zilongwang/ReadingBank huggingface dataset:
Nursery Long Term Overview 2017 - 2018 Areas Autumn 1 Rainbows Autumn 2 Travel and Transport Spring 1 Superheroes Spring 2 Once Upon a Time Summer 1 Bears Summer 2 Minibeasts PSED New Beginnings Making new friends Developing Friendships Working Together Looking after each other Changes Dreams/Worries Transition CL Listening to Learn Hearing Others Speak Talk About Friends Group Talk New Vocabulary Asking questions What Am I Good At? Let’s Find Out Families and Fun Who Belongs To Us? PD Body Awareness Outdoor Play Fine control Funky Feet Outdoor Play Fine Motor Control Funky Feet Outdoor Play Fine Motor control Funky Feet Outdoor play Fine motor/pencil control Funky feet. Outdoor play Fine motor control Running and Jumping Racing Literacy Books Phase 1 Phonics rhyming, alliteration Maps and Talk for Writing. Phase 1 Phonics Initial sounds Phase 2 Phonics Books to take home Story telling – More story maps, characters and settings. Rhymes and alliteration How does a story end? Oral blending and segmenting Early Reading and Writing Skills Maths Counting + Number Recognition Shape Counting, Comparing Length Weight. Counting + matching Numerals to quantity Measures, Shape Counting and Reasoning Measures Counting and Real Life Passage ofTime Counting, Measures, Time and Money UTW Colours All About Us Different methods of Transport Christmas People Who Help Us - occupations Fictional Heroes Materials Pets, Animals, Plants Habitats Travelling Summer Fun Safety RE I Am Special Harvest Special People Christmas Stories Jesus Heard Stories Jesus Told Love, Lent Easter Friendship Special Places Prayer Special Times Technology We Can Use Technology We Can Record and Listen We Are Photographers We Are Programmers We Are Designers and Creators We Are Writers EAD Painting, Drawing skills Developing Role Play Choosing Materials a Purpose Media, Role Play, Music and Dancing Role play Drawing/Painting Skills Designing and Building Drawing/Painting Using Materials Visits and Events Church Harvest Festival Church Remembrance Sunday Christmas Play Chinese New Year Fire Service, Police Nurse Mother’s Day, Gardening Easter St George’s Day Pet Day Animal Visit Butterflies Teddy Bear Picnic Bug Hunt Sports Day NB: Given the nature of the EYFS our plans sometimes change according to the needs and interests of the children.
5th Grade – A player must be in the fifth grade as of September 1, 2017 and cannot turn 13 prior to September 1, 2018 6th Grade – A player must be in the 6th grade as of September 1, 2017 and cannot turn 14 prior to Sept 1, 2018 7th Grade – A player must be in the 7th grade as of September 1, 2017 and cannot turn 15 prior to September 1, 2018 8th – A player must be in the 8th grade as of September 1, 2017 and cannot turn 16 prior to September 1, 2018 9th Grade – A player must be in the 9th grade as of September 1, 2017 and cannot turn 17 prior to September 1, 2018 10th Grade – A player must be in the 10th grade as of September 1, 2017 and cannot turn 18 prior to September 1, 2018 11th Grade – A player must be in the 11th grade as of September 1, 2017 and cannot turn 19 prior to September 1, 2018 12th Grade – a player must be in the 12th grade as of September 1, 2017 and cannot turn 20 prior to September 1, 2018 If a player exceeds an age limit for any grade level, that player must play at the next highest grade level in which their age meets the requirement
 “Stuffocation” Leading with generosity − Do I have enough to share? − Lasting transformation God us to live generously − Started with his generosity toward us − Respond to God’s giving Grounded in grace − The woman at the well A new mindset Self-Assessment – Real change starts when we look at ourselves − Freedom, Community, Contentment, Calling What does scripture say about meeting our needs? Deciding I have enough − Houses and Cars − When is enough, enough? Preview “leading with generosity”
If you have any questions or would like further information, please contact: Name ____________________________________________ Phone ______________________________________________ For further information, you may contact one of the following organizations: ARC Minnesota (advocacy for persons with developmental disabilities) www.thearcofminnesota.org 651-523-0823 1-800-582-5256 Minnesota Association for Children’s Mental Health www.macmh.org 651-644-7333 1-800-528-4511 Minnesota Disability Law Center www.mndlc.org 612-334-5970 (Twin Cities Metro) 1-800-292-4150 (Greater Minnesota) 612-332-4668 (TTY) (Parent Advocacy Coalition for Educational Rights) 952-838-9000 1-800-53-PACER, 952-838-0190 (TTY) Minnesota Department of Education 651-582-8689 651-582-8201 (TTY) ELECTRONIC MAIL If your school district parents the choice to receive notices by email, you can choose to receive your prior written notice, procedural safeguards notice, or notices related to a due process complaint via email. 34 C.F.R. § 300.505. PARENTAL CONSENT Definition of Consent Consent that you have been fully informed of all information relevant to the activity for which your consent is sought, in your native language, or through another mode of communication. 34 C.F.R. § 300.9(a). In order to consent you must understand and agree in writing to the carrying out of the activity for which your consent is sought. This written consent must list any records that will be released and to whom. 34 C.F.R. § 300.9(b).
Please provide a description of the project that the intern will be engaged in. Please provide a summary of the reason(s) why this project is important for your business. SECTION C: Budget Project Cost Amount Funding Source Amount Gross Wages *Youth Internship Project (50% of total payroll expenses to a maximum of $16,867) CPP Wages x 4.95%) Business Contribution
Monmouthshire Integrated Youth Offer Meeting Agenda Date: 21st October 2015 Time: 9.30 a.m. Venue: Usk County Hall, Conference Room Chair: Tracey Thomas Minute Taker: Vicky Nash Attending: All Youth Support service providers within Monmouthshire Item Report Lead Action Time Arrive, Refreshments 9:15 1. Welcome, Apologies and Introductions TT n/a 9.30 2. Presentation by Govilon Outdoor Education Centre 10 minute presentation with Q&A JC 9.40 2. Strategic/Operational Updates on IYOG IYO report card for Outcomes 14/15 (tabled) Report for CYP Select (tabled) Safeguarding information from partners (tabled) ToR for each sub group and agreed outcomes TT/ALL 10.00am 3. Sub group feedback (5 minutes from subgroup Chair followed by discussion with main group) and Community Work Targeted Youth Support Volunteering Partnership and Commissioning Employability and Learning Young People’s Voice Wellbeing Chairs present or nominated rep 10.30am 4. Agency information sharing ALL Agree 11.15am 5. AOB Funding for Positive Futures for schools Estyn ALL 11.45am End and Depart 12 noon Additional Information: Date of next Youth Offer Group meeting: 20th January 2016 9.30am – 12 noon County Hall, Conference room – minute taker Jade Atkins
Date Text / activity What happened / incident / issue? What did you learn / find out / regret / realise? And what was the impact? What will you do differently in the future? What other learning needs did you identify When will you address these New learning completed 08.08.15 EXAMPLE Sanskrit names of Yoga poses I was at a class where the teacher only used the Sanskrit names of Yoga poses and I didn’t know them. I found it really hard to know what she was talking about until she demonstrated the pose. I will learn the Sanskrit names of some of my favourite Yoga poses. I should also try to find out more about each pose. Every time I practise Yoga. 10.08.15 started
Yoga for the Special Basic Program Victoria, Australia November 4-10, 2016 Yoga for the Special Child® is a comprehensive Program of Yoga techniques designed to enhance the natural development of children with special needs. Our Yoga style is gentle and therapeutic - safe for babies and children with Down Syndrome, Cerebral Palsy, Microcephaly, Autism and other developmental disabilities. These methods also provide an effective benefit for children diagnosed with Attention Deficit Disorder, ADHD and Learning Disabilities. Sonia Sumar and hear team teaches this comprehensive training course in the theory and practice of Yoga therapy for babies and children with learning and/or developmental disabilities from 0 to 12 years. This course is open to Yoga therapists, instructors and students, health care practitioners, and families of children with special needs. Program Teacher: Kathy Randolph will be instructing the teacher training in August. Kathy works closely with Sonia and travels around the world training students through the acclaimed Sonia Sumar Method. Students will receive an internationally recognized Special Yoga Certificate on completion. Kathy Randolph began her personal yoga practice in 1969 and started her study of Integral Yoga with her teacher Lisa Dalberg in 1990. After reading “Yoga for the Special Child” and with Lisa’s encouragement, Kathy began her training with Sonia Sumar in her first Basic Program in 1999. In 1999 Kathy also co-founded The Yoga Center in Reno, Nevada, created to facilitate Yoga for the Special Child. In 2002 Kathy began to apply the techniques of Yoga for the Special Child to scleroderma, which she presents at Scleroderma Foundation conferences around the U.S. Sonia Sumar and Channa Program location: 58 Bastings Street Northcote 3070 Tel: 03 9410 9201 Schedule: Friday to Wednesday 11am to 6pm Thursday: 11am to 01pm For more info and sign up, please contact: Program fee: AUD$1395,00
Azarov, James Brown, Richard Byrd, Sheadon Carnell, Carney, Matthew Carter, Catherine Chen, Ben (Xiangke) Chingchairit, Pat Colliton, Liam DeBowes, Andrew DeCaro-Brown, David Decker, Ryan DeGeorgio, Jessy Figuero, Rosa Fisher, Abbi Eric Frederick, Collin Hammon, Jones, Jamaari Kang, Alex Mo) Kangvanwanich, Amy (Namida) Le, Khang McFarland, Anna Miller, Andru Mudge, Kyle Okello, Perpetua Parola, Jacob Paukert, Zach Ramirez, Haydon Reagan, Liam Russell, Trevan Schueller, Jessica Schultz, Reid Scudiero, Marcello Shapori, Joel Smith, Guilia Sonneborn, Carter Steilen, Katherine Stockton, Sam Stoken, Alexander Struck, Lucas Sullivan, Ava Swoboda, Emma Tylman, Theodore Venner, Jaiden Watson, Anton Abby Young, Braeden Zabinski, Allison
System Development and Delegation of Authority: HR Manual A comprehensive HR manual would be the primary requirement for all the structures envisaged under NRLM. The manual would be the guiding document for recruitment, HR development, staff governance and for determining benefits and compensation packages for staff. This activity is envisaged to be completed by the end of Nov, 2013. Formulation of Financial and Administrative Rules – The SMMU would develop administrative and financial rules clearly indicating delegation of power, decision making processes and systems to enable to society to function with desirable autonomy and efficiency in carrying out day-to- day business for achieving NRLM outcomes. Suitable delegation of financial and administrative authority to the Mission Director will be decided by the Executive Committee of the SRLM. CHAPTER 4: Implementation Structure of NRLM in Jammu and Kashmir Jammu and Kashmir Rural Livelihood Mission Society (JKRLMS) under the state Societies Registration Act, has been constituted to implement the National Rural Livelihood Mission in the state. NRLM lays emphasis on promotion of ‘professionally competent and dedicated implementation structures’ at the national, district, and block level for managing and supporting Mission activities. For effective implementation of the mission, an independent society has been formed in the state. The society will have a three tier implementation structure via State Mission Management Unit (SMMU), District Management Unit (DMMU) and Block Management Unit (BMMU). The setting up of dedicated and sensitive implementation structure for the mission will include key features as follows. PRI would be an integral part of the whole mission roll out where social mobilization would be done with their help. Every block would be divided into 6 clusters each depending upon geographical area and population of the area. Anchor person to look the institution building aspect will be positioned at both the divisions (Kashmir and Jammu) at state by the Resource Organization for a period of 3 years. This arrangement will be made under Resource Block Implementation. At the cluster and village level community cadre would be positioned to roll out the mission. The community cader would evolve with time and special focus would be on their training,capacity building and induction. Functionaries for taking up farm and non-farm, health and education activities would also be positioned.
Yiwu Huaxia International Travel Co., Ltd. has been appointed as the official accommodation reservation agent. To ensure good accommodation for exhibitors and visitors during China Yiwu International Textile Fair from 17-19 May, while saving cost, we have reserved rooms in the nearest hotels of exhibition center with discounted rates as follow. HOTEL INFORMATION No. Hotel Name Hotel Address Room Type Preferential Rate (Incl. Breakfast) Distance to the Fair 1 Kingdom Narada Grand Hotel ★★★★★ No.168 Chengzhong Middle Road, Yiwu Standard ￥500 11 min 2 Crowne Plaza Yiwu Expo ★★★★★ No. 57 ZongZe East Road, Yiwu Standard ￥600 5 min by walk 3 Tian Heng International Hotel ★★★★★ No. 677 North Danxi Road, Yiwu Standard ￥450 14 min 4 Yiwu Yihe Hotel ★★★★ No. 2 North Gongren Road, Yiwu Standard ￥400 7 min 5 Narada Boutique Hotel Yiwu Huafeng ★★★★ No. 2 Jichang Road, Yiwu, Standard ￥360 8 min 6 Narada Boutique Hotel Yiwu Chouzhou ★★★★ No. 138 West Chouzhou Road Standard ￥330 12 min 7 Nuoke Hostel ★★★★ No.30 Choufo Road, Choucheng, Yiwu Standard ￥200 11 min All hotel bookings are subject to availability. To ensure your reservation successful, please send back your reservation form before 15th May. As hotel requested, credit card information is required to guarantee the booking. After your arrival, payment could be made by cash or credit card. No cancellation charge is requested, provided that if there were any cancellation; just inform three weeks before your arrival date, If you need other services such as flight ticket, car rental, tourism, translator etc., please feel free to contact us. Hotel Reservation Form
Hotel Name (code) Full name (Same as on Passport) Check-in Date Date Room Type (King-size or Twin bed) Remark □Mr. □Ms. □Mr. □Ms. □Mr. □Ms. □Mr. □Ms. □Mr. □Ms Airport Pickup Service: □ No □ Yes. Arrival Flight / Time:___________________ Credit Card Type: □ Visa □ Master □ Amex □ JCB □ Diners Credit Card No.: Expiry Date Holder’s Signature: Authorized by: Please make a copy for your own file and return to: Name: Position: Contact: Ms. Yuemei Wang Huaxia International Tourism Services Co ,.Ltd Tel: 0579-89982522 Fax: 0579-89982535 Mobile: 17805800831 E-mail: 1040014064@qq.com Company: Booth No: Email Address: Tel: Fax: REP. Tel: Fax:
people do not leave care until they are ready to do so the assessment of need preparation and review of pathway to improve support for care leavers personal advisors assistance regarding education, training, financial support and accommodation (suitable for those with disabilities) Particular attention is additionally paid to disabled young people who do not meet criteria to access adult health and social care services. Children’s Homes Regulations (NI) (2005): Children’s homes must promote child welfare regarding: basic rights (food and clothing); health and wellbeing (registered with a GP and dentist) and therapeutic services when required Advice, support and guidance should be given regarding all health and personal care issues Staff are responsible for safekeeping and administering medicines. Staff must maintain records of care leavers DHSSPSNI (2005) Leaving and Aftercare: Volume Eight Guidance and Regulations: Transition requirements include: Ensuring suitable training, employment or meaningful day opportunities are secured Addressing sexual health education needs Building self-esteem Increasing ability to make choices, take risks and assume adult responsibilities 16 and 17 year olds) and offers young disabled people direct payments when they plan to leave home or move into further and higher education. Supplement to the Code of Practice on the Identification & Assessment of Special Educational Needs (SEN) (2005): Promotes participation of disabled children in educational decision making processes. It ensures they have: Access to information and advice Opportunity to attend mainstream school Support to avoid/resolve disputes Access to tribunal appeals Protection from discrimination at school and further and higher education School and further education colleges must undergo inspections to ensure compliance with regulations and make reasonable adjustments where appropriate to improve the accessibility of all aspects of school life (building, curriculum and information). SENDO (2005): Introduces disability discrimination law to the education sector Strengthens rights of children with SEN to access education in mainstream schools Broadens ‘discrimination’ to include ‘fails to act’ as well as ‘acting unfavourably towards a disabled child’.
Information of Mission Completed Officers. United nation Bangladesh Police Unit District/Sub Unit- CIV Name (Bengali) Name (English) Present rank DOB DOJ Present place of posting Home District Type of mission No. of mission completed No. of mission completed with country Date of arrival in the mission End of mission date Year of mission Unite of BD police at time of mission Appointment at mission area Repatriation from mission (if applicable) MSA FPU Medical ground UNPOL Disciplinary UNJOB Exigency ground Seconded Self ground Disciplinary (BD) Name & Signature of Unite Chief
The following table provides an outline and explanation for the different types of program evaluation. Evaluation Types When to use What it shows Why it is useful Formative Evaluation During the development of a new program. When an existing program is being modified or is being used in a new setting or with a new population. Whether the proposed program elements are likely to be needed, understood, and accepted by the population you want to reach. The extent to which an evaluation is possible based on the goals and objectives. Allows for modifications to be made to the plan before full implementation begins. Maximizes the likelihood that the program will be successful in meeting its stated goals. Process Evaluation As soon as program implementation begins. During operation of an existing program. How well the program is working. The extent to the program is being implemented as designed. Whether the program is accessible to its target population. Provides an early warning for any problems that may occur. Allows programs to monitor how their program plans and activities are working. Outcome Evaluation After one or more persons have participated in the program. The degree to which the program is having an effect on the target population. Tells whether the program is being effective in meeting its objectives. Impact Evaluation At completion or during an existing program at appropriate intervals The degree to which the program meets its ultimate goal. Provides evidence for use in policy and funding decisions.
survival with respect to broadcasting, the Court’s decision in Reno v. ACLU squarely foreclosed any possibility that Pacifica’s rationales might be extended to the Internet. As the Court noted, “the Internet is not as ‘invasive’ as radio or television. The District Court specifically found that ‘[c]ommunications over the Internet do not “invade” an individual’s home or appear on one’s computer screen unbidden. Users seldom encounter content “by accident.”’” The Court further noted that it had rejected a similar argument in Sable Communications of Cal., Inc. v. FCC, in which the government had invoked Pacifica to justify a statutory prohibition of indecent messages. The Reno Court noted that Sable had distinguished Pacifica’s “‘empathically narrow holding’” by noting that “‘the dial-it medium requires the listener to take affirmative steps to receive the communication,’” and are generally preceded by warnings, which made it less likely that the recipient would be taken by surprise. The further concluded that absent the applicability of the Pacifica rationales, any restrictions must be “narrowly tailored” to the harm if it is to survive constitutional scrutiny. The existence of software allowing parents have the ability to screen out unwanted content vitiated any claim that the ban was narrowly tailored. In such a world, concerns about the invasiveness and accessibility seem singularly misplaced. Following such a categorical rejection, it is hard to see how Pacifica can serve as a basis for subjecting the Internet to a lower level of First Amendment scrutiny. Pacifica’s reasoning thus suggests that the Internet will be governed by the baseline level of First Amendment protection associated with newspapers, under which the intermediary’s editorial discretion takes primacy. * * *
Chief Executive Officer Dr Sherene Devanesen Chief Financial Officer Narayan Prasad Chief Information Officer Damon Burgess Chief Practitioner Rod Carracher Executive Director Planning, Business Development & Corporate Services Russell Shewan Executive Director People & Culture Michelle Holian Executive Director Residential & Res ite Services Leanne Turner Executive Director Community Services Elaine Krassas
Freehold land Buildings Leasehold improvements and equipment Motor vehicles Total $ $ $ $ $ $ Cost Balance at 1 July 2013 11,014,627 27,660,716 2,723,329 7,868,777 280,085 49,547,535 Additions 196,796 420,555 862,106 - 1,479,457 Disposals (90,000) (69,327) (844,379) (45,214) (1,048,919) Acquisitions through business combinations 3,330,000 - 163,635 88,357 55,467 3,637,459 Reclassified as held for sale (175,000) - - - - (175,000) Balance at 30 June 2014 14,079,627 27,788,186 3,307,519 7,974,860 290,338 53,440,531 Additions 141,388 1,233,811 580,581 1,955,781 Disposals - (102,455) (480,148) (9,653) (592,255) Balance at 30 June 2015 14,079,627 27,929,574 4,438,876 8,075,293 280,685 54,804,055
York Advocacy Hub Information Sheet What is Advocacy? Advocacy is helping people say what they want. An advocate will work together with you. Advocacy sure that you have a voice and a say in important decisions about your life and care. About York Advocacy Hub Free: You do not have to pay for our service. Confidential: This means we don’t share information with other people or services if you don’t want us to. Independent: This that it is your voice that is important. Only you will tell your advocate what you want them to do. What Do We Do? General Advocacy. We can help you if you’re aged over 18, live in York and have an issue or problem that you need support with. This may be about your housing, care package or people who support you.
<Why?> Q.20 Do you think teachers are conscious of the student’ sex when they teach English and why? Yes / No <Why?> Q.21 do you prefer to be taught English by and why? Male / Either is OK. / Female <Why?>
LOCATION OF HIGH SCHOOL PERCENT QUEENS 36.4 BROOKLYN 13.9 MANHATTAN 4.6 BRONX 1.5 LONG ISLAND 3.3 FOREIGN 20.2 GED 10.0 UNKNOWN/OTHER 9.9 TOTAL 100.0 Graduates by Mean CAA (College Academic Average/High School Average) of graduates who entered as First-time freshmen Table 7: Graduates by Mean CAA (total) Decade Mean CAA N 70's 78.3 157 80's 76.8 941 90's 77.2 1901 2000's 77.0 2273 2010's 79.7 2277 Graduates by Cumulative GPA of graduates (all and those who entered as First-Time Freshmen Table 8: Graduates by Mean Cumulative GPA (total)
We are delighted that, as from 1 October, Jill Quinn and Netty Newell from Dementia Forward will be working on dementia-friendly community development in York. The post has been funded by CYC and NYYPCT for approximately 18 months. Jill and Netty will be introduced at the 22 October meeting. Grants for small dementia-friendly projects in York Over the next three years, will be awarding small grants (£100 - £5,000) to dementia-friendly projects and activities in York. The deadline for the first round is Friday 19 October. There will be further rounds in May and November of 2013, 2014 and 2015. If you would like to apply, please see the specific information about the . Again, there will be support for groups of people with dementia who would like to make an application. A small group of local people with dementia will also be involved on commenting on the proposals. GeniUS! York Challenge One fantastic development already to come out of the York DWW project is the new DWW challenge set up by GeniUS! York. This challenge is to generate and discuss practical ways we could make York more dementia-friendly, to harness our shared experiences and thinking to develop the best initiatives to try here in the city. The open call to collectively generate ideas will be live for six weeks from tomorrow (21 September) to 2 November – after that the team will work with the ‘idea generator(s)’ judged to have the most promising idea(s) to help make them happen in York. There will be a couple of workshops in which local people with dementia and carers can contribute ideas (challenges and/or potential solutions). Whoever you are, do get involved – you might well have something unique to offer! Letting the take the strain Another specific idea from the British Transport Police officers involved in York DWW has been taken up by the local Alzheimer’s Society peer support project. A small group of people with dementia will visit York station in October to help them familiarise themselves and feel more confident about train travel. Raising awareness in local schools
Prompting Question Relevant to Incident? CONTRIBUTORY FACTOR DOMAIN Situational Factors Did the involved function as a team? Yes Maybe No Team Factors – For example: Conflicting team goals Lack of respect for colleagues Poor delegation Absence of feedback On the day of the incident, how did you feel? Yes Maybe No Individual Factors – For example: Fatigue Stress Rushed Distraction Inexperience Did the task features make this incident more likely? Yes Maybe No Task Characteristics – For example: Unfamiliar task Difficult task Monotonous task Were there any reasons this incident was more likely to occur to this particular service user? Yes Maybe No Service User Factors – for example: Language barrier Uncooperative Complex medical history Unusual physiology Intoxicated Prompting Question Relevant to Incident? CONTRIBUTORY FACTOR DOMAIN Local Working Conditions Did provision match the expected workload around the time of the incident? Yes No Workload & Staffing issues- For example: High unit workload Insufficient Unable to contact Staff sickness Did everyone understand their role? Yes No Leadership, Supervision & Roles – example: Inappropriate delegation Unclear responsibilities Remote supervision Were the correct drugs, equipment and supplies available and working properly? Yes No Drugs, Equipment & Supplies – example: Unavailable Drugs Equipment not working Inadequate maintenance No supplies delivery Prompting Question CONTRIBUTORY FACTOR DOMAIN
If complaint is found to be unjust and not upheld it should be deleted. If complaint generated inspection, more explanation should be given to provider – discussion. Serious safeguarding could be held for a much longer period of time if the 10 years norm were reduced. Could have a “points” system where complaints are logged for a fixed period of time dependant on the severity of the complaint. 3 Ofsted Quality Assurance Process Can we agree what this should look like in the future? Feedback and reports need to match. Any changes need to be explained. Anything not discussed within the setting should not be discussed with a third party who has not had any dealings with the setting. External agency should be involved, Ofsted should not be in charge of own quality assurance. There should not be an unaccountable QA team. Any inspection grade changed at QA must result in a null and void inspection and another inspection arranged. Any inspection that goes to appeal must be suspended until result of appeal is resolved. Can Ofsted consider the role of an independent Early Years Provider advising on the QA process? 4 Ofsted inspector training and support Can we agree what this should look like in the future? Inspectors should have experience of each type of early years settings i.e. placements during training. Inspectors should inspect their own sector ( EY.>EY) They need to respect the difference in early years settings such as child minding and nursery based. People skills, need to be an important part of the training. More training in how they interpret their guidance to reduce the inconsistent experiences in inspections. Consistency. Inspectors seem to be trained, but where are the Appraisal/ 1:1
Equality and Diversity Monitoring Form York CVS is committed to encouraging diversity and ensuring equal opportunities in everything that we do, both internally and externally. By completing this form you help us to monitor and improve accessibility for people of any race, gender, age, ability, religion or sexual orientation. You do not have to answer all of these questions if you do not wish. This form will be treated anonymously and confidentially in accordance with the Data Protection Act 1998. Age Gender Female Male Other Prefer Not To Say Sexual Orientation Heterosexual Homosexual Bisexual Other Prefer Not To Say Ethnicity British English Irish Scottish Welsh European Non-European Asian Black Chinese Mixed White Other Prefer Not To Say Religion/Belief Atheist Buddhism Christianity Hinduism Islam Judaism Sikhism Other Prefer Not To Say Are you currently employed? Yes No Prefer Not To Say The Equality Act 2010 defines disability as somebody who “has a physical or mental impairment has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities”. Do you consider you have a disability under this definition? Yes No Prefer Not To Say If YES, please tick all impairments which apply to you Physical/mobility Visual Hearing Mental health condition Learning difficulties Long-standing illness/ health condition Prefer Not To Say
Leon Oosthuizen & Xola Skosana The meeting with Leon and Xola was inspirational. These men demonstrated that people can change. As they dialogued, both in person and in the pages of their book Roads to Bridges, they gave us a glimpse into their hearts. Too often we are afraid to share how we really feel or to ask questions of which we may not like the answers. Leon and Xola showed us how to walk through the painful process of really learning to listen to others. At times, I felt uncomfortable with their words of truth to each other; I can only imagine what it must have felt like for them. They modeled an integrity that says “you are more important than my personal comfort”. They provide a great example for us as Christian leaders. Mary Burton-Truth and Reconciliation Commission I still have a hard time wrapping my mind around the trust and Reconciliation Commission. When we have been wronged, we want the truth to come out. Once the truth is out, we want justice—usually meaning revenge. The idea of exposing the truth of horrible acts toward humanity and offering pardon rather than punishment is not a normal human reaction. What I love about this is that it reflects the nature of God. We all have sin in our lives, but as we confess our sin to God, the truth sets us free. Hearing Mary’s story was inspiring. As a white woman, she was a person of privilege. She was not expected to feel for those living under the injustice of Apartheid. It would have been easy for her to live a quite life, enjoy her privileged status, and not make waves. She strikes me
Course: Period(s): Unit: Lesson Components Warmup How do you Engage Students? Mini-Lesson/ Opening What are you to cover? Work Period Student-focused work: include guided & independent practice Closing Period How will you wrap up the lesson? Ticket, etc. Assessments Formative/ Summative Monday Excel Scavenger Hunt Review basics and introduce Excel formulas using SMART board technology 20 minutes for Scavenger Hunt and answer 10 minute introduction to Excel formulas 60 minutes to individually complete MOAC Lesson 8 What is one formula in that you learned today? Scavenger Hunt Tuesday Yard Sale Discussion Edmodo: “How do you maximize and track your profits from a yard sale? Review formulas from Day 1. Address any questions. Introduce Yard Sale Project, share rubric, assign work partners. 10 minute discussion on Yard Sales 10 minute introduction to Yard Sale Project, rubric, assign work partners Complete MOAC Excel Lesson 8 (if needed before beginning project) Hand Out Excel “Cheat Sheet” 70 minutes to begin work in partner groups on Yard Sale project. MOAC – Excel Lesson 8 Wednesday Project Day 90 minutes to complete Yard Sale Project Thursday Sale Day! Explain to students that they will actually “shop” the yard sales. Print out hard copies of student spreadsheets for them to track sales during the selling period. Distribute $10 in play money to each partner group. Their goal is to purchase at least 5 items total from the 10 minutes to set up for the actual Yard 80 minutes: Each group will display their power points showcasing their 25 items for sale. Student groups will rotate through the sales and make their purchases. Students will track sales from their yard sale on the hard copy of the spreadsheet.
Please make cheques and donations payable to: “East Midlands Social Region of the ISBC” and send to: The Hon Treasurer, View’, 154 Cavendish Road, Matlock, Derbyshire DE4 3HE tele: 01629 259274 email: regiendebone@tiscali.co.uk Thank you for your support Please follow:The Countryside Code
August 2015 - APUSH ◄ ~ August 2015 ~ ► Sun Mon Tue Wed Thu Fri Sat 9 Lab assignment for this week – 1st – none 4th - usatestprep Early History Benchmark 10 11 12 1st and 4th Welcome and intro project 13 1st Research 4th Lab 14 1st Research 4th Research 15 Assignment Project research – 3 sources, vocabulary, and effect 16 Lab assignment for this week – 1st – usatestprep Early History Benchmark Benchmark 4th – Progress report review lessons based on benchmark 17 1st Lab 4th Research 18 1st Research 4th Research 19 1st Vocabulary due by end of class 4th Vocabulary due by end of 20 1st and effect work 4th Lab 21 1st Cause and effect due by end of class 4th Cause and effect work 22 Assignment Project work - source identification and analysis 23 Lab assignment for this week – 1st – Progress report review lessons based on benchmark 4th - Progress report review lessons based on benchmark 24 1st Lab 4th Cause and effect due by end of class 25 1st Source analysis 4th Source analysis 26 1st Source analysis due by end of class 4th Source analysis due by end of class 27 1st Paragraph due by end of class 4th Lab 28 1st Final Project preparation 4th Paragraph due by end of 29 Assignment Final Project completion – due Tuesday, 9/1. 30 Lab assignment for this week – 1st – Progress report review lessons based on benchmark 4th – Begin assignment 31 1st Lab 4th Final Project preparation Notes: “Should have seen it in color” project due for all students on Tuesday, September 1st. All five summative assessment components mounted onto a tri-fold posterboard for display in our Gallery Walk.
Long-term (months or years earlier) causes: Long-term (months or years earlier) effects: Who participated and/or was affected (list and describe the people, groups, organizations and explain what their perspective was): What happened? (Describe what happened.) When did this happen? (A timeline be a good visual for your display.) Where did this take place? (a map would be a good visual for your display as well)
Source # ___ Title: Type of Source Textbook, scholarly article, or website Citation information Notes on this source Vocabulary Why - Causes Short-term (immediately) causes: Long-term (months or years earlier) causes: Significance - Effects effects (immediately): Long-term (months or years earlier) effects:
20 minutes na silang kumakain ng isaw pero wala pa ring nagsasalita. Nagtataka na nga si Mang Larry kung anong gagawin ng dalawang 'to. "Ano, hindi ka naman nagka-STD?" sabi ni Marlo matapos niyang maubos ang huling stick ng isaw. "I am not that dumb. I had myself tested." "Tara inom." Naglakad sila papunta sa condo ni Marlo sa Katipunan. Nang walang imikan. ** Nagulat na lang si Jicker nang malaman niyang nanalo yung painting niya sa isang contest. Galit na galit siya kay Marlo na nagpasa ng painting. "Maganda yung painting mo. Bayaan mo na, hindi rin naman makikita ni Anna yang painting mo. Wag kang bitter." "Isa ka pang t@nga! Who told you to pass that?" "Wala.. pero. Ewan. May bago ka nang buhay ngayon. Bakit hindi yan na lang ang pagtuunan mo ng pansin?" Kalat na kasi sa campus na bading siya. Bading kung bading! Sira na rin naman ang reputasyon niya dahil kay Anna eh. Sinasabi ng iba na karma sa kanya ang pagiging bading. Yung mga ex naman niya biglang nanghinayang. Sayang kagwapuhan! Pakshet na kagwapuhan yan! Gwapo nga, basted naman ng taong mahal niya. Anong klase yon? ** Nasa Africa raw si Anna, naghahanap ng petroleum or something something. 20 © 2012 - shirlengtearjerky
YOU ARE THE FIRE SERVICE INSTRUCTOR How do you construct written examinations for classes you instruct? YOU ARE THE FIRE SERVICE INSTRUCTOR Name at least 5 types of written exam questions that can be used in student evaluations. YOU ARE THE FIRE SERVICE INSTRUCTOR A firefighter has scored 100% on multiple exams in the fire academy and rumors are circulating that your exam battery may have been compromised. This student is the only one mastering your exams. What should you do? YOU ARE THE FIRE SERVICE INSTRUCTOR A student comes to your class with facial hair that would violate NFPA standards for wearing a facepiece. He states that his department allows it but it clearly violates your departments’ similar policy. What should you do?
Lesson 8 - Source Work: Decision Making Exercise In Modern Studies, an ‘Options’ question will challenge you to decide which option given should be recommended based on the evidence in the sources or fact-file. For example, if a fact-file was to point out that Chocolate was my favourite type of ice-cream and you were then asked whether to recommend whether I should be given Option A – Strawberry Ice-Cream or Option B – Chocolate Ice-Cream, you would state that ‘I would recommend Option B – Chocolate Ice-cream as in the fact-file it states that her favourite type of is chocolate, therefore it is the kind she would prefer.’ Homework 2 – You will be given 1 week to complete the question below. Evaluating Skills Task – Supporting and opposing a point of view On 18 September 2014 the Scottish independence referendum took place and Scotland voted to stay part of the United Kingdom. Voters in Scotland were asked to answer Yes or No to the question “Should Scotland be an independent country?” 55.3% voted No and 44.7% voted Yes. 84.6% of the electorate participated in this historic vote to decide Scotland’s future. In Modern Studies, the ‘Selective use of Facts’ questions challenges you to use evidence to support (show that it is right) and oppose (show that it is wrong) the view point of a person using evidence from the sources. You did this in S1 – REMEMBER STRUCTURE.
SOL 5.16 A measure of center is a value at the center or middle of a data set. Mean, median, and mode are measures of center. The mean, median, and mode are three of the various ways that data can be analyzed. Describe and find the range of a group of numbers representing data from a given context as a measure of variation. Describe the impact on measures of center when a single value of a data set is added, removed, or changed.† Understand values in the context of other characteristics of the data in order to best describe the results. Become more efficient learners of the 21st century skills using integrated math and science concepts. Improve literacy in STEM (science, math, engineering and technology) concepts and problem solving skills in real world applications. Science 5.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which b) estimates are made and accurate measurements of length, mass, volume, and temperature are made in metric units using proper tools; g) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric measurements; Estimation is a useful tool for making approximate measures and giving general descriptions. When conducting experiments, data are collected, recorded and analyzed and communicated using proper graphical representations and metric measurements. A scientific prediction is a forecast what may happen in some feature situation. An inference is a tentative explanation based on background knowledge and available data. A conclusion is a summary statement based on the results of an investigation (observations). Estimate and make accurate measurements of length. Collect, record and analyze data and communicate data using proper graphical representations and metric measurements. Make predictions and inferences patterns from data collected and form conclusion. Become more efficient learners of the 21st century skills using integrated math and science concepts. Improve literacy in STEM (science, math, engineering and technology) concepts and problem solving skills in real world applications.
Project Title Project Proposer/ Organisation Is your organisation an Environmental Body Registered with Entrust? No If Yes EB Number Contact Name & Connection/Position Contact Address Project Address Project Postcode National Grid Reference Day Evening Telephone Numbers Mobile Email Address Section One – Contact Details
Section Two – Previous Project Details Please supply as much information as possible for all questions. Any unanswered questions will delay our decision. Yes Go to next question 2.02 Have you submitted an application to Yorventure before? 2.01 No Go to Section Three When did you submit this application? ____/____/_____ Project Title Project proposer/ Organisation Contact Details Name Address Telephone Numbers Day Evening Mobile Email address Project Address Were you successful at getting LCF funding? Yes Go to next question 2.08 No Go to Section Three
Young Adult Ministry Calendar 2018-19* The Young Adult Ministry schedule focuses on providing at least two opportunities per month to gather as a group. Because we are just beginning, each event is a social opportunity. We would like to increase our formational and service opportunities! Please email Sophie at with ideas. August August 12th 9:30-11:00am Breakfast on St. Teresa campus, Antioch Room August 24th 6:00-8:00pm Social at an area restaurant September September 28th 6:00-8:00pm Social at an area restaurant October October 6th 10:00-11:30am Brunch on St. Teresa campus, Antioch Room October 26th 6:00-8:00pm Social at an area restaurant November November 11th Join Pancake Breakfast after Mass November 30th 6:00-8:00pm Social at an area restaurant December December 2nd 9:30-11:00am Breakfast on St. Teresa campus, Antioch Room December 14th 6:00-8:00pm Social at an area restaurant January January 13th 9:30-11:00am Breakfast on St. Teresa campus, Antioch Room January 31st 6:00-8:00pm Social at an area restaurant February February 10th 9:30-11:00am Breakfast on St. Teresa campus, Antioch Room February 28th 6:00-8:00pm Social at an area restaurant March March 10th 9:30-11:00am Breakfast on St. Teresa campus, Antioch Room March 29th 6:00-8:00pm Social at an area restaurant
Young Carers Referral Form When you are referring a child please ensure parental consent has been obtained. Referrers Details Referrer Name and relationship to child Organisation/school Address and telephone number Date of Referral Young Carers Details Full Name DOB Male/ Female Ethnicity Address and young carers telephone number School name and contact details. Year Parent/ Guardian full name and telephone number Any disability/ illness of the young carer Parent / Guardian e-mail address Family Composition Name Relationship to young carer Age Details of Person with Illness / Disability Name DOB Relationship to young carer Illness / disability / diagnosis School/ place of work Reasons for referral (Eg. Health, social, emotional, behavioural, learning, achievements, school attendance)
Throughout your fitness block, you have learned about the different aspects of Physical Fitness. Please list them below: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Complete the formula below to calculate your maximum heart rate (HR) ____ – age ( ) = Block 2 – Games making Name of the game: ________________________________ Draw a picture of how the game/activity works:
The judging criteria will focus on three main categories, namely: Professionalism: Evidence of promoting and demonstrating commitment to professional excellence. Contribution: Evidence of delivering value to either your own business or the profession as a whole. Career Path: Evidence of proactively seeking opportunities to progress and develop own capability to support progression through career path. Some examples which individuals may wish to touch on in their application include: Making significant progress with their chosen CII qualification Achievement of a Diploma or Advanced Diploma level CII qualification with a national prize or distinction or achievement within an especially short timescale Successful completion of an external qualification while working in a position of responsibility Successful delivery of a work based project which has made a significant contribution to the individual’s business, team or customers Significant progress within the profession over a short period of time A record of particular achievement, perhaps as a result of extra-curricular activities e.g. charitable or community work Contribution to the wider insurance or financial services market through supporting local or national CII activities, submitting articles to industry press or organizing industry events Evidence in using their own initiative to solve a business challenge or create added value in their area Successfully managing their own career and professional development including proactively seeking opportunities to gain exposure to new areas and develop new skills Evidence of motivating others through coaching, mentoring, acting as a positive role model or influencing others to achieve a successful outcome for the business or industry. It should be stressed that these are only examples and other, equally valid, examples can be used. The Judging Process The nominations will be judged by a panel comprising of Council Members of The Insurance Institute of Newcastle upon Tyne. Finalists selected by the panel will be invited to deliver a presentation to The Insurance Institute of Newcastle upon Tyne and the winner will be invited to attend the institute’s Annual Dinner on Friday 17 November 2017 as a guest of the institute. On the night the Deputy President will present the winner with their £350 prize. The Awards Timetable 22 September 2017: Closing date for entries End October 2017: Presentations by Finalists 17 November 2017: Annual Dinner The Deputy President’s Young Achiever of the Year Award