Army, Corps of Engineers and Environmental Protection Agency’s proposed rule adding an applicability date to the “Clean Water Rule: Definition of ‘Waters of the United States’” (the “2015 Rule”) published in the Federal Register. The rule would make the effective date of the 2015 Rule two years from the final action date on this proposal. EPA Releases list of twenty-one Superfund sites flagged by Administrator Pruitt for immediate and intense action. The Superfund program was established to investigate and clean up hazardous waste sites and convert them into community resources. Administrator Pruitt targeted sites based on the Superfund Task Force’s recommendations released this summer, though the EPA affirms it will continue work at all sites. Updates Mexican Wolf Reintroduction Project Monthly Update - November 1-30, 2017: or by visiting the U.S. Fish and Wildlife Service website at . Mexican gray wolf recovery plan criticized for doing too much, too little Record 129 Million Dead Trees in California CA wildfires - For the latest information about the California wildfires including evacuation maps please visit . CALIFORNIA ENVIRONMENTAL QUALITY ACT GUIDELINES. The California Office of Planning and Research is proposing a comprehensive update to California Environmental Quality Act (CEQA) guidelines. The draft update was released in November: AZ Game & Fish: Sign up to receive our free Wild+Life e-newsletter New edition coming out soon; click to subscribe WAFWA:
Staff Report to the Secretary on Electricity Markets and Reliability. A reliable and resilient electric grid is critical not only to the nation's national and economic security, but also to the everyday lives of American families. and EIA Update: State Updates Energy Commission Awards Grant to Address California’s Dead Trees Tribal Updates DOE Update: November 13–17: 2017 Office of Indian Energy Program Review. Hosted by the Office of Indian Energy, the annual Program Review is a tremendous opportunity for Indian tribes to meet, learn from other Indian tribes that are pursuing energy self-sufficiency, and share in each other's successes. For more information, please see the . Grant Program to Build Tribal Energy Development Capacity—Apply by October 9 . DOE Announces Carole Plowfield as Acting Director of the Office of Indian Energy . Regional Renewable energy mandates are working. Policy wonks should embrace them. WGA sent a letter to the Senate Committee of Energy and Natural Resources on the issue of vegetation management requirements for electricity assets located on federal lands. WGA also provided comments to the Bureau of Land Management in support of the agency's proposal to rescind its final rule "Oil and Gas; Hydraulic Fracturing on Federal and Indian Lands." Residential solar market set to have its first annual decline in 201. Transmission investment rises spurred by aging infrastructure and a changing grid, survey finds. WECC’s System Adequacy Planning Department has posted version 1.0 of the 2034 Reference Case Report on the in the “Year 20 Analyses – 2034 Reference Case” accordion folder. The report includes preliminary results of the 2034 Reference Case. Xcel Energy proposes replacing two coal-fired plants with mix of wind, solar and natural gas. Natural Resources Federal Updates DOI Update:
Appendix: Sample Budget Start a community backyard composting program ** This budget is provided as an example only ** Project Element Total Cost ($) Sources of Support 1. WRRI Request 2. Organization Contribution 3. Funding Source (identify) Cash ($) Cash ($) In-kind Cash ($) In-kind Purchase backyard compost bins $1950 = $65/bin * 30 bins $1700 $250 Ship backyard compost bins to community $250 $250 Design and print educational materials $1000 $750 $250 Hold a facilitated backyard composting workshop $400 $200 (5 hours labour) + $100 (refreshments) + $100 (hall rental) Follow-up home visits to workshop participants $480 $480 (12 labour) TOTALS $4,080 $2,700 $880 $500 Sample Summary Table of Funding Sources Funding Sources Cash In-kind Total Community government – cash and in-kind support $ 500 $ 880 $1,380 WRRI Funding Requested $ 2,700 $2,700 Total Project Revenue 0 TOTALS $ 3,200 $ 880 $ 4,080
2018-19 WRESTLING SCHEDULE (Due on or before – OCTOBER 1, 2018) SCHOOL CLASSIFICATION REGION INSTRUCTIONS: THE INFORMATION SUBMITTED ON THIS FORM MUST BE TYPED. Please fill in your complete schedule (home and away). If matches are added or changes made in this schedule, the district director must be notified immediately. DO NOT SCHEDULE MATCHES ON EXAMINATION DATES. Date of Match Time of Weigh In Match type Dual or Individual Time of Varsity Matches No. of Matches Opponent or Away Site of Match Please email to lavonda@schsl.org no later the October 1 2018
Highest Qualification: NQF Level: Year obtained: POST SCHOOL EDUCATION Name of institution: Highest Qualification: NQF Year obtained: PARTICULARS OF PROPOSED Name of Institution: Institution Address: Campus (e.g. UJ Soweto Campus): Student Number (if applicable): Intended Qualification : Degree Diploma (tick appropriate box) Intended field of Study (e.g Bcom): Course of Study (Financial Accounting): Year of Study (e.g 2013): Year to complete studies (e.g 2016): Number of years of study (e.g 3 years): DECLARATION
B.1.e Enrollment & Credentials Granted Annually Sector Adults in Current Program Adults in Proposed Program Health Science 150 190 Advanced Manufacturing 130 200 TOTAL B.1.f Wages for Program Graduates by Occupation: Sector Occupation Hourly Wage Annual Wage Health Science Registered Nurse $23.00/hr $47,840 Advanced Manufacturing PLC Technician $18.50/hr $38,480 AVERAGE
SECTION D – PROJECT BUDGET/EXPENDITURES D.1 - Summary of Total Project Costs Advanced Manufacturing Healthcare Information Technology Transportation / Logistics Construction Trades Project Total Per KWIB Sector $100,000.00 $50,000.00 $50,000.00 $75,000.00 $25,000.00 Project Cost Description Requested Work Skills Initiative Funds Cash Match Non-Cash Match TOTAL *Example* Welding $50,000.00 $50,000.00 $50,000.00 $150,000.00 *Example* HVAC Technicians $10,000.00 $5,000.00 $15,000.00 *Example* Health Science, Manufacturing, and Technology Center Equipment $50,000.00 $50,000.00 $50,000.00 $150,000.00 TOTAL $110,000.00 $100,000.00 $105,000.00 $315,000.00
Part F – Hazard identification and risk assessment Please refer to the Guidelines and Conditions for information about how to complete this table. Insert as many rows as required to complete this table. Activity/item/product Hazard description Risk description Proposed risk controls (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the hazard – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text)
Management Activity Area of works (hectares) Target species (Weed or Pest activities only) Part F – Project budget Please refer to the Guidelines and Conditions for information about how to fill in this table. You can insert as many rows as required for your project. Activity/Item/Product Quantity Cost per item (GST excl.) cost (GST excl.) Applicant In-kind contribution (GST excl.) Funding sought (GST excl.) (insert activity/item/product name – delete this text) $ $ $ $ (insert activity/item/product name – delete this text) $ $ $ $ (insert activity/item/product name – delete this text) $ $ $ $ (insert activity/item/product name – delete this text) $ $ $ $ (insert activity/item/product name – delete this text) $ $ $ $ N/A N/A $ $ $
Part F – Hazard identification and risk assessment Please refer to the Guidelines and Conditions for information about how to complete this table. Insert as many rows as required to complete this table. Activity/item/product Hazard description Risk description Proposed risk controls (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the activity/item/product – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text) (insert activity/item/product name – delete this text) (insert a description of the hazard associated with the hazard – delete this text) (insert a description of the risk associated with the hazard – delete this text) (insert an explanation of how you will control the risk – delete this text)
About the program The Western Region Small Land Management Grants Program provides grants of up to $5,000 (GST exclusive) per calendar year for individuals, groups and organisations to undertake small projects that focus on improving and sustaining the condition of natural resources in the Western Region. An important feature of the program is that all projects must have a public benefit – that is, the region more broadly, not just the applicant, will gain a long-term benefit from the funding. The program offers grants across six Funding Categories: Pest animals and community activities – for pest animal control activities at a property or site level Weeds and community activities – for weed control activities at a property or site level Training and community activities – community events that raise awareness about natural resource management, sustainable agriculture, biosecurity or Aboriginal cultural heritage Education and community activities – for training and knowledge related activities for schools Site protection and community activities – for protection of sites of particular significance and/or cultural value
The objectives align with the Funding Categories as follows: Objective Pest animals and community activities Weeds and community activities Training and community activities Education and community activities Site protection and community activities Conservation farming and community activities To improve the condition of habitats and communities in the Western region X X X To improve the condition of threatened ecological communities X X X X To improve the condition of threatened species habitat X X X X To increase the number of agricultural enterprises adopting sustainable natural resource management practices X X X X X To increase the area of land that is managed sustainably X X X To improve land managers’ and the community’s skills and knowledge of natural resource management practices through training X To increase the number of Aboriginal people participating in natural resource management activities X X X To increase the number of individuals/groups participating in natural resource management activities X X X
As outlined in your Funding Agreement, you are required to complete and submit this report to Local Land Services Western Region withing 60 days of your project being finalised. Part A – Funding Category Part B – Project contact Part C – Project details Part D – Project Evaluation Photos Please attach photos of your project Part E – Project budget Please attach evidence that the grant was expended as outlined below. Evidence can include: