zilongwang/ReadingBank huggingface dataset:
Duration and steps of the assessment: The Inter-Agency Child Protection Needs Assessment was carried out through different stages during May and June 2010. These stages included the following steps: Identifying of objectives, terms of reference and designing of the assessment plan; Reviewing, developing and adapting of the tools; Selecting and briefing team leaders; Selecting and training team members, Supervising field work, including providing regular technical and logistical support to team members; and Collecting field reports; analyzing data and preparing final field reports. The field work of the assessment was conducted during the period 21 – 27 May 2010. Assessment tools: The Inter-Agency Comprehensive Child Protection Assessment in Conflict-Affected Governorates in North Yemen was conducted utilizing tools adapted from the Inter-Agency Emergency Child Protection Assessment Toolkit (Global Child Protection Working Group); forms developed and used in Palestine, Iraq and Sudan and local assessment tools. The attached interview forms were used to assess children’s experiences, their psychosocial functioning and capacity of the protective environment. . The assessment tools included the following: 1) A semi-structured interview form for displaced children; 2) A semi-structured interview form for caregivers of children; 3) A semi-structured interview form for community leaders and stakeholders; 4) A guided form with discussion points for group interviews to displaced caregivers; and 5) A guided form with discussion points for group interviews to displaced children and adolescents. Sample Size and Selection: It was determined that 5% of the internally displaced population is a sufficient size of sample in order to apply the resultant rates to the internally displaced population in Yemen. A cluster sampling approach was adopted in order to select the interviewed displaced households or families in the target areas. Accordingly, sample selection was conducted through the following steps: The geographic bounds of the displaced areas were identified; The locations and number of IDP households within each area were determined; The IDP clusters to be assessed were selected; The households within each IDP cluster were chosen; and The caregiver and one of his or her children between the ages of 8-18 years within the selected household were invited to be interviewed.
Assessment Outline Year 8 Health Term Name Weighting 1 ‘What is Beauty Assessment Task’ – In-class Assessment 25% 2 ‘Understanding Mental Health’ – Topic Test 25% 3 ‘Safer Choices’ – Website Task 25% 4 ‘Australian and community health issues’ – Assessment Task 25%
Then put in the numbers: 3000 N × 5 m =15 000 joules Formula first: Then put in the numbers: = 1500W = 1.5 kW A family car might develop a power of 50 kW, a racing car perhaps 500kW and a Moon rocket 1 00 000 MW. Calculating Potential Energy (PE) 1. Gravitational Potential Energy This weight-lifter is lifting a mass of 200kg, up to a height of 2 metres. The potential energy of his weights: gravitational PE = work done So: change in PE (joules) = weight (N) × change in height (m) But weight (in N) = mass (in kg) × g where g = 10ms-2 here on Earth. So: change in gravitational PE = mass × g × change in height (joules) (kg) (N/kg) (m) g has different values on other _______________________. 2. Elastic Potential Energy (strain energy) This is the kind of energy stored in a bow, or in a catapult, or in a spring in a Energy stored = work done to stretch the bow, so: Elastic energy = average force × distance (joules) (newtons) (metres) Example
made by themselves and others. Considering viewpoints – evaluations: For example – How are two performances different? Which one was more successful with audiences and why? Exploiting musical features of works across a range of styles and contexts in performance. Recognising the influence of social, cultural and historical developments and incorporating these into their performance. Using aural skills and reading notation to develop interpretation as they known and unknown repertoire in a range of styles Analyse a of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with Australian music, including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts (ACAMUR105) T4:8 Performance Solo practice Aural & Theory Written exam Differentiation: Theory: Theory is Pitched at Level and Extension Theory Activities offered for students with previous knowledge. Performance: Difficulty of parts is adjusted individually to meet student’s levels and develop technical skills EXAMS Youtube Auralia E-Learning Staff Wars Musicals DVDS Musical Clips T4:9 Performance Solo practice Aural & Theory Revise all theory for exams Youtube Auralia E-Learning Wars Musicals DVDS
Hotel tariffs in Vladivostok 2015 All prices in YEN TYPE OF ROOM BOOKING FEE SEASON STANDARD SGL STANDARD TWIN W Breakfast W/O Breakfast W Breakfast W/O Breakfast AZIMUT HOTEL (AMURSKY ZALIV Bld) Standart room (DBL/ TWIN) no 01/11 – 31/12/2015 6 650 - 7 500 - Standart room (DBL/ TWIN) no 01/04-30/06/2015 16/09-31/10/2015 7 300 - 8 200 - Standart room (DBL/ TWIN) no 01/07-15/09/2015 7 750 - 8 800 - AZIMUT HOTEL (VLADIVOSTOK Bld) Standart room (DBL/ TWIN) no 01/05 – 30/06/2015, 01/11 – 31/12/2015 7 850 - 8 900 - Standart room (DBL/ TWIN) no 01/09-31/10/2015 9 650 - 10 750 - Standart room (DBL/ TWIN) no 01/07-30/08/2015 8 500 - 9 600 - PRIMORYE HOTEL Economy room no 01/02-01/06/2015 9 650 - 10 100 - Economy room no 01/06/2015-01/01/2016 10 100 - 10 500
then put it into the forum theatre model. Lesson Seven How can we create a Drama as a whole class using spontaneous improvisation? DC DP APP R A B C D D B C D E E C Teacher to explain how a whole class improvisation works and the rules that you are going to put around it.EG you could give the students numbers and bring them in to it via the numbers you have designated them. Certain sounds or gestures you make may need them to freeze while you zoom in on certain parts of the action. Everyone has their own rules for these big affairs so follow your instinct. The title for the improvisation is entitled ‘ Cardboard City’. They are going to recreate a certain day for the inhabitants and the visitors to that place. Some of them will take on the role of the following : Social worker,Policeman, businessman,parent,charity worker,street sweeper,tourist,journalist, office worker,The rest will be runaways .long term or newly arrived. Divide the class into 2 halves one the inhabitants who will set up the cardboard city with chairs, blocks tables ,sheets etc. The other half you will number and they will be visitors coming through CC . To enable the students to develop their skills to work through spontaneous improvisation as a whole class. To enable the students to empathise with characters who are in this given situation. PLTS I,2,3,4,5,6, ECM 1,4,5, WCD 1,2,3,7, COL
Week Lesson Objectives WAC Resources Assessment and feedback 1 Introduction to different of drugs Legal and illegal Stimulants Depressants Hallucinogens Healthy, Safe and Active The reasons why young people choose to use or not use drugs Health Work Book – Pages 50 - 52 Health & Physical Education Year 8 Health Term 3 Lesson 1 “Understanding Mental Health” Feedback 2 Legal Drugs Alcohol Nicotine Caffeine Being Healthy, Safe and Active The reasons why young people choose to use or not use drugs Communication techniques to persuade someone to seek help Health Work Book – Pages 53 - 57 Health & Physical Education Year 8 Health Term 3 Lesson 2 3 Drugs Prescription Inhalants Being Healthy, Safe and Active The reasons why people choose to use or not use drugs Communication techniques to persuade someone to seek help Health Work Book – Pages 57 - 59 Health & Physical Education Year 8 Health Term 3 Lesson 3 4 Illegal Drugs Marijuana, Ecstasy, Cocaine Being Healthy, Safe and Active The reasons why young people choose to use or not use drugs Communication techniques to persuade someone to seek help Health Work Book – 59 - 62 Health & Physical Education Year 8 Health Term 3 Lesson 4 5 Illegal Drugs Amphetamines and Methamphetamines Heroin, Acid, Magic Mushrooms Being Healthy, Safe and Active The reasons why young people choose to use or not use drugs Communication techniques to persuade someone to seek help Health Work Book – Pages 62 - 64 Health & Physical Education Year 8 Health Term 3 Lesson 5 6 Mental Health Treatments Healthy, Safe and Active Communication techniques to persuade someone to seek help Health Work Book – 65-68 Health & Physical Education Year 8 Health Term 3 Lesson 6 7 Get Smart About Drugs News article Role plays:what would you say? Chapter Review Being Healthy, Safe and Active The reasons why people choose to use or not use drugs Communication techniques to persuade someone to seek help Fit for Life 7/8 Pages 35-36, 39-41 & 47 Health & Physical Education Year 8 Health Term 3 Lesson 7 8 Assessment Task – Choices” Create a Website Health & Physical Education Year 8 Health Term 3 Lesson 8 Choices – “Create a Website” 9 Assessment Task – “Safer Choices” Create a Website Health & Physical Education Year 8 Health Term 3 Lesson 8 Safer Choices – “Create a Website” 10 Assessment Task – “Safer Choices” Create a Website Health & Physical Education Year 8 Health Term 3 Lesson 8 Choices – “Create a Website” DUE Term 4 Unit Objectives: Australian and Community Health Issues Health Information
Subscription to FutureZone PE coordinators support group Regular meeting with local Primary and Secondary schools to discuss needs, good practice, future iprovements £500 Key indicator 4: Broader experience of a of sports and activities offered to all pupils Percentage of total allocation: % School with clarity on intended impact on pupils: Actions to achieve: Funding allocated: Evidence and impact: Sustainability and suggested next steps: Increased participation and engagement in after school sports clubs amongst all children in a range of sporting activities. Increased interest in physical activity and knowledge of health benefits related to exercise. Widen offer of range of sports clubs including basketball, tag rugby, badminton, New weekly table tennis club. £1000 Club registers, club resources, feedback from pupils and from club leaders Ensure that resources and equipment are sustainable year on year and the school staff are attached to clubs to ensure legacy in delivery Key indicator 5: Increased participation in competitive sport Percentage of total allocation: % School focus with clarity on intended impact on pupils: Increase participation in intra and inter school competition Wider outcomes for pupils benefitting from high quality competitive sporting opportunities Actions to achieve: Select borough and city wide competitions in a greater range of sports. Use Islington Competitions calendar to select from a wider range of sports. Deployment of funds to release staff to accompany children to sports events Funding allocated: £1300 Evidence and impact: Feedback (quotes) from pupils on their experience in attending events Sustainability and suggested next steps: review of individual competition vs competition package costs
Year 8 Soccer Academy assessment outline Assessment Due Date Task Weighting % Term 1 Individual skills First touch Striking the ball 15 Term 2 Individual skills Running with the ball 1v1 - attacking Game skills 25 Ethical behavior, fair play, and communication Semester 1 5 Term 3 Individual skills First touch Striking the ball Game skills 25 Term 4 Individual skills Running with the ball 1v1 – defending Futsal skills 25 Ethical behavior, fair play, and communication Semester 2 5
Food History Optional for sporadic cases Please try to remember what you ate in the last 3-7 days before you started feeling sick. We’ll start with the day you got sick and work backwards. If a meal was eaten out, specify where you ate and what was eaten, including garnishes and beverages. Day Meal AM/ PM Place (Include name, address, city/town) Food Consumed Day 3 (3 days of onset) Breakfast AM PM AM PM Dinner AM PM Snack AM PM Day 4 (4 days before onset) Breakfast AM PM Lunch AM PM Dinner AM PM Snack AM PM Day 5 (5 days before onset) Breakfast AM PM Lunch AM PM Dinner AM PM Snack AM PM
YOUTH EMPLOYMENT SOLUTIONS (YES) APPLICATION Section 1: Applicant Information Please the YES level you’re applying for: YES 1 – age 14-16 YES 2 – age 16-entering senior year of high school Applicant Name: Social Security Number (last four digits only): Birth Date: Age as of YES start date: Home Address, including street, city, state, and zip: Mailing address, if different than home address: Applicant’s email address: Applicant’s cell phone number: Gender:
Year All Program Duration: 45 minutes Min. Participants: 10 students Max. Participants: n/a Program Overview: During this interactive program, students of all ages will learn about the fascinating biology and ecology of seals. Students will discover the variety of marine habitats where seals live, what roles they occupy in their habitats and how they are equipped to survive in their environment. Specific adaptations covered will address how seals move, hunt, protect themselves, rest, breathe and maintain body temperature. When available, a marine mammal trainer will deliver a short talk about training and animal care usually involving a brief training session with a seal. Students will consider how some human activities are threatening the survival of seals and will discuss actions that can be taken individually and globally to help with conservation of these animals. Additional Information: *Program is not curriculum aligned Program Schedule Time 9.45am Arrival Advised latest entry time to park 10.00am Seal Guardians - Sea Lion Presentation Group to arrive at the Sea Lion Theatre for 10:15am Seal Guardians - Sea Lion Presentation 10.35am Education Program Please note: selection of this program will prevent school from seeing morning Affinity Dolphin Presentation 11.20pm Program Conclusion At the conclusion of this session, students will be free to enjoy the park for the rest of the day, at the teacher’s digression.
Y.E.S. October Calendar ◄ October 2016 ► Sun Mon Tue Wed Thu Fri Sat 1 SERVICE OPP YES Sr. only Christian Caring Center Service 11:00 am Browns Mills 2 Y.E.S., Sr.High Mtg. 7:00 pm (EC) 3 4 5 6 7 8 SERVICE OPP KOC Hunger Harvest at local grocery stores YES Sr. & Jr. 9:00 am-4:00 pm 9 Y.E.S. Jr./Sr. CROP WALK FREEDOM PARK 1:30 p.m. 10 11 12 13 14 Y.E.S., Jr, Event 6:00 pm AUD ON FRIDAY MOVIE NIGHT 15 18 19 20 21 FLOAT BUILD NIGHT 5:00 pm AUD Y.E.S. Jr./Sr. 22 6th Grade FAMILY Event: Faith, Fun and Food for the Soul 6:30 pm EC *Need 6 High School Teens for Service Help 23 24 25 26 27 28 FLOAT BUILD NIGHT 5:00 pm (AUD) Y.E.S. Jr./Sr. 29 HALLOWEEN PARADE 5:30 pm SML SCHOOL LOT
An adult asks, “________, do you want cereal?” I say “Yes” because I like cereal and I am hungry. YES I say yes to tell people I want something or that something is right. Is your name________?” Yes.
direct into the work force. For example: engineering, journalism, foreign language, marketing, etc. Graduate Degrees are advanced degrees in your chosen field. Usually close to the subject of the Bachelor’s Degree. For example: a nurse who’d like to help with anesthesia, would go back to school to earn their Master’s and become certified Anesthesia Nurse. Professional Degrees/Certificates are advanced degrees requiring extensive knowledge in your chosen field, typically requires 8 years of school and several years of follow up training directly in your field of study. For example: a Doctor or Lawyer. Vocational/Trade Schools or Career Colleges Post-Secondary Educational Institutions are private trade or career schools and community colleges that may offer vocational programs in a variety of career fields. These schools are designed to provide vocational education or technical skills required to perform the tasks of a certain job. For example: mechanics, beauticians/cosmetologists, HVAC, plumbing, construction, etc. Some reasons to choose a vocational/trade/career college: You’ll be able to take classes directly related to skills needed in that profession. These schools usually require less time than a traditional degree. Many career training schools help graduates find jobs through job placement programs. Non-Degree Certificate Programs Path to Independence (P2I) out of the University of Nevada Reno (UNR) This is an inclusive, two-year, non-degree certificate program offering a college experience to students with intellectual and/or developmental disabilities. This program has students taking UNR college classes with typical peers, while providing classroom support. Students who participate in the P2I program can receive tutoring from a peer tutoring program.
This program provides for job training while also allowing the setting to grow social and professional relationships within your community. To contact Path to Independence: Contact Mary Bryant |775-682-9057 | or Riley Fitzgerald | Post-Secondary Education – How do I pay for college? Several payment options exist for students to attend college: FAFSA - Free Application for Federal Student Aid (fafsa.ed.gov) is a grant available for students who meet certain income and diploma requirements. Scholarships can be available for students who qualify for them. Scholarships usually have specific requirements. ABLE Accounts = Achieving a Better Life Experience Act, allows the creation of tax-favored savings accounts for people with disabilities without jeopardizing their eligibility for Medicaid or Supplemental Security Income (SSI). The ABLE Act allows people with disabilities and their families to set up a special savings account for disability-related expenses, allowing up to $100,000 in savings. Call 1-888-609-8916 for more information or visit . Student Loans Money out of pocket (Family money, money from employment, payment plans, etc.) What if I don’t want to go to college? That’s ok! If the route you’d like to take doesn’t require extra schooling, you may not need to attend post-secondary education.
Attitudes ‘I’m not sure sport and physical activity is for me’ ‘I never see other Disabled people at the leisure centre’ ‘I’m bothered by other people’s opinions when I talk about sport and physical activity’ Not enough accessible information and advice ‘I don’t know where to look for information’ ‘The information isn’t in an accessible format for me’ Places being inaccessible ‘Where do I go when I arrive?’ ‘Will the equipment work when I get there?’ Transport barriers ‘Is there anyone I could travel with?’
‘What about accessible parking?’ ‘How do I get there?’ Not enough accessible and inclusive sport and physical activity ‘Can someone meet me and show me around?’ ‘Can I start off by trying something with other Disabled people?’ ‘Will it meet my access needs?’ Not enough of the equipment needed ‘Do I need to bring my own equipment?’ ‘How much does it cost to buy or hire equipment? Taking part in sport and physical activity costs too much ‘Are there any discounts?’
Staff engage with ELC Curriculum Frameworks when planning, teaching and assessing HWB. Develop a programme to support staff HWB Audit and purchase resources for HWB. Ensure that planning of learning includes consistent use of assessment and assessment descriptors based on C of E Outcomes and Benchmarks. Use Nurture principals to develop a Nurturing School approach. All staff trained in restorative Practice using the ‘Train the trainer model.’ Relevant links to Developing the Young Workforce. From August 2018 CAT session Oct 2018 From August 2018 From August 2018 CAT session Nov 2018 From August 2018 From August 2018 From August 2018 Impact: HWB is taught in a progressive and cohesive way across all levels. Learning will be aligned to ELC pathways. Updated resources will support widened opportunities for learning and teaching. Children more able to reflect on learning, skills progression and identify next steps. Assessment descriptors in planning folders. Parental information updated leading to increased understanding and engagement. Children can link learning in HWB to DYW Children develop increased resilience, emotional literacy and self-awareness. Improve physical and mental wellbeing across the school community. Approaches to and opportunities for collegiate working within the school, Cluster and community. Evidence: Regular formative & summative assessment Class teacher judgement. Feedback from staff at planning and monitoring and tracking meetings Focused classroom observations by HT and peers. Reflective conversations Informal observation across the wider life of the school Feedback from parents through school surveys and informal discussion. Feedback from focus groups. Staff surveys Staff PRDs Pupil wellbeing wheel survey HGIOS survey P6 SEE survey
Funding Agency: National Science Foundation (NSF) Title: In Situ Remediation of Contaminants Found in Sediments Using Transition Metal Emulsions Role: PI Aug 1, 2004 — Jul 31, 2005 Amount: $24,000.00 Funding Agency: NASA/GSRP Title: The Synthesis of Nanoscale Size Aerosol Infrared Screening Materials Role: CoPI Jun 7, 2004 — Dec 31, 2005 Amount: $18,025.00 Funding Agency: Engineering Technology Inc. Title: Track 1, GK-12: Greater Orlando GK-12 Partnership Role: CoPI Mar 15, 2005 — Jun 30, 2009 Amount: $1,470,731.00 $85,280.00 Funding Agency: National Science Foundation (NSF) Title: The Synthesis of Nanoscale Size Aerosol Infrared Screening Materials Role: CoPI Jul 1, 2004 — Jun 30, 2005 Amount: $7,627.00 $18,025.00 Title: Heavy Metal Remediation Through the Use of Emulsified Zero-Valent Iron Role: PI Mar 12, 2004 — Dec 30, 2005 Amount: $30,000.00 Funding Agency: NASA Kennedy Space Center Title: The Use of an Activted Zero-Valent Metal Emulsion to Remove and Degrade PCBs from Painted Surfaces Role: PI Mar 8, 2004 — Nov 30, 2005 Amount: $25,000.00 Funding Agency: NASA Kennedy Center Title: Dechlorination of Polychlorinated Biphenyls in and Sediments Using Fe/Pd Bimetallic Emulsions Role: PI Aug 1, 2003 — Aug 31, 2004 Amount: $24,000.00 Funding Agency: National Aeronautics and Space Administration (NASA) Title: Rapid Extraction and Dechlorination of Polychlorinated Biphenyls in Paints by Pd/Fe Bimetallic Emulsions Role: PI Jul 8, 2003 — Apr 30, 2004 Amount: $17,500.00 Funding Agency: NASA Kennedy Space Center Title: The Removal of Heavy Metals from Soils and Sediments by Iron Particle Emulsions Role: PI Jun 1, 2003 — May 1, 2004 Amount: $17,500.00
13) Type of project. Circle one: Individual 14) will your project take place? Project country, Circle one: AFGHANISTAN ALBANIA ALGERIA BAHRAIN BANGLADESH BOSNIA AND HERZEGOVINA BULGARIA CAMEROON EGYPT GAZA STRIP GHANA INDONESIA IRAQ ISRAEL JORDAN KENYA KOSOVO KUWAIT LEBANON LIBERIA LIBYA MACEDONIA MALAYSIA MALI MOROCCO MOZAMBIQUE NIGERIA OMAN PAKISTAN PHILIPPINES QATAR SAUDI ARABIA SENEGAL SIERRA LEONE SOUTH AFRICA SURINAME TANZANIA THAILAND TUNISIA TURKEY WEST BANK YEMEN UNITED STATES Project city Project province/region, if applicable Project Headquarters/Leader Contact Information Please provide the following contact information even if it is the same as provided above. Street Postal code, if applicable City Country Telephone number. Include Country and City Codes. FAX number. Include Country and City Codes. Email address
YEAR 9 BOYS FOOTBALL ACADEMY ASSESSMENT GUIDELINES - SEMESTER ONE YEAR 9 BOYS FOOTBALL ACADEMY ASSESSMENT GUIDELINES - SEMESTER ONE SKILLS AND GRADE WEIGHTINGS ASSESSMENTS TOTAL SKILLS AND GRADE WEIGHTINGS ASSESSMENTS TECHNICAL 19% Short Kicking Observational and video analysis of training and minor/structured games. Various skills test. 10 TECHNICAL 19% Short Kicking Observational and video analysis of training and minor/structured games. Various skills test. 10 Long Kicking 10 Long Kicking 10 Marking 10 Marking 10 Handballing 10 Handballing 10 Hands 10 Clean Hands 10 Tackling 10 Tackling 10 Total 60 Total 60 TACTICAL 18% Contested Ball Observational and analysis of training and minor/structured games. 10 TACTICAL 18% Contested Ball Observational and video analysis of training and minor/structured games. 10 Decision Making 10 Decision Making 10 Composure 10 Composure 10 Reading The Play 10 Reading The Play 10 Spread Offense and Defense 10 Spread Offense and Defense 10 Ball Winning Ability 10 Ball Winning Ability 10 Total 60 Total 60 PHYSICAL 7% Speed Strength and conditioning testing. 10 PHYSICAL 7% Speed Strength and conditioning testing. 10 Endurance 10 Endurance 10 Strength 10 Strength 10 Agility 10 Agility 10 40 Total 40 MENTAL 6% Training Standards Observational and video analysis. Various skills test . 10 MENTAL 6% Training Standards Observational and video analysis. Various skills test . 10 Leadership 10 Leadership 10 Behaviour 10 Behaviour 10 Knowledge of rules Written Test 10 Knowledge of rules Written Test 10 Total 40 Total 40
YEAR 9 BOYS FOOTBALL ACADEMY ASSESSMENT GUIDELINES - SEMESTER ONE YEAR 9 BOYS FOOTBALL ACADEMY ASSESSMENT GUIDELINES - SEMESTER ONE SKILLS AND GRADE WEIGHTINGS ASSESSMENTS SKILLS AND GRADE WEIGHTINGS ASSESSMENTS TECHNICAL 19% Short Kicking Observational and video analysis of training and minor/structured games. Various skills test. 10 TECHNICAL 19% Short Kicking Observational and video analysis of training and minor/structured games. Various skills test. 10 Long Kicking 10 Long Kicking 10 Marking 10 Marking 10 Handballing 10 Handballing 10 Clean Hands 10 Clean Hands 10 Tackling 10 Tackling 10 60 Total 60 TACTICAL 18% Contested Ball Observational and video analysis of training and minor/structured games. 10 TACTICAL 18% Contested Ball Observational and video analysis of training and minor/structured games. 10 Decision Making 10 Decision Making 10 Composure 10 Composure 10 Reading The Play 10 Reading The Play 10 Spread Offense and Defense 10 Spread Offense and Defense 10 Ball Winning Ability 10 Ball Winning Ability 10 Total 60 Total 60 PHYSICAL 7% Speed Strength and conditioning testing. 10 PHYSICAL 7% Speed Strength and conditioning testing. 10 Endurance 10 Endurance 10 Strength 10 Strength 10 Agility 10 Agility 10 Total 40 Total 40 MENTAL 6% Training Standards Observational and video analysis. Various skills test . 10 MENTAL 6% Training Standards Observational and video analysis. Various skills test . 10 Leadership 10 Leadership 10 Behaviour 10 Behaviour 10 Knowledge of rules Written Test 10 Knowledge of Written Test 10 Total 40 Total 40 Total 200 Total 200
Qualitative Primary Method CWCC DemoCentre BOA CPU WSEI Yeditepe Edit Value Up Bulgaria (incl. Virtech) Stakeholders 12 14 5 10 10 52 6 9 NEET 14 0 0 ICT, New media and trades based industries 19 5 16 1 people in formal education 20 Young people employed in SMEs 1 10 Total 45 39 22 10 10 52 7 9 189 Quantitative Primary Method CWCC DemoCentre BOA CPU WSEI Yeditepe Edit Value Start Up Bulgaria (incl. Virtech) Stakeholders 15 50 270 97 93 NEET 14 44 32 28 ICT, New and trades based industries 13 2 Young people employed in SMEs 19 72 19 Young people in formal education 19 136 12 6 80 50 270 259 97 46 53 93 948 Table shows all stakeholder groups that participated in the research
Irene McCormack Catholic College Home Economics Year 9 Childcare Assessment Outline 2018 Semester 1 Term/Week Task Weighting Term 1: of a Newborn/Infant & Child Hand out: Week 5 Due: Week 9 Assessment 1: The Needs of a Newborn Baby- Collage (25%) Term 2: Development of a Child Hand out: Week 2 Due : Week 7 Assessment 2: Childrens book (15%) Due : Week 8 Assessment 3: Semester Test (15%) Semester 2 Term/Week Task Weighting Term 3: Child Safety & Babysitting Hand out: Week 2 Due: Week 9 Assessment 4: Babysitting kit (25%) Term 4: Nutrition for Mother, Baby & Toddler Hand out : Week 2 Prac Due : Week 6 Due: Week 7 Assessment 5: Nutrition for Mothers, babies and toddlers (20%)
Have you previously applied to a YFC program? Yes No If yes, when and List of any relatives or persons you know who are, or have been, employed by YFC: Educational Background High School or GED Grade Completed University/College Years Completed Major field of Study Graduated? Yes No Technical/Vocational Years Completed Field of Study Graduated? Yes No Graduate/Seminary Years Completed Major field of Study Graduated? Yes No apprenticeships, training programs, certifications or other special educational experiences: Are you presently taking any educational courses? Yes No If yes, what and where: Employment/Volunteer History Give information as completely as possible, listing your current position first. Include employed/self-employed periods, volunteer work and periods of unemployment. Company Phone Number Position Supervisor Name Dates of Employment To Salary: Start $ End $ Summary of Duties Reason for Leaving May we contact this employer for a reference? Yes No Company Phone Number Position Supervisor Name of Employment To Salary: Start $ End $ Summary of Duties Reason for Leaving May we contact this employer for a reference? Yes No Company Phone Number Position Supervisor Name
Effective organisation. Responsible behaviour. YEAR 7 - 12 CURRICULUM PATHWAY Year 7, 8 and 9 Compulsory Courses Religious Education English Social Sciences Mathematics Science Academic Extension Course 3 Course 2 Course 1 Year 10 Compulsory Courses Academic Extension Course 3 Course 2 Course 1 Religious Education Religious Extension Course 3 Course 2 Course 1 English Literature Course 3 Course 2 Course 1 Mathematics Specialist Advanced Standard Fundamental Science Academic Extension Course 3 Course 2 Course 1 Social Science Academic Extension Course 3 Course 2 Course 1 Health & Phys Ed Physical Education Physical Ed Studies Soccer Academy Outdoor Education Physical Education Physical Ed Studies Soccer Academy Outdoor Education Physical Education Soccer Academy Outdoor Education Physical Education Soccer Academy Outdoor Education Year 10 Non-Compulsory Courses to be Selected - on Year 9 performance Academic Extension Course 3 Course 2 Course 1 Religious Education Justice Today The Arts Dance Specialist Music Specialist Art Dance Drama General Art Music Specialist Specialist Art Dance Drama General Art Music Dance Drama General Art Music Business & Computing Business Information Technology Digital Media Business Information Technology Digital Media Business Information technology Digital Media Business Information Technology Digital Media Design & Technology Design Graphics Design Graphics Building & Construction Design Graphics MDT: Metals MDT: Wood Building & Construction Design Graphics MDT: Metals MDT: Wood Home Economics Childcare Food Technology Childcare Food Technology Childcare Course Food Technology Childcare Food Technology Science Biological Sciences Biological Science Science Physical Science Physical Science Social Science Global Leadership Global Leadership Years 11 and 12 – Courses selected are based on achieving prerequisites All Learning Areas WACE Courses for University Entrance WACE Courses for University and STP Entrance WACE Courses for STP Entrance, Apprenticeships and employment Year 11 ATAR courses ATAR courses General courses and Vocational Education programs General courses Vocational Education programs
St. Oliver’s NS, Killarney 2016-2017 ACTION PLAN Issue Findings from the Intercultural Review 1 Dec/Jan 2014-15 IC Review 2 Planned for term 2 2017 Proposed Action 2016-2017 Timeframe Responsible 1 25 Countries and Cultures represented in the school. This includes students who identified as Irish but who’s parent/parents come from another country or culture. Highlight the great diversity that is in our school and how positive this is. A fish tank symbolising the diversity of children in our school and specifically the array of nationalities that exist (40 at present) is a central display in our school hall where many of the children and parents gather each morning and evening. Our specific theme for the school year 2016-2017 is to ‘Think Globally Act Locally’. In September and throughout the year when any child whose country that is not already represented will be by adding a new fish. September-June November. Mr. Darcy. Mr Darcy All the staff .
throughout the year. teachers will invite the children to share their news about a particular celebration or event pertaining to their faith ex; Ramadan, Eid etc. 6th classes will carry out project work on feast festivals & religious celebrations. September-June 6th classes 10 A lot of Parents & children suggested sharing intercultural food A number of intercultural events around food Will be held with an of foods prepared by KASI During Eid many parents will bring food for staff and children to enjoy and to participate in their celebrations. Each class will focus on the traditional foods that are prepared in their homes at Christmas/other religious festivals. We will host a special day in December when the children can bring these to share. Sept-June December 7th M Counihan KASI Mr Gogsch 11 Highlight and Celebrate the contribution Travellers have made in St Oliver’s and further afield We plan to continue work with Kerry Travellers Development Project to carry out some workshops around Traveller Culture specifically during our IMAD days. March Ms H Clarke
We will again invite Traveller role models, past pupils or Traveller parents to do class talks on careers, their experience of education, Traveller Culture etc. March Traveller Pride Week June 15th Mr Darcy Ms H Clarke Ms Terry YF Committee 12 Promote the excellent work the school are on promoting diversity beyond the walls of the school The YF committee of St Oliver’s to make contact with other YF school committees. We will continue to upload our termly diary entries in order to share the hard work being endeavoured by all to continue to carry out the work of the YF programme. We will also continue to put together folders of photographs on the school website to showcase our ongoing intercultural work. Contacts will be made again with the local media and photographers throughout the year to inform them of specific events linked with the YF programme. For ex ;YF ,Intercultural events SRTRC exhibition, Guest speakers etc. Sept-June Mr Darcy YF committee Ms Terry Ms A Dinneen YF committee & subcommittee Ms Mr Gogsch Ms A Dinneen
Section 2: Current / Most Recent Employer Name: Address: Position Held: Employment start date: Notice required: Date of leaving (if applicable): Reason for leaving (if applicable): Final salary: Brief description of duties: Section 3: Previous Employment / voluntary work Please provide details for the last five years plus any other relevant experience, starting with the most recent, and including any gaps in employment. Dates Employer Position held Reason for leaving From: To: To: From: From: To: From: To: Please continue on a separate sheet if necessary Section 4: Referee details Please provide the details for two referees, one of which should be your current or most recent employer. The second can be from a previous employment, voluntary work or academic study you have recently undertaken. Friends and colleagues are not usually suitable referees. We occasionally need to contact additional referees, including previous employers. This is managed on a case by case basis and with your prior agreement.
Low self-esteem Lack of empathy and poor social skills Guidance for identifying appropriate protective factors for at-risk youth Strategies to prevent “high risk” drivers from being involved in unsafe driving behaviours require a more holistic and long-term approach. Identifying which young people might become “high risk” early and addressing this is a complex and difficult task. Protective factors Harris & Hulme define a protective factor “as a factor in a young person’s environment, which promotes positive social development and decreases susceptibility to social, behavioural and health problems. Applicants should refer to Table 2 for a detailed summary of different protective factors that must be incorporated into the applicant’s proposal for TAC’s Youth Grants Program. Summary of Protective Factors Community factors Family factors Educational factors Individual factors Life events Access to support services Good quality communication Sense of belonging Good resistance an refusal skills Meeting a significant person Community networking and attachment Supportive, caring parents Positive achievements and evaluations Social competence and social skills Moving to a new area Participation in community groups Family harmony and maintenance of family rituals Positive school climate High empathy and optimism Opportunities at critical turning points or life transitions Strong cultural identity and ethnic pride Supportive relationship with an adult Pro-social peer group Good problem solving skills Community norms that discourage violence, drug taking and underage drinking Strong family norms and sense of connectedness to community Having someone outside your family who believes in you Moral beliefs and values and cognitions Proactive problem solving Recognition to achievement Good coping skills
9 Experiences of slaves upon departure, their journey abroad, and their reactions on arrival. ) Students to explain how slaves were captured and transported from Africa to America and the conditions on board the ships. Students to explain what happened to slaves on arrival in America. 10 The short and long-term impacts of the movement of peoples during this period ) Students to explain impacts of slavery on African Americans and reasons for its abolition. ASSESSMENT SLAVERY SOURCE ANALYSIS
Children and adult services must work together with local primary and community care providers, local authority and other appropriate organisations to ensure consistent and integrate person centres transitional care for CYP and their families. There must be Coordination and effective communication between children’s and adult services. All services/organisations should provide an appropriate and accessible environment for young people. Health partners have to consider how they will manage the transition of young people from paediatric to adult services. Measures should be put in place and clearly explained to both the young person with SEN or disabilities and their parents to ensure as smooth a transition as possible. Primary care providers will provide consistency across key transition points. Primary care: The GP is as a key professional who should be acknowledged, involved and informed during transition, particularly for YP with complex needs and may require continuing care from other health or social care services. Primary care: Care pathways must be shared with primary care to ensure GPs have relevant information to support young people and parents during transition. Primary care: All Children and young people with a long term condition(s) have named GP/Nurse Practitioner during transition. Primary Care: The GP is often a constant figure as young people transition between services. To ensure young people with SEND don’t fall through the gaps they should be included on the GP register of learning disability, where appropriate. This means they are automatically called for an annual health check from the age of 14. Guidance and Protocols Transition policy covering services for people (13 -25) developed, implemented and reviewed annually. Organisational framework in place for Transition agreed by the practice / organisation Board, Children's and Adult Services. Compliance with ' Young People Friendly’ Quality Standards and/or benchmarking Risk management procedures and effective follow up process in place. Quality, Data, Performance and outcomes (including CHYP Service experience measures) Ensuring all services have access to up to date information and data on young people’s health and development including; needs assessment for all CYP involved in transition Conduct regular service experience surveys and feedback with children, young people, parent and carers. CYP and Parents are invited to share their views on services annually Communication and Information There should be local networks available through which services can share information and documentation and where possible this should be electronic – protocols should be agreed by the network to enable this. Clear and effective communication pathways between services and specialties must be in place.
Irene McCormack Catholic College Year 9 Course 1 English Assessment Outline 2018 Semester 1 Assessment Table Assessment Type of Assessment Weighting Mode Due Date 1. Creative writing from multimodal stimulus Productive (Creating) 10% W Term 1 Week 5 2. Magazine feature article Productive (Creating) 10% W Term 1 Week 9 NAPLAN 4. Speech. (Assessment Semester 1 examination.) - - - Term 2 Week 3 3. Semester 1 EXAMINATION Comprehending and Composing Receptive (Creating and Responding) 15% W R Term 2 Week 7-8 4. Oral production: Speech about the current effects of technology Productive (Creating) 15% S Term 2 Week 9 Semester 2 Assessment Table Assessment Type of Assessment Weighting Mode Due Date 5. I,Robot essay Receptive (Responding) 12.5% V W Term 3 Week 5 6. Trash short responses Receptive (Responding) 10% W R Term 3 Week 10 7. Holes written assessment Receptive (Responding) 12.5% W R Term 4 Week 6 8. Semester 2 EXAMINATION Comprehending and Responding Receptive and Productive 15% W R Term 4 Week 8/9
Irene McCormack Catholic College Year 9 Course 2 English Assessment Outline 2018 Semester 1 Assessment Table Assessment Type of Assessment Weighting Mode AC Links Due Date 1. Creative Writing from Multimodal Stimulus Productive (Creating) 12.5% W LA1556 LY1746 LY1747 LY1748 LT1638 Week 5 Term 1 2. Feature Article Productive (Creating) 12.5% W LA1553 LA1556 LY1746 LY1747 LY1748 Week 11 Term 1 NAPLAN - - - - Week 3 Term 2 3. EXAM Creating, Comprehending and Responding Receptive and Productive (Responding and Creating) 10% W, R Week 7 Term 2 4. Oral Production: Persuasive Speech Productive (Creating) 12.5% W, R LA1551 LY1740 LY1811 LY1741 LY1748 Week 9 Term 2
Irene McCormack Catholic College Year 9 Course 2 English Assessment Outline 2018 Semester 2 Assessment Table Assessment Type of Assessment Weighting Mode AC Links Due Date 5. I, Robot Essay Receptive (Responding) 12.5% W, V LA1560 LY1742 LY1745 LY1747 Week 5 Term 3 6. Trash Short Answer Receptive (Responding) 12.5% W, R LA1553 LA1770 LA1559 LY1742 LY1743 LY1744 LT1635 LT1636 Week 10 Term 3 7. Holes essay Receptive (Responding) 12.5% W, R LA1557 LA1561 LA1562 LY1743 LY1744 LT1771 LT1635 Week 7 Term 4 8. EXAM Creating, Comprehending and Responding Receptive and Productive (Responding and Creating) 15% W, R Week 9 Term 4
YHA Kington DofE 30th October-3rd November 2017 Price: This residential is a volunteering residential offered by YHA England & Wales Locatios: YHA Kington Kington, Herefordshire, HR5 3BX Date and times: 30 October 2017 12-noon to 3 November 2017 12-noon Age: This DofE Gold residential experience is open to volunteers aged 16 years and over who are working towards the completion of their DofE Award. Number of places available: 12 Food: This is a self-catering The volunteers will also be working as a team to plan and prepare their meals from a range of ingrediants available, with a little help from hostel staff. This is a life skill that the volunteers will inevitably use in the future! Bring with you £40 in cash, or a cheque made payable to YHA England and Wales. Payment can also be taken on credit card excluding America Express/Amex. This payment will cover all of your main meals for the duration of the event. You may like to bring with you snack from home if you would like to, as only main meals (breakfast, lunch and evening meal) will be provided by YHA.. Travel expenses: YHA is offering support with travel expense costs to volunteers taking part in this residential. Volunteers can claim after the event up to £60 to help with travel costs; reimbursement will take place via BACS. Accommodation: Accommodation is available to volunteers for free. Free accommodation to volunteers will be provided in shared dormitories within YHA Kington. How to Apply: Please visit our website on To take part in this experience you must complete the web registration form, which you access by clicking the Apply Now button. If you have any queries about this residential you can contact the volunteering team by email on or by phone on 01629 592 562 Volunteers will be contributing towards the YHA by helping to make one of it’s hostels a special place for future guests. The tasks will be hands on and practical, with volunteers helping to bring extra sparkle to the interior areas of the hostel with deep cleaning and painting tasks.The group will also have the opportunity to enjoy a Ten Pin Bowling and Pizza evening on the Thursday This would suit: This would suit volunteers who enjoy being hands on practical tasks, and who is happy to undertake cleaning and painting.
Process and Timeline for Submission of an LOI Interested applicants must adhere to the following process and timeline when submitting LOIs: Due Date Activity March 9, 2018 Submit LOIs to YHDP Team Lead via email April 13, 2018 Applicants notified no later than 4/13/18 of their status YHDP Team may request applicants to participate in meetings if there are questions or if additional information is needed to make selections MOAs signed by applicants and YHDP Team April 16, 2018 Selected applicants begin work on YHDP Project applications May 25, 2018 As YHDP project applications are ready, submit to HUD Applications must be submitted in e-snaps no later than 5/25/18 Southeast Ohio YOUTH HOMELESSNESS DEMONSTRATION PROGRAM Letter of Interest Form 1. Applicant Agency: 2. Contact Person Name, Phone, & E-mail: 3. Which Project Type are you Applying for? (may choose more than one) Crisis Host Homes or Short-term Host Homes Crisis Transitional Housing Pilot Crisis Transitional Housing – Emergency Housing Vouchers Rehousing Outreach/Youth Crisis Response Team Diversion Youth Housing Team If selecting more than one project type above, please provide responses to all of the following questions for each project type selected. A separate LOI Form may be used for each project type but submitted as part of one package.
Southeast Ohio Youth Homelessness Demonstration Program (YHDP) – Preliminary Project Information Project Type Total YYA to be Served Annually Total Units Offered by Project (at a PIT) Preliminary Project Budget Proposed Funding Sources and Amounts (annual) Activities and Preliminary Budgets Total Estimated Annual Project Budget Note: if the YHDP request in one area is lower, then funds may be moved around. Projected system costs are higher than available funds, so lower program costs will enable more of the system to be funded. Diversion 14 12 Supportive Services $16,300 Financial Assistance (One-time and Short-term support) $44,700 $61,000 Estimated Max YHDP Request - $16,300 Local Match Needed – $44,700 Outreach 75 Na Supportive Services Outreach (3 FTEs + transportation, technology and materials) $250,700 $250,700 Estimated Max YHDP Request - $200,000 Local Match Needed - $50,700 Host Homes 18 5 Supportive Services $40,500 $40,500 Estimated Max YHDP Request - $30,000 Local Match Needed - $10,500 Crisis Housing (CH) emergency vouchers and project-based crisis TH 130 21 Operations $138,100 Supportive Services (staff, moving costs, utility deposits) $126,700) Emergency Vouchers $204,500 Admin/indirect $41,700 $511,000 Estimated Max YHDP Request - $200,000 Estimated CDBG - $200,000 Local Match Needed - $111,000 Rapid Re-housing 57 77 Supportive Services (staff, moving costs, utility deposits) $455,955 Rental Assistance $554,400 $1,010,355 Estimated Max YHDP Request - $653,700 Estimated current local RRH resources match - $75,000 Local Match Needed - $281,655
Reflect/Close (student take on their own learning) Who are some important historical from today’s lesson? (No homework) What event ended the Roman Republic? (Sect. 1 Interactive Reader, Homework) How did the Romans deal with problems? No homework What Roman legacy helped Christianity? No Homework What was the greatest Roman Achievement? No Homework Hill- 7th Social Studies Week: August 14th-18th, 2017 Guiding Question: What is the legacy of the Roman Empire Materials: Promethian board, textbook, , note cards (flash cards) “Plan to Teach, Teach to Plan.”