zilongwang/ReadingBank huggingface dataset:
A Resilient Network ( for example, a road network that is prioritised for maintenance to ensure its operations during severe weather) has been developed although this will requires ongoing consultation with emergency services and stakeholder groups including the Highways Consultative Forum and residents groups. The Resilient Network will be reviewed on an annual basis following consultation with emergency services. Revisions will be approved by the Road Asset Management Board in consultation with the Corporate Risk Group. 1.6.2.5 5 Year Forward Works Programmes The forward works programmes (of Road Asset Management Plan RAMP) identify individual schemes to be delivered over a 5 year period. As shown in Figures 1.6.2.3 and 1.6.2.4 they are developed in line with the budget allocations in the Asset Investment Strategies and the prioritisation criteria within the Prioritisation Framework. The value of planning over the 5 year time horizon is that it enables the coordination of schemes to reduce disruption and achieve cost efficiencies. Programmes may change in the light of new and unforeseen events and the level of certainty over the scheduling of schemes reduces significantly beyond 2-3 years. As a result the programmes require review on an annual, rolling, basis. Current status, review and actions A full 5 year forward works programme (RAMP) has been developed and will be reviewed in line with the Prioritisation Framework once development of information system capability has been completed in Q3 2016. 1.6.2.6 Operational Service Level Policies Operational Service Level Policies translate the RAMS into practical and deliverable service level policies that set out the Council’s approach to reactive, routine and planned maintenance and customer service. Particular examples include the Highway Inspection and Repair Policy and the Road Skid Resistance Policy. Current status, review and actions Service level policies require review in the light of the Asset Investment Strategies and the new Code of Practice due for publication in 2016. A review of Skid Resistance Policy is also required.
District documents such as district and school improvement plans, school committee policies, curriculum documents, summaries of student assessments, job descriptions, collective bargaining agreements, evaluation tools for staff, handbooks, school schedules, and the district’s end-of-year financial reports. All completed program and administrator evaluations, and a random selection of completed teacher evaluations. Site Visit Schedule Monday 5/22/2017 Tuesday 5/23/2017 Wednesday 5/24/2017 Orientation with district leaders and principals; interviews with district staff and principals; document reviews; interview with the teachers’ association; high school and elementary school teacher focus groups; and visits to the Kennedy and Maloney elementary schools for classroom observations. Interviews with district staff and principals; parent focus group; middle school teacher focus group; school committee interview; and visits to the Kennedy and Millville elementary schools, and Hartnett Middle School for classroom observations. High school student group; visits to Hartnett Middle School and Blackstone-Millville Regional High School for classroom observations; meeting with superintendent.
10 2011) Ecosystem Condition Water Scenario Average Recurrence Interval (ARI) Dry Median Wet Antecedent hydrology, Monitoring (DOC and DO), Evaluation, Reporting, Stakeholder Engagement and Communication Cease to flow (tribs) Avoid Avoid Avoid Base Flow <1:1 Avoid Maintain Maintain Freshes 1:1 Maintain Maintain Maintain Bankfull 1:1 to 1:2 Maintain Improve Improve Low flood 1:3 to 1:5 Protect Improve Improve High flood >1:5 Avoid Protect Avoid Management actions in relation to future blackwater events and ecosystem condition for scenarios (dry, median and wet) DO Trigger <4 mg/L <5mg/L >5mg/L >5mg/L Objectives Avoid populations Ensure capacity for recovery Maintain health Improve ecological health Actions Refuge/dilution flows Freshes Promote low lying floodplain connectivity Increase floodplain (lateral) connectivity Water areas likely to attract aquatic species critical sites Build resilience Increase longitudinal connectivity Recommendations The key recommendations arising from the report include: The key recommendations arising from the report include: Develop a Blackwater Response Plan
Table 1. Methodological quality assessment using CASP Author (year) 3 Case recruitment acceptable? 4 Controls acceptable? 5 Variables measured accurately? 6b. Confounders considered? 9 Results believable? 10 Can results be applied? Quality Conti-Ramsden & Friel-Patti (1983) Y/CT Y/CT Y Y/CT Y/CT Y/CT Medium & Friel-Patti (1984) as above as Y as above Y/CT as above Medium (1990) as above as above Y as above Y/CT as above Medium Cunningham et al. (1985) Y/CT Y/CT Y Y Y/CT Y/CT Medium Fey et al. (1999) Y/CT Y Y Y Y Y/CT High Protor-Williams et al. (2001) as as above Y as above Y as above High Paul & Elwood (1991) Y/CT Y Y Y Y CT Medium Rescorla & Fechnay (1996) CT Y Y Y Y CT Medium Rescorla et al. (2001) CT Y Y as above Y as above Medium
PLEASE CIRCLE THE CORRECT ANSWER 1. WHO WAS BRITAIN’S BLACK GOALKEEPER? A. WALTER TULL B. CLYDE BEST C. ARTHUR WHARTON D. DAVID JAMES 2. WHO DEFEATED LENNOX LEWIS IN SOUTH AFRICA 2001? A. FRANK BRUNO B. HASIM RAHMAN C. EVANDER HOLYFIELD D. FRANK WARREN 3. WHO WAS THE SECOND BLACK WOMAN TO WIN AN ACTING OSCAR? A. ANGELA BASSETT B. JADA PINKETT-SMITH C. HALE BERRY D. ANGELA GRIFFITHS 4. WHO IS THE PREACHER? A. COLIN POWELL B. JOHNNIE COCHRAN C. JESSE JACKSON D. WESLEY SNIPES 5. COMEDIAN LENNY HENRY IS FROM? A. LIVERPOOL B. MANCHESTER C. LONDON D. BIRMINGHAM 6. WHICH OF THE FOLLOWING IS A JAMAICAN NATIONAL HERO? A. PAUL BOGLE B. SHABBA RANKS C. BUJU BANTON D. BOB MARLEY 7. WHO IS THE UK’s FIRST BLACK FOOTBALLER? A. CYRIL REGIS B. ARTHUR WHARTON C. PAUL INCE D. LES FERDINAND 8. WHO WAS THE SECOND BLACK MALE TO WIN AN ACTING OSCAR? A. LEE B. DENZEL WASHINGTON C. MORGAN FREEMAN D. BLAIR UNDERWOOD 9. WHO IS “THE GREATEST” A. GEORGE FORMAN B. MIKE TYSON C. LENNOX LEWIS D. MUHAMMAD ALI 10. WHEN IS BLACK HISTORY MONTH IN THE U.K? A. FEBRUARY B. OCTOBER C. DECEMBER D. AUGUST
11. WHO KNEW BY AGE 10 THEY WANTED TO BE A REVOLUTIONARY? C (TUPAC SHAKUR) 12. WHO HIT 375, THE MOST INDIVIDUAL RUNS SCORED IN A CRICKET TEST B (BRIAN LARA) 13. THE FIRST AFRICAN SETTLERS IN BRITAIN WERE RECORDED IN? B (2AD) 14. WHAT IS DUB MUSIC D (INSTRUMENTAL MUSIC SPICED UP WITH SPECIAL EFFECTS & VIBES) 15. WHO INVENTED BOTH GAS MASK AND TRAFFIC SIGNALS? D (GARRETT A MORGAN) 16. IN WHICH YEAR WERE THE FIRST RACE RIOTS IN LIVERPOOL? A (1919) 17. HOW WOULD MARTIN LUTHER KING JR DEAL WITH PHYSICAL FORCE FROM RACISTS? A (BY PROTESTING PEACEFULLY) 18. THE CHATTRI INDIAN WAR MEMORIAL IS LOCATED IN WHICH CITY? C (BRIGHTON)
Hecuba Helen Achilles Chapter 14---The Luck of Troy What kind of “good luck” charms do we use today? How powerful do you think they really are? Why do you think Odysseus didn’t tell his own men about his crazy plan? Chapter 15---Warrior Penthesilias’ sister’s death drove her to join the war. Do you think she is justified in her feelings and actions? Why or why not? Why do you the Greeks treated the bodies of the maidens so differently than they had treated Hector’s body? Why do you think this is? Note over Class Discussion for Chapters 12-15
November next! Hosts for the day are Mia and Herman van Hemeldonck (De Groene Swaen, Trintella 44), Nancy and Herman Naegels (Beta Leonis, Trintella V), and Sigrid Coppens with Gustaaf Bergé (Blue Heron, Contessa 32). The latter whom have taken on the task of executive project managers. They were successful in sorting out an interesting program for all ages, against reasonable costs: We will be welcomed in the hallway of the Van der Valk Hotel from 9:00. This is where we will discuss the practicalities of the day. We will take the bus to the Red Star Line Museum in the Montevideostraat at 10:15. We will arrive at approximately 11:00 in the museum after a city tour. We will have an hour and a half, from 11:00 till 12:30, to see and experience the remarkable history of the Red Star Line. We will walk to restaurant De Groote Witte Arend in the Reyndersstraat at 12:30. It is about a 20 minute walk so we have arranged for transport for the members who cannot walk this far. A wonderful Burgundian lunch will await us at 13:00. After lunch, at 14:45, we will walk to the Groenplaats, where a tourist tram will take us around to the most wonderful treasures Antwerp has to offer. The tram takes us back to Groenplaats at approximately 16:30. We will walk back to the bus from there. The bus will wait for us to take us back to Hotel van der Valk. We will arrive back at the hotel at17:00 and will have time to relax and get spruced up. We will have drinks at 18:00 and start the Annual Members’ Meeting. No later than 19:00 we will be able to enjoy a truly Belgian buffet dinner. We have managed to keep the costs of participation to the program to €65 per person.
Rousseau likens the theatrical experience to one of slavery. But certainly NOT because it emotional depth or intensity. Indeed, it has an excess of these. Nor is it right to say that the emotions are not real or not authentic. Insofar as we can introspect about these things, we cannot normally tell the difference. If we ever doubt the emotion that we experience with replicants, it is only because it may feel more intense than normal, more human than human. But the theatrical experience is not mutual – it is not shared – and not because the actor is a robot, or on a screen or a liar. But just because they do not share the experience they need to share with you in order for your experience to be one of genuine intimacy. In a sense, the problem is even more pronounced at the political level. A republic is a res publica, a public thing. But it is not a thing that exists physically, though it might have physical symbols. It does not even exist linguistically – no set of words or laws, even foundational ones, constitute a republic. Rather a republic exists when a group of people share a commitment to one another, and share it genuinely. Their level of commitment might vary of course. But as Rousseau was fond of saying, when the general will vanishes, the republic vanishes also. It cannot be preserved by laws or armies, though these might force people to keep up appearances. Nor can a person be in a republic of one. One can be deceived by others and when this is the case, one is not, and cannot be, in a relationship by oneself. It is not enough to have certain values or beliefs or even practices. If these are not shared with others, there is no republic. Rachel and Deckard each initially believe the other to be heartless – for different reasons. Both are right in one sense, wrong in another. They are each
BLAENAVON UNVEIL “PRAGUE ‘99” EP BRITISH ROCK TRIO RELEASE HIGHLIGHT OF ACCLAIMED ALBUM BACKED BY THREE BRAND NEW SONGS RECENT NORTH AMERICAN RUN HIGHLIGHTED BY SETS AT LOLLAPALOOZA AND OSHEAGA FESTIVAL “THAT’S YOUR LOT” AVAILABLE NOW “PRAGUE ‘99” EP ARRIVES EVERYWHERE TODAY, TUESDAY AUGUST 15 Canvasback Music/Atlantic Records recording group Blaenavon has announced the release of a new EP. “PRAGUE ‘99” arrives at all digital music retailers and streaming services today (). “PRAGUE ‘99” includes the new single and live favorite, “Prague ’99,” also featured on Blaenavon’s acclaimed debut album, “THAT’S YOUR LOT,” available now. In addition, the EP features three brand new tracks recorded earlier this summer by bassist Frank Wright at his parents’ home in Hampshire, England (see attached track listing). In more news, Blaenavon recently recorded a session for Seattle, WA’s KEXP VIP Concert Series. The complete performance – filmed June 13th at The Triple Door – is streaming now via . Produced by GRAMMY® Award-winner Jim Abbiss (Arctic Monkeys, Adele), “THAT’S YOUR LOT” is a thrilling collection of intensely personal and potent songs, all marked by Blaenavon’s striking emotional power and sonic energy. It’s “a stunning stratosphere the band create for themselves…nothing short of magnificent,” says The Line of Best Fit. “Its refrains bubble so vividly you can practically picture them in all their colour.” Blaenavon have “created a huge, rich, brilliant documentation of youth,” raved , “one which will last for years.” Companion videos and much more can be viewed now at Blaenavon’s official channel. Blaenavon has earned widespread acclaim for their resounding and provocative live show. In addition to countless headline dates, the band has shared stages with the likes of alt-J, Foals, Bloc Party, DIIV, Alvvays, and Warpaint, and played an array of festivals in North America (Lollapalooza, Osheaga, SXSW) and the UK (Glastonbury, Latitude, The Great Escape, Reading & Leeds). Additional North American live dates will be announced soon; for updates, please visit .
Activity Ideas from the Field: CONTACT: ACTIVITY NAME: AUDIENCE: All Students All GU Students DREAMers English Language Learners Families First Generation Youth Rural Schools Students with Disabilities Underrepresented Minorities Youth Experiencing Homelessness Youth In Foster Care Other:_______________ GRADE LEVEL: 7 8 9 10 11 12 Other:_____________ SERVICE TYPE: College Applications College Goal Washington College Visits Comprehensive Mentoring Counseling & Advising Educational Field Trips Family Events Financial Aid & Financial Literacy Job Shadowing Rigorous Academic Curriculum Student & Family Orientation Summer Programs Tests & Test Preparation Workshop Tutoring & Homework Assistance Advisories Attendance Career Exploration CCSS Collective Impact College Bound Scholarship College match/selection College-Going Culture Community College Credit Retrieval Dropout Prevention/ Reengagement Warning Systems Equity Essays Family engagement Games Graduation Requirements Guest Speakers Health/Wellness Leadership for college readiness Partnerships Scholarships Social & Emotional Learning STEM Supporting undocumented students Test preparation Transitions Using data and evaluation Working in rural schools Other:______________ GOAL: ACTIVITY OVERVIEW: PREP TIME: MATERIALS NEEDED: COST: PROCEDURE: Attend summer institute. Get AVID certified. Follow the eleven essentials. Build a site team. Develop a site plan; use it. Foster leadership. Emphasize it; make it important. Rev. Apr. 2015
Secretary: Mark Wilson, East MiddleBank, Ayrshire KA24 4HQ. Tel. 07761597173 Email: secretary@blairgymkhana.co.uk BLAIR GYMKHANA ENTRY FORM 2018 Please make cheques payable to : Gymkhana. Secretary use only Rider Age if 16 Horse/ Pony name Horse/Pony height CLASS NUMBER(S) Entry fees (£) Name AND ADDRESS for correspondence: Total Entry Fees Medical cover £3 per rider cross country bib deposit £1per horse/rider Telephone/mobile E Mail: Total Due Entry fees include parking for ONE vehicle carrying horses or towing a trailer. All other vehicles will be charged £5 parking. Please ensure contact details are provided on the form above. Postal entries MUST be received by tuesday 26th June 2018. Online entries MUST be received by Thursday 28th June 2018. Entries on the day will only be CONSIDERED at the Secretary’s discretion. Entry Fees: Classes 1 - 14: £7.00 Classes 15 – 19: £4.00 Class 32: £20 per pair Classes 20 – 26: £7.00 Classes 28 – 31: £14.00 Clear Rounds: £3 per round or 2 for £5 In submitting this entry form riders and owners confirm that they have read and agree to abide by the Conditions of entry
Aids and Equipment is another area in your life that you need to look at. What services or equipment do you currently use or access on a daily basis? What don’t you use and is it important to be able to use some of these services now and into your future. Aids & Equipment Aids and Equipment What I have now? What I would like to continue? What I would like but do not have? What supports do I need? Wheelchair Walkers AFO’s Communication Devices Specialised Clothing Orthotics Home Modifications Transport Modifications PEG Feed Equipment Catheter Equipment Colostomy Bags etc. Continence Aids Other
Abstract Technology is an increasingly important topic in the progress of education today. Educators are referring to students being able to learn through technology as a 21st century classroom. Throughout this literature review, the idea of integrating technology into classrooms was explored. Specifically the focus was on middle school level students and if the integration of technology is beneficial to increasing student understanding of curriculum. The literature revealed two common themes, teacher responsibility and student responsibility. Teacher’s responsibilities are to have knowledge of technology available, train to use technology properly, plan lessons accordingly, and integrate technology into the classroom. Student responsibilities included proper use of technology, knowledge of basic computing skills, being engaged in the process and achieving understanding of the curriculum. Through the review of the literature, it became known that there is a distinct correlation between student engagement and technology and with student understanding and technology. Technology was integrated into all core subject areas successfully, therefore, the idea that one subject area will benefit more than another is inconclusive. In addition, the best type of technology for student understanding was also unfounded. Keywords: technology, 21st century classroom, integration, middle school, understanding, curriculum, responsibility, engagement, cores subject areas
Peer Editing Rubric for the Quantitative Article Review Author of Review: Corinne Blake Peer Editor: linda Tajima Summary 2.5 2 1.5 1 0 Total Purpose of the Purpose of the study clearly and concisely identified. Purpose of the study identified. Purpose of the is unclear. No discussion of the purpose of the study. Incomplete 1.5 Description of Participants/sample Thorough description of participants/sample, including sample selection. Good description of participants sample and sample selection procedures. Moderately well description of participants sample and sample selection. Little if any description of sample. No mention of sampling procedures. Incomplete 1 Research Design Research Design documented with indicators of why this is an appropriate design. Research Design documented with a general recognition of why this is an appropriate design. Research Design documented. No research design indicated. Incomplete 0 Data Collection & Analysis Method of collection and statistical procedure(s) used to analyze data is indicated and explained thoroughly. Method of data collection and statistical procedure(s) indicated and somewhat explained. Method of data collection and statistical procedure analyzed incorrectly No method of data or statistical procedures indicated. Incomplete 0 Results Tightly focused writing summarizing the results of the study Generally focused summary of the Somewhat focused summary of the Scattered random writing without focus on Incomplete 1
15(2), 48. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/217914362 Davis, H. (2006). Exploring the contexts of relationship quality between middle schools students and teachers. The Elementary School Journal, 106(3), 193-223. Retrieved from Gutek, G. (1995). A history of the western educational experience. (2 ed.). Long Grove, IL: Waveland Press Inc. Hankey, W. (2001). Why philosophy abides for . The Heythrop Journal, 42(3), 329-348. Retrieved from Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. The Journal of School Health, 74(7), 262. Retrieved from http://search.proquest.com.ezproxy.liberty.edu:2048/docview/215675398 Nakhnikian , G. (1973). The first socratic paradox. Journal of the History of Philosophy , 11(1), 1-17. Retrieved from K. (2009). Using preservice teacher emotion to encourage critical engagement with diversity. Studying Teacher Education, 5(1), 5-20. Retrieved from http://www.360link.com Yang, F. (2004). Examining philosophy of education: A account. Christian Educational Journal, 1(3), 80. Retrieved from
Patients Requests/Comments and Suggestions Patient Comment Answer Time scale Change the 0844 number Patients can access the surgery using a geographical tel number Patients can now access the surgery a geographical telephone Should provide a pen with the suggestion/comment books in the waiting room Pens now provided The Expert Patient Programme courses are run from barbstaple and Bideford. Patients want then run nearer to home Surgery contacted ICI who run the courses and they agreed to hold a 6 week course in the village hall, Black Torrington The course will run for 6 May 13 – June 13 Alterations to the ramp would allow easier access for patients in wheel chairs Alterations were due summer 2012, but with talk of a new built this was postponed. The ramp is scheduled to be altered this year July 2013 More late opening to accommodate employed persons . The disappointing thing was the satisfaction of opening hours which only showed 72%. The number of poor rating was 2%. This was puzzling to me in the sense that the practice provides 3 late surgeries. The surgery is open from 8.30am and I am not sure as to why the score is poor. It may suggest from a previous discussion with the League of Friends of Blake House Surgery, The Practice will need to discuss and review whether we could keep the phone manned between 1pm and 2pm The surgery will remains open during 1pm 2pm
to the advocate’s attempts to help her. There are many reasons why a victim would choose to remain in an abusive situation. Furthermore, when a victim chooses to stay with an abuser, she has not invited him to continue to abuse her. Rather, continued abuse is solely the fault of the abusive person. The following list, adapted from a publication of the Domestic Abuse Project (www.domesticabuseproject.org), is a composite of views collected from their women’s support groups over a period of several years. These women offered many answers to the question: "What keeps women in abusive relationships?” Victims can be motivated by fear of their partner’s actions: He will threaten to leave me. He said he would “hunt me down and kill me.” He will kidnap the children and disappear. He will spread horrible rumors about me. I will be safe, I might as well live with him. She will “out” me at work or to my family (if victim is gay or lesbian). Victims can suffer from the effects of abuse: Depression. Feelings of immobility. Can’t face making decisions. I am so used to my life being this way. I have no real options or choices. Victims can feel bound by roles the culture forces upon women: Guilt: I will ruin his life if I leave. She will lose her job if I report this. He will start drinking again. I will disappoint my family. I have to take care of him. Economic Dependence: He has all the money. I have never had a good job. How will I care for kids alone? Better to be beaten up at home that to be on the street. I would rather die than be on welfare. Dependence on Traditional Gender I am afraid to be on my own. Who will protect me? I fear that I will never be in a relationship again. He gives me a sense of security. I don’t want to be a divorced woman. Victims may fear for their children:
FEDERAL PROGRAM ADMINISTRATIVE REVIEW SCHOOL NUTRITION PROGRAM SUMMARY Section 207 of the Healthy Hunger Free Kids Act 2010, amended section 22 of the National School Lunch Act (42 U.S.C. 1769c) requires the Virginia Department of Education, Office of School Nutrition Programs (VDOE SNP), to report the final results of the administrative review to the public in an accessible, easily understood manner in accordance with guidelines promulgated by the Secretary. Local Educational Agency: Bland County Schools Report Publication Date: December 29, 2017 Administrative Review Dates: October 31 – November 1, 2017 Review Month and Year: October 2017 Participating Programs: SBP, NSLP Participates in Special Provisions? No Enrollment and Participation Data for October 2017: Eligibility Enrollment Lunch Avg. Daily Participation (ADP) Lunch ADP % Breakfast ADP Breakfast ADP % Total Reimbursement ($$) Free 291 168 50.91 120 55.05 12,173.00 Reduced 62 38 11.21 25 11.01 2,410.26 Paid 384 126 37.88 75 33.94 1,024.90 737 Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank Cell intentionally left blank 15,608.16 Findings Identified during the Administrative Review: Table 1: Program Access and Reimbursement Category Findings
FALL 2018 LABORATORY SCHEDULE WEEK OF: MON TUES WEDS THURS FRI SAT AUG 27 EX 1 - SCI METHOD → → → → HOLIDAY - NO CLASSES SEP 3 HOLIDAY - NO CLASSES EX 21 – 1-2 EX 22- ACTIV 1&3 → → → EX 1 - SCI METHOD SEP 10 EX 21 – ACTIV 1-2 EX 22- ACTIV 1&3 EX 2 - WINDOWS WRLD → → → → SEP 17 EX 2 - WINDOWS MICRO WRLD EX 6 – ACTIV 2 EX 5 - ACTIV 2 EX 13 - ACTIV 1 → → → → SEP 24 EX 6 – ACTIV 2 EX 5 - ACTIV 2 EX 13 - ACTIV 1 EX 14 – FUNCT TISS/ORGANS → → → → OCT 1 EX 14 – FUNCT TISS/ORGANS EX 7 –ORG MOL AND NUT → → → → OCT 8 EX 7 –ORG MOL AND NUT EX 4 – OSMOSIS/DIFF EX 3 – 1 → → → → OCT 15 EX 4 – OSMOSIS/DIFF EX 3 – ACTIV 1 EX 16 - INTRO ANATOMY → → → → OCT 22 EX 16 - INTRO ANATOMY COLLEGE ENRICH. - NO CLASSES EX 17 - ABDOM CAVITY → → → OCT 29 EX 17 - ABDOM CAVITY → EX 15 - CARDIOVASC SYS → → → NOV 5 EX 15 - CARDIOVASC SYS → EX 18 - FORENSIC BIOLOGY → → → NOV 12 EX 18 - FORENSIC BIOLOGY → EX 9 - MOL GENETICS → → → NOV 19 EX 9 - MOL GENETICS → NO - NO CLASSES - NO CLASSES - NO CLASSES NOV 26 EX 12 - HUMAN GENETICS → → → → → DEC 3 EX 19 - ANAL EX 13 - ACTIV 3 → → → → → DEC 10 FINAL EXAMS → → → → →
PROJECT RISK REGISTER JOB No. PROJECT: SHEET No. 1 of REVISION RIBA / STAGE: PREPARED BY: APPROVED BY: DATE: ELEMENT OF DESIGN (Flat roof; Extensive glazing; Basements; Constricted Site Layout; Tunnelling etc.) DWG/ SPEC. REF: LIST POSSIBLE HAZARDS (Falls from heights; Confined spaces; Harmful substances; Manual handling; Plant operations; vehicle movements etc.) WHO IS LIKELY TO BE HARMED (Bricklayers; Scaffolders; Steel Erectors; Architects, General Public, Visitors etc.) IS THE RISK ACCEPTABLE (If yes, review next hazard item) risk MANAGEMENT ACTION REQUIRED i. Eliminate Risk (by changing design solution) ii. Combat Risk at Source (e.g. changing paint spec.) iii. Provide Collective Protection (temporary or permanent protection measures) iv. Other Protection measures (Safe systems of work; PPE). ACTION REQUIRED: (WHO AND WHEN BY) CLIENT/PD TO INCLUDE IN PCI (Yes or No) PD/PC TO INCLUDE IN HEALTH & SAFETY FILE (Yes or No) DATE RISK OR HAZARD REMOVED FROM LIST & BY WHOM 1 2 3 4 5 PROJECT LEADER’S COMMENTS: DATE: H&S MANAGER'S COMMENTS: DATE: ISSUED TO PRINCIPAL DESIGNER ISSUED TO OTHER DESIGNERS DATE: . DATE: .
Instructional Routines Day 1 WORD STUDY SHARED READING INDEPENDENT READING WRITING Mini Lesson Suggested duration: _ min. Content Objective: Teacher Instruction #1 Teacher Instruction #2 Teacher Instruction #3 Teacher Instruction #4 Suggested duration: _ min. Content Objective: Teacher Instruction #1 Teacher Instruction #2 Teacher Instruction #3 Suggested duration: _ min. Content Objective: Teacher Instruction #1 Teacher Instruction #2 Teacher Instruction #3 Teacher Instruction #4 Suggested duration: _ min. Content Objective: Teacher Instruction #1 Teacher Instruction #2 Teacher Instruction #3 Learning Applications Suggested duration: _ minutes Learning Applications #1 Learning Applications #2 Learning Applications #3 Suggested duration: _ minutes Learning Applications #1 Learning Applications #2 Suggested duration: _ minutes Learning Applications #1 Learning Applications #2 Suggested duration: _ minutes Learning Applications #1 Learning Applications #2 Learning Applications #3 [Note: Placeholder area for statement regarding Guided Reading and Writing Instruction for K-5.] Closure Suggested duration: _ minutes Closure item #1 Closure item #2 Closure item #3 Suggested duration: _ minutes Closure item #1 Closure item #2 Suggested duration: _ minutes Closure item #1 Closure item #2 Suggested duration: _ minutes Closure item #1 Closure item #2
The buzzing bee bounced. Why would anybody want to visit this place? He crept like a jaguar stalking his prey. His Lamborghini (car) sat outside his mansion (house). Boy – joy, thee – me, pay – day, rage – age It is the east, and Juliet is the sun. He strolled carelessly; humming a tune he had enjoyed earlier on the radio. Hogwarts is the most wonderful, magical, extraordinary school you can imagine. My love is a delicate rose. The storm raised his angry head. Wordsworth: so fair, so sweet, withal so sensitive The tree came crashing through the forest and thudded on the ground with a bang. Poetry definitions
Description By Whom To Support Completion Date Narrative: (Transition IEP only) Document the written information presented to the parent and student regarding available adult services provided through state and local agencies and other organizations to facilitate student movement from the public agency to adult life: Special Education Services Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Related Services
Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location to Post Secondary goal: Narrative: Description Proposed Initiation Date Number of Sessions Time per Session Service End Date Location Align to Post Secondary goal: Narrative: Accommodations: Describe any additional accommodations, if appropriate: Transportation: If the student’s transit time or needs are different from that of non-disabled peers, describe and justify these needs. Record as a related service if additional provisions are necessary. If Transportation is indicated as a related service, list and describe any criteria to needed to determine health-related need for special education transportation Accessible Materials:
Opponent: (Season # /MCAL # ) Date: , 2014 Location: Singles: No. [ ] Ladder Position* Opponent: [ ] Ladder Position** Won By Score Running Match Score Tam OPP 1 2 3 4 5 6 Doubles: No. Ladder Position* Ladder Position** Won By Score Running Match Score Tam OPP 1 2 3 *Per strength ladder dated . **Per Opponent strength ladder dated . Final Score: ____________: Opponent: Opposing Coach(es):
Advisor Contact Information Primary/General Chapter Advisor Assistant Chapter Advisor Recruitment/Intake Advisor New Member Education Advisor Academic Advisor Other Advisor Other Advisor Faculty Advisor District/Province/Regional Advisor Graduate Council President (NPHC) Please list all officer positions which comprise of your executive board below: Executive Board Officer Executive Board Officer Executive Officer Executive Officer Executive Board Officer Executive Board Officer Executive Board Officer Executive Board Officer Executive Board Officer Executive Board Officer If you have any questions please do not hesitate to contact our staff Name Position Email Address LaVar Jamison Assistant Director Elaine Jahnsen Associate Director
Observations are carried out annually and also as part of trainer induction. This process contributes towards the quality assurance of Peeple training programmes as well as providing delivery and developmental support to trainers. The observer will complete the form and share feedback with the trainer – this should be done as soon as possible after the training and preferably in person. The trainer will be given the opportunity to share their views and mutually discuss/ agree any areas for development (actions). Both parties must sign to confirm their acceptance of the content and any resulting actions. Trainers name: Date: Observer’s name & job Location: Co-trainer: (if applicable) Purpose: (e.g. annual/ induction) Observation notes (following PowerPoint delivery) * Training sections covered: Y = fully covered / P = partially covered / C = delivered by co-trainer. Training sections and key areas (PowerPoint slides, activities etc.) Covered? Y/ P/ C * Observer notes (Note: Add trainer comments following feedback in a different colour if appropriate) (Consider: Were the key points covered/ delivery approach/ use of materials/ timing etc.) Slides 1-4: Welcome (sign-in/ name labels) Introductions Appropriate ice-breaker used Create group agreement Training aims Introducing Peeple 5: The Peeple principles (including small group activity) Slides 6-8:
Part B-1: State Student Growth State Student Growth Goal Statement (Based on one of the State goals within your CSIP.) Process or Rubric for Determining High, Expected or Low Growth. Principal’s Student Growth Plan This plan will outline what the principal will do to impact the student growth goal. (Should be different than the school CSIP plan strategies/actions) Strategies/Actions What strategies/actions will I need to do in order to assist my school in reaching the goal? How will I accomplish my goal? Resources/Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/ action? Part B-2: Local Student Growth Local Student Growth Goal Statement (Based on School Need Process or Rubric for Determining High, Expected or Low Growth Principal’s Student Growth Plan This plan will outline what the principal will do to impact the student growth goal. (Should be different than the school CSIP plan strategies/actions) Strategies/Actions What strategies/actions will I need to do in to assist my school in reaching the goal? How will I accomplish my goal? Resources/Support What resources will I need to complete my plan? What support will I need? Targeted Completion Date When will I complete each identified strategy/ action? Part C: Principal’s TELL Kentucky Working Conditions Goal Target Question(s) from TELL Kentucky Results: Following a review of TELL Kentucky results, the principal, in collaboration with the superintendent, will identify questions that signify of growth that the principal can address that will impact school culture and ultimately student success. Target Performance Standard: The principal will connect the Target Questions to the appropriate Performance Standard, which becomes the Target Performance Standard for the WC Growth Goal.
ACCOMPLISHMENTS Accomplishment Description 1 2 3 4 5 6 TOP PRIORITIES AND ACTION Status Priorities and Action Items Date Opened & Date Due Comments 1 2 3 4 5 6 TOP RISKS / ISSUES: Status Risk /Issue Date Opened & Date Due Mitigation Plan 1 2 3 4 5
ASSESSMENT REF NO: STUDY NAME PRINCIPAL INVESTIGATOR GENERAL RISK ASSESSMENT 1. PROCEDURE BEING ASSESSED 2. HAZARD 3. THOSE WHO MIGHT BE HARMED 4. EXISTING CONTROL MEASURES 6. A: Severity of Injury (1-3) B: Likely Occurrence (1-3) Risk = (AxB) 7a. DATE ASSESSMENT UNDERTAKEN: 7c. ASSESSED BY: 7d. CHECKED BY: 7b. REVIEW DATE: Score 3 2 1 Column A: Severity of Injury: Major injury or death Injury requiring medical treatment Minor or no injury Column B: Likely Occurrence: Regular exposure of several employees to hazard Occasional exposure of few employees Exposure to hazard very rare
Risk = Hazard Severity (A) x Likelihood of Occurrence (B) Risk Score Response Times 9 6 3&4 <3 Immediate remedy or cessation of activity Immediate remedy 3 months 12 months (date of next audit) It must be recognised that some risks cannot be eliminated and it may be acceptable to implement control measures which downgrade risks from a high score to less than 3. ASSESSMENT REF NO: ACTION PLAN FURTHER ACTION REQUIRED BY WHOM BY WHEN COMPLETED
Risk = Severity v Likelihood SEVERITY (score 1 to 6) Multiple Deaths Single Death Major Injury to Group Major Injury to Individual Minor Injury Trivial Injury (6) (5) (4) (3) (2) (1) LIKELIHOOD (score 1 to 6) Almost Certain (6) 36 30 24 18 12 6 Very Likely (5) 30 25 20 15 10 5 Likely (4) 24 20 16 12 8 4 Possible (3) 18 15 12 9 6 3 Unlikely (2) 12 10 8 6 4 2 Most Unlikely (1) 6 5 4 3 2 1 The matrix can be used to provide an initial breakdown of hazards into three categories as follows: Risk score of 1-5 - Classified as LOW RISK: Fine tune control measures or keep under review Risk score of 6-12 - Classified as MEDIUM RISK: Control measures to be implemented and improved Risk score of 15-36 - Classified as HIGH RISK: Consider stopping activity until control measures are introduced
Esther in the circle of officers where she remains until the Chapter is closed. Appropriate soft music may be played during the march to the Altar and during the opening and closing of the Bible, but NOT during the prayer. 11. Only the Conductress the Bible, except that she may be assisted by the Chaplain during a Memorial or Draping of the Altar. 12. The Worthy Matron does not respond to the Sign of Salutation when given by the Conductress in opening or closing the Bible. 13. Great emphasis should be placed upon PRAYING of our ritualistic prayers. 14. The Ritual makes no provision for any special lighting effects during the prayer in the Opening and Closing Ceremonies. PresentationoftheFlag Before opening the Chapter, the Flag of the United States of America may be placed in a standard in the East, to the of and on a level with the Worthy Matron. If other flags are used, they are placed in standards in the southeast on a lower level than that of the flag of our country. Lowering of lights is not permissible during the flag ceremony. 1. The Worthy Patron may have charge of the Presentation of the Flag. 2. The Worthy Patron remains at his station. He does not use the since he is not presiding. 3. The presentation of the Flag is entered into immediately after the Conductress and the Chaplain return to their stations at the close of the Opening Ceremony. The Chapter has not been seated and the Conductress and the Chaplain remain standing also. 4. The Worthy Matron will say, “The Worthy Patron will have charge of the Presentation of the Flag.”
Date : Branch/region address ............................................................................... ............................................................................... ............................................................................... To UNISON in respect of ….........................................……(project name) Time period: From …........……………… To ……….....………………..
Between what did you serve your induction ? Did you pass your induction ? Yes/No Do you have any period left on your induction ? If yes, how much longer have you got to serve ? Please attach copies of your induction reports for the period served. Have you passed the Numeracy and Literacy Skills Test (Newly Qualified Teachers only) ? Yes/No EDUCATION DETAILS (SECONDARY – EARLIEST FIRST) Name of School/College Age 1 GCSE/Other Qualifications From To Subject Grade Date (mm/yyyy) Name of School/College Age 1 Dates(mm/yyyy) A Level Qualifications From To Subject Grade Date (mm/yyyy) EDUCATION DETAILS (FURTHER/HIGHER EDUCATION – EARLIEST FIRST) Name of College or University Age 1 Dates (mm/yyyy) Qualifications Gained From To Title and Subject Class/Div Date Gained
Panel C. Covariate balance for fully treated vs. partly treated firms. Comparison of 857 fully treated to 564 partly treated firms. Firm Characteristic Fully Treated Partly treated Norm. Diff. t-stat ln(Assets) 7.07 8.63 18.97*** ln(Sales) 6.46 8.06 17.77*** ln(Market Cap) 7.14 8.68 22.46*** ln(Book Value of Debt) 6.27 8.01 16.95*** Tobin's q 2.27 2.20 0.77 Interest (% of Shares Outstanding) 4.00 3.13 4.01*** Sales Growth (%) 1.21 1.16 0.80 PPE/Assets 0.22 0.24 1.68* 0.04 0.04 0.62 1.61 0.08 1.42 EBIT/Assets 0.07 0.10 4.66*** EBIT/Sales -0.86 -0.75 0.11 Advertising/Sales 0.03 0.03 0.43 Debt/Equity 0.39 0.40 0.05 Debt/Assets 0.22 0.24 1.72* Market/Book Ratio 3.96 5.43 1.01 Market/Sales Ratio 14.96 68.08 0.99 Trading Volume (shares) 160,440 350,671 11.06***
The Church of Saint Timothy 1116 North Main Street, West Hartford, CT 06117-1209 + (860) 233-5131 + + www.sttimothywesthartford.com CONFIDENTIAL PARISH CENSUS FORM Home Phone: Mailing Address: Date: Cell Phone: Address: First Name Of each member of household (Wife’s maiden name in parentheses,) or Family Name if different from Date of Birth 00/00/ 0000 Relation- ship Religion Bap- tism? [Y/N] First Comm- union? [Y/N] [Y/N] Marital Wedding Date Church Attend- ance** Current Occupation Or School Grade or Term Attend CCD? [Y/N] KEY: *Marital Status: M = Married, N = Married, but not by the Catholic Church, S = Single, W = Widowed, D = Divorced, SE = Separated. **Church Attendance: A = Always, F = Frequent, O = Occasional, S = Seldom, N = Never. AGAIN, WELCOME TO THE ST. TIMOTHY FAMILY! Please be sure to contact us if any of the above information changes.
6. RELEASE PROCEDURES 7. APPROVAL PREPARED BY: SIGNATURE dATE BY: SIGNATURE dATE BY: SIGNATURE dATE BY: SIGNATURE dATE BY: SIGNATURE dATE Purpose: The Demobilization Plan establishes specific responsibilities, release priorities and procedures to return operations, facilities and resources to pre-incident status. origination: The plan is completed by Demobilization Unit Leader or Planning Section Chief, and approved by the Incident Commander. copies to: Delivered to the applicable Command Staff and Section Chief(s) for review and approval then forwarded to the Demobilization Unit or the Planning Section. All completed original forms must be given to the Documentation Unit Leader.
OUTCOME EVALUATION PLAN Evaluation question (linked to outcomes) Indicator/s Data collection method Data collection tool Sample Ethics and consent process Who will collect this data? When will this data be collected? How will this data be analysed? By who? This template is adapted from the Ontario Centre of Excellence for and Youth Mental Health
Discussion participation and responses. Summative Assessments: (Scoring Scales/Rubrics) LEARNING GOAL(S) 4 COMPLEX Personal Application 3 TARGET Success for all Students 2 SIMPLER Limited Success 1 PARTIAL Minimal Success 0 NO SUCCESS Unsatisfactory Students will: Students will: Students will: REFERENCE SCALE/RUBRIC USED TO ASSESS: Visual Art, Design or any Creative Endeavor. FINE ART SCALE (RUBRIC) 4 COMPLEX Personal Application 3 TARGET Success for all Students 2 SIMPLER Limited Success 1 PARTIAL Minimal Success 0 NO SUCCESS Unsatisfactory KNOWLEDGE Uses basic directions and concepts of the assignment in a unique way. All basic directions and concepts of the assignment clearly evident. Uses most assignment specific directions and concepts. Minimal assignment specific directions and concepts evident. No evidence of knowledge. REASONING Connecting information in introspective, logical and sequential choices throughout entire creative process. Connecting information in logical and sequential choices throughout entire creative process. Connecting some information in choices throughout entire creative process. Minimal connection of information in choices throughout entire creative process. No evidence of reasoning. TECHNICAL SKILLS Demonstrates high level of expertise in techniques appropriately employed. Uses all relevant techniques appropriately. Uses most relevant techniques appropriately. Minimal use of appropriate and relevant techniques. No evidence of technical skills.
Discussion participation and responses. Summative Assessments: (Scoring Scales/Rubrics) LEARNING GOAL(S) 4 COMPLEX Personal Application 3 TARGET Success for all Students 2 SIMPLER Limited Success 1 PARTIAL Minimal Success 0 NO SUCCESS Unsatisfactory Students will: Students will: Students will: REFERENCE SCALE/RUBRIC USED TO ASSESS: Visual Art, Design or any Creative Endeavor.
Are you legally obliged to have a Health and Safety Policy? Do you have a written Health and Safety at work policy? Do you ensure compliance with the Health and Safety at Work etc. Act 1974? Do you have a Health and Safety at work system? Do you train staff in Health and Safety? If “No” to any of the above please explain why: ACCOUNTABLE BODY EVIDENCE REQUIRED GRANTEE RESPONSE NON-LOCAL AUTHORITY GRANTEES ONLY Please confirm if you have ever:
STUDENT NAME DATE PERIOD TEACHER ANTECEDENT - what happened before? □ Did he/she have a reading book □ Were others teasing him □ Not sure how do to work – asking for help □ Was the classroom □ Was it Group work □ Was he asked to do something □ Was he told he not do something □ Who was he sitting next to □ Other BEHAVIOUR - what did the person do? □ Did he shout □ Did he/she swear □ Did he throw anything □ Did he get physical with another student □ (Scale of 1-10, 10=v bad) □ Did he storm out □ Has he taken his medication □ Did he/you use the zones of regulation □ Other CONSEQUENCES– what happened □ Was he directed to time out □ Did he use his time out □ Was he asked to leave □ Did he take work to Inclusion □ Does he need to make a statement □ Did he take his bags □ Will you call Mum □ Other □ Did you modify your language ANY OTHER INFO
Section 1: COMMUNICATION, ROLES AND RESPONSIBILITIES 1a : People involved in this plan and meeting: Those highlighted should ideally be present at all PEP meetings. Role/relationship Name and Email address Invited Attended Date of this meeting: Date of next PEP meeting: Date of next CLA Review: By when will it be emailed to school@somerset.gov.uk To whom will this PEP be circulated/distributed (with email addresses)? Has the child/young person been consulted about circulation? Person Social Worker Designated Teacher Role in school SENCO Teacher Parent(s) External Agencies The Virtual School Other 1b Roles and responsibilities Who holds parental responsibility? Name and relationship to child: Who should be contacted in case of an emergency? Who will receive school information? Who will attend parents’ evenings? Who will liaise with the school on a day to day Who will give permission for school trips? Is there anyone who should not have unsupervised contact and communication?
1 2 3 Section 8: How Pupil Premium funding for Children Looked After will be used to support the child/young person’s education GUIDANCE: This section should be looked at holistically and linked to the education targets for raising academic achievement agreed in section 7. For Somerset Children Looked After, £500.00 is paid each term and this is the amount that must be accounted for in the grid below. In exceptional circumstances some additional funding may be available for CLA with a higher level of need. These requests should be made through the PEP, making clear they represent a request over and above the termly allocation and have only been made in consultation with a Virtual School advisor. Please be as specific as possible and for costings, ensure to give a precise term total for each activity e.g. 1-2-1 literacy support – 10 x 1 hour sessions @25.00 per hour lesson = £250.00 summer term Activities/resources Linked to which section 12 targets? Please state target no(s) from section 7 Cost Estimate (as total cost for 1 term) Person to Action To be in place by when? 1 What will be provided/sourced/put in place? Intended impact on academic progress/achievement: 2 What will be provided/sourced/put in place? Intended impact on academic progress/achievement: 3 What will be provided/sourced/put in place? Intended impact on academic progress/achievement:
Williams, C, Briskman, L, 2015, Reviving social work through moral outrage, Critical and Radical Social Work, 3, 1, 3-17 Williams, R, Hewison, A, Wildman, S, Roskell, C, 2013, Changing Fatherhood: An Exploratory Qualitative Study with African and African Caribbean Men in England, Children & Society, 27, 92-103