zilongwang/ReadingBank huggingface dataset:
Administration Linda Clinkenbeard, Superintendent Ginger Knight, Principal Jerrod Hood, Director of Operations Lajuana Corbell, Counseling Liaison Greg Barnes, Athletic Director Rickey LaBounty, Technology Sally Stanley, Special Ed Director and 504 Compliance Coordinator Board of Education Tony Delmedico President David Sevier Vice-President Anthony Cornell Board Clerk This handbook has been prepared to help you and your parents become better acquainted with your school. It is our desire that you use this handbook to live up to the high ideals and standards of WPS. This handbook will be used as a guideline for students and staff. It is the responsibility of the student and guardians to read carefully all information and policies included in this handbook. Woodall Public School Clinkenbeard, Superintendent Ginger Knight, Principal 14090 West 835 Road Tahlequah, Oklahoma 74464 Telephone (918) 456-1581 Fax (918)456-5015 _____________________________________________________________________________________ August 2017
Lunch Program Medicine/Inhaler/Epinephrine Pen Parent/Teacher Conferences Playground Expectations School Phone School Resource Officer Student Lockers Students Suspected of Being Under the Influence/Possession Teacher Classroom Expectations Textbook and Netbooks Video Surveillance Visitors Withdrawal from School ATTENDANCE p. 13 - 14 School Attendance Policies and Procedures Excused Absences School Activity Truancy Excused Absences Perfect Attendance Tardies Tardy Policy BOARD POLICY REGARDING COMPLAINTS p. 15 CURRICULUM / ACADEMIC ACHIEVEMENT p. 15-18 Grading Students with Special Needs Standard Grading System TRANSPORTATION POLICIES cont. p 28-29 Extracurricular Trips Discipline Procedures on the Bus INTERNET AND OTHER COMPUTER NETWORKS ACCEPTABLE USE AND INTERNET SAFETY POLICY p. 29-33 Personal Responsibility Terms of Acceptable Use Acceptable Uses Education Purposes Only Unacceptable Uses of Network Netiquette Bullying Internet Safety General Warning Personal Safety “Hacking” – and Other Illegal Activities Active Restriction Measures Privacy Academic Integrity Home School Based Promotion DISCIPLINE p. 19 - 24 Student Behavior and Responsibility Responsibilities of Students Responsibilities of Parents Standards of Conducts Dress Code Dress Code Guidelines Tobacco, Alcohol, and Drug Policy Use or Possession of Illicit Substances Sale or Distribution of Illicit Substances Vandalism Dangerous Weapons Suspension of Students Bullying Policy ENROLLMENT p. 24-26 Residency Proof of Residency Residency Due Process of Residence Emergency Transfer EVALUATION p. 26-27 FERPA p. 27-28 Non-Discrimination Policy TRANSPORTATION POLICIES p 28-29 Prior to the Loading the Bus On the Bus Leaving the Bus
_______ Other – No certificates needed at this time. Please complete an evaluation for each session that you attend to receive credit. Return this page to us at the end of the day so that we can provide you with credit for participation. NBCC Certificates will be sent via email within the next three weeks. SW Certificates will be sent via mail within the next three weeks. School Personnel - DSU MDE Certificates will be mailed from DSU- Cont Ed Dpmt. CEU Evaluation Form Please write in the Title of each session that you attend in each box. Write the Session Code to receive credit. Please mark: 5 = Strongly Agree 4 = Agree 3 = Disagree 2 = Strongly Disagree 1 = Not Applicable 9:00 – 10:00 Title: Code: 1. ___ Did the presentation provide new information or clarify information for you? 2. ___ Did the presenter exhibit expertise on the subject? 3. ___ Will this presentation substantially inform your practice? 4. ___ Would you recommend this presentation to other practitioners? 5. ___ Were the facilities appropriate? Comments: Please mark: 5 = Strongly 4 = Agree 3 = Disagree 2 = Strongly Disagree 1 = Not Applicable 10:15 – 11:15 Title: Code: 1. ___ Did the presentation provide new information or clarify information for you? 2. ___ Did the presenter exhibit expertise on the subject? 3. ___ Will this presentation substantially inform your practice? 4. ___ Would you recommend this presentation to other practitioners? 5. ___ Were the facilities appropriate? Comments: 11:30 – 12:30 Code: 1. ___ Did the presentation provide new information or clarify information for you? 2. ___ Did the presenter exhibit expertise on the subject? 3. ___ Will this presentation substantially inform your practice? 4. ___ Would you recommend this presentation to other practitioners? 5. ___ Were the facilities appropriate? Comments: 1:15 – 2:15 Title: Keynote Address Code: 1. ___ Did the presentation provide new information or clarify information for you? 2. ___ Did the presenter exhibit expertise on the subject? 3. ___ Will this presentation substantially inform your practice? 4. ___ Would you recommend this presentation to other practitioners? 5. ___ Were the facilities appropriate? Comments:
When we are providing: We need: Wdbk event adults in loco parentis Wdbk event with parents and children Group with Wdbk tutors and helpers Group responsible for own children Parents and children as paying guests and visitors WB event off-site Essential practice guidelines Site safety guidelines for Site safety guidelines for group leaders/tutors Site safety guidelines for participants Definitions of abuse and recognition of abuse Responding to a child Action following disclosure Guidelines for Discipline Equal ops and data protection and photography Practice Guidelines as applicable Boundaries of responsibility for visiting groups Copy of Local Safeguarding Procedures that we will follow Name of local safeguarding co-ordinator Boundaries of responsibility for adults with children Peer group activities Talking and listening to children Working with disruptive children Transport of children and swimming trips Children with special needs Using the internet and internet safety Host families Parents/carers in children’s groups Notes: The ticks on the grid indicate areas in which specific written guidelines may be appropriate to include, dependant on the group or activity. Don’t forget to publicise the guidelines so workers, parents and young people know what is required.
Use a separate copy of the table to describe each SDI. Static Data Indicator: PART 1 – General transport data Transport scheme (For each relevant item of the transport scheme, check the applicable box and fill in the related details.) Inland road transportation Road distance K= km Load of the trucks Q= metric ton Transport from/to: From City/Town of To City/Town of train station sea harbour river harbour power plant Truck powered by: fossil diesel oil bio-diesel bio-ethanol other Inland rail transportation Distance K= km Station of origin: City/Town of Transport to: City/Town of train station sea harbour river harbour power plant Train powered by: electricity diesel oil bio-diesel Inland river transportation (flatboats) Distance K= km Load of the boat Q= metric ton River harbour of origin: City/Town of Transport to: City/Town of sea harbour power plant Boats powered by: fossil diesel oil bio-diesel other
E-mail: Harbour of departure sea harbour river harbour City/Town: Country: Contract type (FOB) Cost Insurance Freight (CIF) Capacity of the whole ship used (whether this be a full or partial load) Nominal capacity Q = Panamax: 70 000 metric ton Supramax: 55 000 metric ton Handysize: 35 000 metric ton Small ships: 3 000 metric ton Other (specify) metric ton Backhaul Please provide evidence that backhaul was applied for the whole journey: Always Sometimes, (please explain) Never Approx. distance to destination port: Number of days at sea : S= sea miles D= days TOTAL energy consumption for the sea transport L= metric ton/day L x D= metric ton total Type of fuel used by vessel heavy fuel oil medium diesel oil diesel bio-diesel other, specify Heating value (GJ/ton) H= H= H= H= H= PART 3 – Storage, handling and trans-shipment Description of any storage, handling or trans-shipment Quantity of biomass handled at the different storage, handling and locations Energy usage data Justification for the approach followed and the values provided
Cons Like Risk SHEARING Can anyone’s body parts be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N PRESSURISED CONTENT Can anyone come into contact with fluids or gases under high pressure, due to plant failure or misuse of the plant? Y N ELECTRICITY Can anyone be injured or due to: Damaged or frayed electrical cords pose an electrical hazard. Electrical leads that have not been tested and tagged as specified in AS3760:2003 would pose an electrical hazard. Operator to for damaged electrical cords prior to use. Avoid operation in wet areas. Include in safe work procedures. Make sure equipment is serviced on a regular tested and tagged in accordance to AS3760:2003 and isolation procedures (i.e. lock out tags) are in place. Live electrical conductors? (e.g. exposed wires) Y N Working in close proximity to electrical conductors? Y N Access to electricity? Y N Damaged or poorly maintained electrical leads, cables or switches? Y N Unlikely High Water near electrical equipment? Y N Lack of isolation procedures? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk
ERGONOMICS Can anyone be injured due to: Poorly designed workstation? Y N Repetitive body movement? Y N Constrained body posture or the need for excessive effort? Y N Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential impact on the design and layout of the workplace) Y N Is the location of the plant inappropriate? (Consider potential effects due to environmental conditions and terrain) Y N Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
Cons Like Risk Level SLIPS/TRIPS/FALLS Can anyone the plant, or in the vicinity of the plant, slip, trip or fall due to: Poor housekeeping practices allowing the build-up of waste materials or failure to immediately clean up spills could result in a slip hazard. Inappropriate placement of objects (e.g. spare materials, electrical cords, school bags etc.) in the immediate vicinity of the plant equipment may result in a trip hazard. Ensure appropriate cleaning and housekeeping practices are maintained to ensure the risk of a slip/trip/falls hazard is kept to a minimum. Uneven, slippery or steep work surfaces? Y N Poor housekeeping, e.g. spillage in the vicinity? Y N Minor Possible Medium Obstacles being placed in the vicinity of the plant? Y N Minor Possible Medium Inappropriate or poorly maintained floor or walking surfaces (i.e. lack of a surface, unprotected holes, penetrations or gaps?) Y N If operating or maintaining plant at height can anyone slip, trip or fall due to: Use of work platforms, stairs or ladders? Y N Lack of guardrails or other suitable edge protection? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level FIRE AND EXPLOSION Can anyone be injured by fire? Y N Can anyone be injured by explosion of vapours, liquids, dusts, or other substances? Y N
Whole-School Policy on Safeguarding and Child Protection SCHOOL: WOODFIELD NURSERY SCHOOL A. staff/personnel with specific responsibility for Child Protection Academic Year Designated Senior Lead & ‘Back-Up’ or Deputy DSL Nominated Governor 2016-17 DSL: Angela Dixon Deputy DSL: Nicola Morville Salma Waheed B. Training for Designated Staff in School (DSLs should refresh their training every 2 years KCSIE 2015) Name of Member / Governor Date when last attended CP Training Provided by Whom (e.g. LCC, Governor Services) Angela Dixon 28th June 2016 LCC Nicola Morville 4th February 2016 LCC C. School Child Protection All staff receive face to face LCC approved Safeguarding and Child Protection training on Induction and as a minimum every 3 years. Staff meetings contain 7 minute briefing training and regular Safeguarding updates. All staff are required to complete annual online training on Safeguarding issues. Governor training is reviewed at least every 2 years or when a new Governor is appointed. Staff are aware of Internet safety and have regular updates Who attended (e.g. all teaching and welfare / support staff, Governors, volunteers) Date Training Delivered by Safeguarding Level 1 Catherine Cross Samia Fatima Rehana Khan Rafia Khan Nasreen Aziz Saima Arif Craig Duckworth (site superviser) Judith Judge Sue Bowden New 2 yr old Vicky Southern (Level 1) Amanda Marsden (Level 1) Naureen Kauser (Level 3) Leah Anderson 1) 7/9/2015 6/5/2015 14/5/2015 6/1/2015 28/7/2015 7/09/15 LCC Designated Trainers Early Years Team Early Years Team New Era Early Years Team Early Years Team Early Years Team
Baguley Children’s Centre Ackworth Drive, M23 1LB Tel: 0161 998 4379 Outreach Worker: Kate (Closed Mondays) Benchill Children’s Centre 22 Lyndene Road, M22 4PZ Tel: 0161 998 7280 Outreach Worker: Ann and Julie Brooklands Centre Wendover Road, M23 9JX No longer a designated Children’s Centre but still offers Healthy Child drop in, Development checks & Antenatal services Sale Road Children’s Centre Sale Road, M23 0JX Tel: 0161 998 5545 Outreach Workers: Jenny and Debbie Sharston Children’s Centre Poundswick Lane, M22 9TA Tel: 0161 437 5111 Outreach Worker: Natalie (Closed Thursdays) Woodhouse Park Children’s Centre Dinmor Road, M22 1NW Tel: 0161 499 0525 Outreach Worker: Hayley (Closed Wed and Fri afternoon)
Antenatal Babies Age 1-5 Other Sessions Mon Antenatal Clinic 9am-12pm Healthy Child Drop in 1-3pm Breastfeeding Peer Support 1st Monday of the month 1-3pm Do you have a 2 year old and earn less than £16k in your household? Call us to find out about 15 hours of nursery funding MAES Let’s Play course crèche available, call the centre for information Tues Antenatal Clinic 9am-12pm Did you know? There’s a local free sensory room – call us to find out more CAPs Psychologist pre-school Clinic 9am-1pm, referral only Weaning Group 2nd Tuesday of the month 1:30-3pm Wed Antenatal Clinic 9am-12pm Baby Group 10-11:30am Call Ann for more information on 0710066282, or just come along Did you know? you can attend Stay, Play and Learn at other Children’s Centres, just ring us for details Thurs Booking Clinic 9am-1pm Baby Massage 10-11:30am (Invite only) CAPS Incredible Years Pre-School 12:30-2:30pm Childminder drop in session 9am-12pm My Time Counselling 10-1pm, call to enquire
Baguley Children’s Centre Ackworth Drive, M23 1LB Tel: 0161 998 4379 Outreach Worker: Kate (Closed Mondays) Benchill Children’s Centre 22 Lyndene Road, M22 4PZ Tel: 0161 998 7280 Outreach Worker: Ann and Julie Brooklands Centre Wendover Road, M23 9JX No longer a designated Children’s Centre but still offers Healthy Child drop in, Development checks & Antenatal services Sale Road Children’s Centre Sale Road, M23 0JX Tel: 0161 998 5545 Outreach Workers: Jenny and Debbie Sharston Children’s Centre Poundswick Lane, M22 9TA Tel: 0161 437 5111 Outreach Worker: Natalie (Closed Thursdays) Woodhouse Park Children’s Centre Dinmor Road, M22 1NW Tel: 0161 499 0525 Outreach Worker: Hayley (Closed Wed and Fri afternoon)
Antenatal Babies Age 1-5 Other Sessions Mon Antenatal Clinic 9am-12pm Healthy Child Drop in 1-3pm Breastfeeding Peer Support 1st Monday of the month 1-3pm Do you have a 2 year old and earn less than £16k in your household? Call us to find out about 15 hours of nursery funding Tues Antenatal Clinic 9am-12pm Did you know? There’s a local free sensory room – call us to find out more CAPs Psychologist pre-school Clinic 9am-1pm, referral only Weaning Group 2nd Tuesday of the month 1:30-3pm Wed Antenatal Clinic 9am-12pm Baby Group 10-11:30am Breaks up for summer on 18th July, then returns 5th Sept See our BIG EVENTS for activities over the summer holidays Thurs Booking Clinic 9am-1pm Childminder drop in session 9am-12pm My Time Counselling 10-1pm, call to enquire
Fri Baby Massage Please contact Hayley on 0771 0066285 if you would like to attend. Every other Friday at 10am. Stay, Play and Learn 9:30-11am Returns after holidays 7th Sept Self-help Services Appointment Only
Baguley Children’s Centre Ackworth Drive, M23 1LB Tel: 0161 998 4379 Outreach Worker: Kate and Victoria (Closed Mondays) Benchill Children’s Centre 22 Lyndene Road, M22 4PZ Tel: 0161 998 7280 Outreach Worker: Ann and Julie Brooklands Centre Wendover Road, M23 9JX No longer a designated Children’s Centre but still offers Healthy Child drop in, Development checks & Antenatal services Sale Road Children’s Centre Sale Road, M23 0JX Tel: 0161 998 5545 Outreach Workers: Jenny and Debbie Sharston Children’s Centre Poundswick Lane, M22 9TA Tel: 0161 437 5111 Outreach Worker: Natalie (Closed Thursdays) Woodhouse Park Children’s Centre Dinmor Road, M22 1NW Tel: 0161 499 0525 Outreach Worker: Hayley (Closed Wed and Fri afternoon)
Antenatal Babies Age 1-5 Other Sessions Mon Antenatal Clinic 9am-12pm Breastfeeding Peer Support 1st Monday of the month 1-3pm Do you have a 2 year old and earn less than £16k in your household? Call us to find out about 15 hours of nursery funding Tues Antenatal Clinic 9am-12pm Twinkleboost 9:45-10:15 Ring the centre to book your place CAPs Psychologist pre-school Clinic 9am-1pm, referral only Weaning Group 2nd Tuesday of the month 1:30-3pm Wed Antenatal Clinic 9am-12pm Baby Group 10-11:30am Returns after holiday 5th Sept Thurs Booking Clinic 9am-1pm Did you know? There’s a local free sensory room – call us to find out more CAPS IY Pre-School course Starts 4th October – please call 0161 499 0525 for info Childminder drop in session 9am-12pm MAES Taking Control of you Life course starts November. Call to find out more Self-help Services Appointment Only
Fri Baby Massage Please contact Hayley on 0771 0066285 if you would like to attend. Every other Friday at 10am. Stay, Play and Learn 9:30-11am Returns after holidays 7th Sept Self-help Services Appointment Only
Free time 3. Vocab Test –Holidays 1 l’ascenseur l’auberge de jeunesse l’autoroute la douche la Manche le bateau Etats-Unis la le car le voiture boisson l’avion
Leadership Criteria Overall Criterion Scores (1, 2, 3, or 4) Criterion 1: Effective Leadership: Leadership capacity is developed at all levels of the organization, with active modeling and engagement from administrators throughout the system. Roles and responsibilities are aligned to the goals of the district to ensure achievement of the District’s mission. Criterion 2: Quality Support of District Policies and Practices: The Classified Administrator ensures the consistent and equal implementation of the district policies and practices for all staff. Criterion 3: System Wide Improvement: The Classified Administrator provides leadership, coordination, support, and resources creating coherent, system-wide improvement efforts that result in high standards for the District. Criterion 4: Clear and Collaborate Relationships: The Classified Administrator fosters staff and community engagement that promotes and supports districts mission. Summative Leadership Criteria Summative Rating Unsatisfactory Basic Proficient Distinguished 4-7 8-10 11-14 15-16 Evaluator Comments: Both signatures required. Signing of this instrument acknowledges participation in but not necessarily concurrence with the evaluation. (Attach comments if desired.) Evaluator Signature: Date: Employee Signature: Date:
SIGNIFICANT HAZARD PERSONS AFFECTED CONTROL MEASURES ADDITIONAL MEASURES DANGER LEVELS Becoming lost As above – all users -Areas clearly defined and boundaries identified -Clearly identified routes -More signage to identify areas and for directions PROB: 1 SEV: 1 RISK: 1 Tripping and slipping As above – all users -Supervision at all -Appropriate footwear worn -Remove as many hazards prior to activity PROB: 1 SEV: 1 RISK: 1 Banging into tree As above – all users -Make participants aware of woodland dangers PROB: 1 SEV: 1 RISK: 1 Being hit by shelter building material As above – all users -Care taken when carrying out activity -Prior warning of dangers and instruction given PROB: 1 SEV: 1 RISK: 1 Poor hygiene As above – all users -Toilet areas separate from activity area -Participants to use gel/antibacterial materials at all times -All materials to be removed from area and recycled wherever possible -Signage -Disposal areas PROB: 1 SEV: 1 RISK: 1 Trapping fingers As above – all users -Prior instruction of activity hazards -Gloves to be worn by individuals in extreme cases PROB: 1 SEV: 1 RISK: 1 Dangers from lifting and carrying large or heavy objects As above – all users Instructions given before the activity begins supervision Gloves to be worn Groups to be separated into different areas PROB: 1 SEV: 1 RISK: 1
Termly Themes 2018-2019 Autumn Spring Summer Ru Rees Mon/Tue Traditional tales Sam Haig Mon/Tues Traditional tales New Growth Africa Ru Rees Wednesday Mayans Sarah McGowan Thur/Fri Artic Adventures Chocolate Superheroes Stuart Chandler Thur/Fri WW2 Extreme Earth
mentoring roles with those around us. Government offers opportunities to explore many career options and USDA has much to offer any woman seeking a career change or even a chance to step up. It is time for each of us to empower ourselves, take calculated risks, and push ourselves forward with the support of our mentors and colleagues. Leadership – Leadership requires emotional intelligence, compassion, authenticity, and fairness, to name just a few competencies that define a leader. It takes the ability to create an environment where employees are empowered, supported, understood, and thereby motivated to follow and lead. A great leader is one who can listen carefully, spend time asking questions, giving employees the space to be creative and decisive enough to make difficult decisions in difficult situations. I strongly believe that women make the most powerful leaders I know. Career Evolution – Careers are fluid and being able to evolve with an organization, manage change, and be flexible is critical in developing a career path. Recognizing that yes, women have come a long way in holding high level positions with significant influence; however, we cannot lose our momentum or stay complacent. Not everyone has to or should aspire to senior level positions, but it is critical to know yourself well enough to be able to determine where and how you find your own personal rewards from the work you do. A career is constantly evolving – even if you feel it has stalled – there is growth and change. Recognize the things that you can do to place yourself in the optimal position for being able to take on the types of roles and responsibilities you see for your career path. Best Career Advice – Seek to know yourself. Never stop examining your values, your beliefs, your motivations, your confidence, and your fears. The more you know who you are and what you stand for, the better decisions you will make with regard to every aspect of your life, including your career decisions.
Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level IMPACT AND CUTTING Can anyone be crushed/cut/struck etc. due to: The exposed moving parts present a risk to an operator’s hands and body parts. Make sure operator and body parts are kept clear of moving parts during operation and maintenance. Make sure work pieces are appropriately secured to operation and key is removed from chuck. Install guard and interlock over chuck. Where applicable, ensure the outer spindle arm from the headstock is guarded. Make sure that the operator has been trained in safe work practices and appropriate PPE (e.g. eye protection) is worn whilst operating equipment. Material falling off the Y N Uncontrolled/unexpected movement of plant/load? Y N Lack of capacity to slow, stop or immobilise plant? Y N The tipping or rolling over? Y N of the plant disintegrating or collapsing? Y N Moderate Rare Moderate Contact with moving parts during testing, inspection, operation, maintenance, cleaning or repair? Y N Moderate Possible High Being thrown off or under the plant? Y N Contact with sharp or flying objects? (e.g. work pieces being ejected) Y N Moderate Possible High The mobility of the plant? Y N Inappropriate parts and accessories being used? Y N Other Y N Hazards Inspected Risk Assessment Description of Risk Control Measures Cons Like Risk Level
I m 2A: These stocking standards, regeneration dates and free growing dates are copied from the ministry publication, Reference Guide for Forest Development Plan Stocking Standards and apply for the purposes of section 35(1) (a) of the Woodlot Licence Planning and Practices Regulation to areas harvested under this woodlot licence plan where the establishment of a free growing stand is required under section 29(3) of FRPA. Biogeoclimatic Ecosystem Classification Species Species FG Date Min. FG Ht by Species Crop Tree to Zone (yrs) Ht (m) Brush % Regen date = Regeneration Date FG Date = Free Growing Date MITD = Minimum distance between well-spaced trees of the preferred and acceptable species Crop Tree to Brush % = the height of free growing trees relative to the competing vegetation within a 1 m radius cylinder around the tree. TSS = Target Stocking Standard (sph = healthy well-spaced trees / ha) MSSpa = Minimum Stocking Standard of well-spaced trees of preferred and acceptable species MSSp = Minimum Stocking Standard of well-spaced trees of preferred species
Step Timing Details Resources Prior to lesson up to 15 min If possible, observe woodlice in a natural habitat in the school grounds, and collect some for investigation. This could be plenary to a previous lesson, or a short lunchtime activity. This could be a task for a selected group of students who can then describe their observations in detail to the rest of the group. Set the context and share learning outcomes 5 min Show Slide 2 (which show the kinds of places woodlice are found in a garden) and ask students to think about the questions: Where are woodlice usually found? How do the habitats where woodlice are found help them to survive? How do woodlice end up in the best habitat for them? Discuss as a class the answers to these questions. If observation of woodlice in their natural habitat has taken place these observations can be included in this discussion. Students may talk about the availability of food in these damp, dark places. Explain that woodlice eat rotting vegetation, particularly wood and dead leaves, and the organic matter in soil and compost. Explain that woodlice are crustaceans; more closely related to crabs and lobsters than insects. They breathe through air-holes in their external skeleton, and this system only works if woodlice are kept damp. the learning outcomes (Slide 3): recall the habitats in which woodlice are found collect evidence to investigate claims about woodlouse behaviour evaluate the degree of confidence in the claim by assessing the reliability of the data and relevance of the data to the claim describe woodlouse behaviour that results in their being found in damp dark places Slides 2-3 Present the claim and make observations 10 min Students consider Claim A (Slide 4): Woodlice must spend time in damp, dark places in order to survive, because they lose moisture from their bodies. Ask students how they might decide whether or not the claim is correct. Discuss the importance of evidence (data / observations) in supporting or refuting a claim. Explain that students will now collect some data in order to evaluate this claim. Put students in groups of four (two pairs). One pair from each group goes to observe the woodlice with cobalt chloride paper (demonstration 1). The other pair goes to observe the dark-damp / dark-dry choice chamber (demonstration 2). Slide 4 Multiple sets of demonstrations 1 and 2 set up around the lab along with student sheet page 1 or 2 as appropriate (which could be laminated). See Practical guidance:
X Credit 7.1 Heat island effect : external surface 1 OPTION 1: Provide a combination of the following strategies for 50% of paved and waterproof surfaces of the site (including roads, sidewalks, courtyards and parking areas): - Shadow; - Provide shade through roofs with solar panels that produce energy, in order to avoid the use of non-renewable sources; - provide shade or structures with architectural techniques with SRI>= 29; - Pavement materials with SRI≥29; - Open mesh flooring system. OPTION 2: Place a minimum of 50% of parking spaces under cover with SRI≥ 29. If external covering used in the project prove to have a SRI>29, the product would contribute to credit. Not available. Materials and Resources Yes No Credit Description Score Requirements for the credit Requirements satisfied by the product Documentation
X Credit 2 Management of construction waste: reduce the disposal of the 50% or 75% 2 Recycle or recover at least 50% of the non-dangerous remains of construction and demolition. Develop a waste management program of the site that identifies the recyclable materials and if these materials can be separated on-site or mixed together. Waste produced by the removal and remediation of the land does not contribute to this credit. Calculations can be done by weight or by volume if they are consistent. The company can help the construction company to obtain this credit, demonstrating, for example, the recycling of the packaging. For the transportation of products WOODN uses pallets, cartons, copper clips wrapped in polyethylene. If the pallet was withdrawn by the company for future transport and cardboard were recycled, the company would help the construction business to increase the score. Demonstrate, through bill of loading, that the pallets and cardboard are recycled and not conducted rubbish dump. X Credit 4 Recycled content: 10% or 20% +½ pre-consumer) 1 to 2 Using of building materials that contain recycled materials, such as the sum of post-consumer materials and ½ of those pre-consumer, constitutes at least 10% (1 point) or 20% (2 points), (referring to the cost) of the total value of the materials used in the project. The product WOODN is composed of wood powder deriving from the bamboo (22% content of recycled material) Self-declaration by the supplier of the material WOODN.
Veep. 2012-. HBO, Dundee Productions Warner, Helen. 2013. “A New Feminist Revolution in Hollywood Comedy’?: Postfeminist Discourses and the Critical Reception of Bridesmaids’.” In Postfeminism and Contemporary Hollywood Cinema, edited by Joel Gwynne and Nadine Muller, Basingstoke: Palgrave Macmillan. West, Lindy. 2012. “A Complete Guide to ‘Hipster Racism.’” Jezebel, 26 April. Accessed 27 August 2014. http://jezebel.com/5905291/a-complete-guide-to-hipster-racism. Wheatley, Helen. 2013. “Loving Girls.” CST Online, 29 March. Accessed 30 March 2013. http://cstonline.tv/loving-girls. Wortham, Jenna. 2012. “Where (My) Girls At?” The Hairpin. 16 April. Accessed 16 April 2012. http://thehairpin.com/2012/04/where-my-girls-at/.
Filet Wrapped in a Puff Pastry with Mushrooms, Gruyere Cheese, and Veal demy-Glaze * Blackened Red Snapper over Herb Rice topped with Mango Mint Chutney *Leg of Lamb with Wild Rice Pilaf and Cheesy Florentine *Roasted Cornish Game Hen with Lemon Butter Sauce. (Served with Roasted Fingerling Potatoes and Choice of Vegetable.) *Champagne Chicken over Garlic Mashed Potatoes with Choice of Vegetable. *Parmesan Encrusted Walleye over Wild Rice Pilaf with Choice of Vegetable * Chicken and Mushroom Penne Extras: Side Salad /Dinner Rolls Alcohol Domestic Kegs $350
including vulnerable groups and individuals. by race, gender and disability (and other relevant vulnerable groups) and act on any trends or patterns in the data that require additional interventions and support. success of the planned interventions and support. Leader/SEND Senior Leadership Team Ensure proper access to learning for visually impaired pupils Purchase of books etc with ease of access for impaired pupils eg. Coloured pages, larger lines etc. Increase in pupils’ participation, confidence and achievement Subject Leaders All pupils are encouraged to make a positive contribution to the life of the school community Actively promote and recruit vulnerable groups of pupils or individuals to participate in the school council, assemblies, fund raising activities, presentations and other activities. Analysis of participation rates Registers of participation Subject Leaders PSHE Lead SLT At the present time, all children with disabilities and special needs join in everyday activities with other pupils as part of our commitment to inclusion. Currently the school has the following facilities: • Ramps • Accessible toilet • Curriculum and equipment aids For additional information see Accessibility Plan.
pour out of My Spirit on all flesh: Your sons and daughters will prophesy, Your young men shall see visions, Your old men shall dream dreams, and on My menservants and on My maidservants I will pour out My Spirit in those days; and they shall prophesy.” Psm 68:11 – “The Lord gave the word; great was the company of those who proclaimed it.” Company – Hebrew. ‘tsaba’- feminine in gender – a mass of women (an army) organized for battle. The Bride of Christ Bridegroom - “For I am jealous for you with godly jealousy; For I have betrothed you to one husband that I may present you as a chaste virgin in Christ.” II Cor. 11:2 John 3:29 – Church “Let us be glad and rejoice and give Him glory, for the marriage of the Lamb has come, and His bride has made herself ready.” Rev. 19:7 Rev. 21:2 Rev. 21:9 Rev. 22:17
Larry Blattel SVC Technologies Data Recovery 303-330-0252 Ken Evridge Firearms Instructor Conceal Carry Classes Home: (303) 816-0831 Melissa Fisher Faler Wellness Advocate Cell: 832-722-0494 QueenEssentialOils@gmail.com Tom Locke Tom's Touch: Services include writing, editing, help with memoirs, and producing photo books and slideshows Cell: 720-261-7484 bigmittens1@yahoo.com www.tomstouchmemories.com THESE BUSINESSES HAVE PAID TO SUPPORT OUR ASSOCIATION—CHECK THEM OUT!
Woodstock: A Webquest Hi kids! Welcome to a groovy time, filled with awesome music and an incredible documentary, Woodstock. It’s the outdoor music festival drew in 500,000 young people. It was a celebration of youth, music, and the anti-war movement. Though plagued with food and water shortages and heavy drug use, it was a peaceful gathering and a sign of the times. Got your headphones? Good, let’s get started! Summarize: what was Woodstock? Dates: _________________________________ Where? ______________________________ Skim down to “The Plan for the Woodstock Festival”. How much were tickets? __________ 1 day, __________ 2 days, _________ 3 days Skim down to “Things go very wrong”. Name a few problems the organizers ran into: Skim “Hundreds of Thousands Arrive at the Woodstock Festival”. What 2 effects did the “free” concert have? How did the concert promoters get the musicians to the venue?? __________________________ Skim “The Music Starts” List a few performers: Skim “After the Woodstock Festival” How much debt were the organizers left with? _______________
With your given resources, how much can you do to plan ahead for logistical disasters? How many logistical disasters can you even imagine, and which problems are more pressing than others? After creating these priorities, organizers must keep in mind that law enforcement was a very real force, and that the decisions of police authorities underscore and influence solutions to every potential issue. With regards to Woodstock’s geographical placement in upstate New York, in 1968 the very first New York State Police narcotics enforcement unit was established in response to the escalation of drug trafficking. The sweeping popularity of automobiles and direct public investment into improved infrastructure and well-made roads also mobilized violent groups and organized crime that had materialized around the demand for recreational drugs. By this time, the Baby Boomer generation had grown up into young adulthood and into a growing addiction to recreational drugs. Thus the steady stream of drug revenue perpetuated, pouring into the hands of increasingly sophisticated drug traffickers who could blend in well with—or some could say, were the foundation of the counterculture. Besides focusing efforts on drug trafficking, New York authorities were ever more vigilant in the wake of great social unrest in the country. That being said, authorities adopted a “take no chances” approach to law enforcement: everyone who was a part of the counterculture, a rather radical movement in itself, seemed relatively extremist in the eyes of authorities. Thus, basic profiling based on these perceptions perpetuated, and mass arrests on categorizations were rampant. Don’t forget to recognize that despite the squalid conditions at the event, there were, surprisingly, very few episodes of violence and conflict. Know your audience, and organize accordingly knowing what your audience ultimately can and can’t handle, and pay attention to the satisfaction meters! Certain “accidents” at the event ultimately became beautiful opportunities for improvisation by musicians and attendees: for instance, musician Richie Havens was forced to perform much earlier since all other artists were backed up in miles of traffic, and crafted one of his most well-known songs at Woodstock by making up words on the spot. Your Fellow Festival Organizers
Woodvale Senior College After School ATAR Program 2015 Monday – August 31 Tuesday – September 1 Wednesday – September 2 No Classes Thursday – September 3 Friday – September 4 Monday – September 7 Literature 3AB Eng 7 Gemma Slater (3.10pm) EALD Eng 9 Rob Math (3.10pm) Tuesday – September 8 English 3AB Group 1 Eng 7 Gemma Slater (3.10pm) Wednesday – September 9 2C/D maths 2.30 Maths 3 Paula McMahon Ancient History 3AB Eng 7 Craig Ashton (3.30pm) Students both courses pls see Ms Francis. Thursday – September 10 Biology 3AB Eng 7 Stefan Piruk (3.30pm) Politics and Law 3AB Eng 8 Jack Clarke O’Reilly 3.30pm Friday September 11 MPA 3AB Eng 7 Annette McCubbin (3.30pm) Monday – September 14 PES 3AB Eng 10 Paul Whitby (4.00pm) English 3AB Group 2 Eng 7 Gemma Slater (3.10pm) Japanese 3AB Eng 9 Graham (4.00pm) Tuesday – September 15 Maths 3CD Eng 7 Beulah Lombard (3.20pm) 3AB Eng 8 Roman Kazz (3.30pm) Wednesday – September 16 Visual Arts 3AB Eng 7 Michelle Nelson (3.30pm) Thursday – September 17 Chemistry 3AB Eng 7 Emily Chater (3.30pm) Friday September 18 Psychology 3AB Eng 7 Tony Yap (3.45pm) Monday – September 21 Accounting 3AB Eng 7 Helen Ashenden (3.20pm) Tuesday – September 22 Physics 3AB Eng 7 Ken Bedwell (3.30pm) Wednesday – September 23 Human Biological Science 3AB Eng 7 Necole Chamberlain (3.50pm) Thursday – September 24 No Classes Friday September 25 No Classes
If these avenues have not been explored, then the young person may wish to begin an internal complaint, which would follow the procedure detailed above in the previous chapter. If they wished to speak directly with their social worker or another independent party then they would be supported and enabled to do so. Once staff are aware a complaint has been made, the Registered Manager, will be informed immediately. We may not be made aware of the details immediately, if a complaint is made to the social worker/independent person, in these circumstances it is the social workers responsibility to inform their LADO. As soon as we are aware of the details, depending on the seriousness of the complaint it may be necessary for the manager to inform Ofsted and the LADO. Where the complaints come via a family member or another agency, it may be necessary to inform the social worker and parents as appropriate, where an allegation is made, the child protection procedure will be followed. Any investigation necessary will be agreed with the social worker and the LADO if it is against a worker or another child, and a detailed investigation undertaken, the Registered Manager will prepare a report on their findings, which will be shared with the child and sent to the appropriate Social Services Department or independent person that the child complained to. A final outcome would then be agreed. If the young person is unhappy at any time with this procedure, it is their right to contact OFSTED, the number for which is recorded in their children’s handbook. CHILDREN’S BEHAVIOUR Details of our behaviour management policy can be found via our website www.3dimensions.org.uk. Woodview is committed to providing a Positive Behaviour Management programme which encourages and rewards good behaviour, and provides constructive responses to unacceptable behaviour. Young people at the home will experience that their actions have positive and negative consequences. Our programme emphasises what can be gained, not what is lost, using a positive and eclectic approach to behaviour management. This includes social learning and role modelling, cognitive behavioural therapy and behaviour and consequence. The use of these strategies informs and enables each
Component Credit 3 Component Level: One Component Guided Learning Hours: 27 Ofqual Component Reference No: D/616/3624 Component Review Date: 31/07/2022 Component Sector: 9.2 Crafts, Creative Arts and Media Component Summary This component is designed to introduce learners to woodwork. They will learn how to identify, use and maintain tools. They will also have an introduction to the main materials and the differences between them. Standards This component has 5 standards 1 Be able to use a variety of hand tools 2 Know about tool maintenance 3 Know about materials used in woodwork 4 Be able to mark out joints and assemblies 5 Know Health and Safety procedures Summary of Assessment This component is assessed internally by the centre and externally verified by AIM Awards. The following information details what the learner must successfully complete to achieve the component. Knowledge that must be demonstrated by the learner is highlighted in purple and any associated assessment requirements have been provided. Assessment verbs are displayed in italics and expectations for these at each level, along with information on different assessment methods, are available in ‘A Guide to Assessing AIM Awards Qualifications’ on the AIM Awards website (). This document has been designed to be used as a Record of Learner Achievement Form; Assessors must make it clear to Internal and External Verifiers where achievement of each standard has been evidenced. Once the work has been marked and signed off as meeting the standards by the Assessor, final feedback should be provided to the learner
basic woodwork The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal discussion This list is not exhaustive and other appropriate assessment methods may be used. 3.b The difference between soft and hard wood Learners should outline the difference between soft and hard wood 3.c Uses for different types of wood Learners should state the use of each type of wood 3.d The main types of softwood and hardwood Learners should list the main types of softwood and hardwood 3.e The materials needed for given projects Learners should list the materials needed for given projects
Minor Award Name Woodwork Minor Award Code 3N0589 3 Suggested resources to support delivery: Theme/Topic Type Relevance Author/Source Web Link Hand tools uses/ functions. Web Page Good short descriptive videos of what to look for when choosing traditional hand tools. Brief but relevant descriptions of hand tool uses and functions. Joshua T. Farnsworth Hand tools/ Power tools, uses/ functions Web page A very descriptive website explains the use of various hand tools accompanied by illustrations. Also goes into detail on numerous woodworking processes. Using-Tools.com Hand and power tools uses/ functions Web Page Comprehensive range of tools covered in very good detail. These include colourful animations and drawings. Matching worksheets are also available as a free PDG download. V. Ryan tools and machinery use YouTube Channel Very useful instructional videos on the band saw, jig saw and cordless drill. Brittany Bailey
Materials/ joining fixings/ surface finishes PDF A written document covers various materials in detail that are relevant to this module. Also a brief description of various fixings and finishes. Well-presented sketches and also sets of questions which cover the three areas mentioned. Chris Leach Finishes Characteristics and Uses Article Excellent detailed article with a very useful comparison table at the end. The article covers a wide variety of finishes, also clearly outlining each finishes pros and cons. Wood Solutions Finishes Characteristics and Uses Video An easy to understand, quick video outlining the basics of wood finishing. Detail is limited, however it is an excellent introductory video and very useful for students when researching a finish for their projects. Fine Woodworking Orthographic Projection/ Drawing Web Page Good introduction to orthographic projection including 1st angle and 3rd angle projection. Covers basics. Useful for when pupils are trying to interpret working drawings. Eoin Mansfield Orthographic Projection Slideshow Very good presentation outlining basic orthographic projection. Useful for when pupils are trying to interpret working drawings. Presario Nyioq Workplace safety/ Health and safety PDF A detailed pdf which outlines the different the principles of machinery H&S, Risk control, Guarding, PPE and other areas which relate to the workshop environment. Office of Industrial Relations State of Queensland
The benefits of being a tradeswoman All of the tradeswomen commented on the of achievement that working in the trades brings, including: pay, knowledge and variety – the wow factor of the work, are the best things the job (Louise) variety, people we work with/working conditions, pay and talent recognition are the best things about the job (Julie and Jill) keeping fit, seeing the finished product, people/social aspect and accommodating my needs when I was pregnant, are the things she appreciates most (Chanel) the rewarding job, sense of achievement, work environment/team, are the best things about the job (Katie) having a trade behind you, good experience, range of work, are the top things about her job (Aurora). At Baytex, the women are successful at the jobs they do: “Trying extra hard and we get respect for that – none of the males have won Apprentice of the Year and all three women have.” Katie “There are guys there if we need them, but we can pretty much handle anything.” Katie The opportunities for challenge and to utilise their skills are obvious: “Once I’ve finished my apprenticeship I can keep learning and it gives me opportunities to go overseas.” Aurora “People, work environment, rewarding, enjoy the organisational and problem solving aspects of the job.” Katie time we get a new machine I want to learn to use it.” Louise “Set up a challenge and they’ll help us achieve it.” Louise What works to attract and retain women in trades? Wendy says that challenge and training are central to keeping women engaged. The specific things that Wendy does are: offer promotions – new and different roles training – as much as they’ll take, for example literacy and computer skills and supervisory training apprenticeships (many of the women started as sewers and moved into canvas fabrication, and were then offered apprenticeships) encourage awards – three women have been put forward and all have taken tier 1 or tier 2 Apprentice of the Year