zilongwang/ReadingBank huggingface dataset:
Obama still trying to give boost development of alternative (solar & wind) energy Which strain of flu virus will make you sick? Depends on what year you were born EPA approval of Monsanto dicamba-based herbicide “Xtendimax” may lead to massively increased use of toxic pesticides on GMO crops Florida neighborhood votes to reject release of genetically modified mosquitoes State of Michigan designates portion of western Lake Erie as “impaired” as result of agricultural fertilizers, sewage treat, and dredge disposal EPA enforcement not sufficient to protect drinking water quality in Native American lands Game theory connecting strategic human behavior with resource depletion & restoration shows how Tragedies of the Commons might be averted Poyang Lake, the largest freshwater lake in China, is rapidly drying up & habitat is being lost New Delhi, India, scores 999 on air quality scale that tops out at 500 – attempts to clean up air evolution slowly purging mutations acquired from Neanderthals Election results mean 4 more states legalize marijuana – will result in more regulatory government, social impacts & health risks Implications of CRISPR mushrooms circumventing GMO regulations in the US Mapping the soil microbiome in Africa could help “resist” climate change and improve agriculture EPA regulations on methane emissions prompt lawsuits – regulations driven by politics & “cooked up data” Illegal alien smuggling activity runs rampant in the Rio Grande Valley – public urged to take caution
Day Time Place Feast or Memorial Saturday samedi May 27 10h30 2:00 p.m. 7:30 p.m. Church Church Church Funeral Mass for Michel Beaunoyer Ecole Notre Dame High RIP Jean Paul Beaunoyer Leo and Janet Anctil Ascension of the Lord Sunday dimanche May 28 9:00 a.m. 10h30 6:00 p.m. Church Église Church for Parishioners RIP Leo Caouette and Rachel Caouette Thanksgiving Mass from a Parishioner Monday lundi May 29 Tuesday May 30 9:00 a.m. 9:00 a.m. Chapel Chapelle Vivien’s Health RIP Jean Paul Beaunoyer Gayle Beaunoyer Wednesday mercredi May 31 10:30 a.m. 10h30 Hospital Hospital Healing mass for Denise Husereau Anna and Albert Laplante RIP Schappert Dianne and family Thursday jeudi June 01 9:00 a.m. 9:00 a.m. Bonnylodge Bonnylodge Birthday Blessings for Bertha Vincent Francois, Brenda, Paige Vincent RIP Gloria Bourbeau Rene and Yvonne Dallaire Friday vendredi June 02 9:00 a.m. 10:30 a.m. Church Ext. Care Special Intention and George Lambert Lori Dery’s Health Renee Saturday samedi June 03 4:00 p.m. 7:30 p.m. Church Church Ecole des Beaux Lacs Graduation RIP Eric Jason and Cheryl Bobro Sunday dimanche June 04 9:00 a.m. 6 p.m. Church Église Church RIP deceased parents J.M. Bella Lafrance RIP Cecile (Meunier) Mercier Bertha Vincent For Parishioners Pentecost To view the bulletin go to
Person Specification Skills: Essential (E) / Desirable (D) Assessed by: Test (T) Shortlist (S) Interview (I) Education Educated to Degree level or equivalent, or qualified by experience. E S Knowledge Extensive knowledge of local government law and practice across the wide spectrum of fields. E SI Political Acumen E SI Good understanding of Data Protection Act Issues and its application in the role. E SI Good understanding of the need for confidentiality and be able to demonstrate steps to ensure integrity. E SI Literacy skills in order to produce the Bulletin in an articulate and succinct format. E SI Understand how to organise and prioritise a workload. E SI Understand the principles of service delivery and customer services. E SI Experience To have worked at a senior level within local government legal practice D S Experience of composing written materials and legal advice. E SI Experience of working on own initiative to organise workloads, determine priorities and meet deadlines. E SI Experience of using office equipment and IT software to organise and achieve work-tasks including the ability to use Word. E S Experience of working unsupervised and taking responsibility for own actions. D S
Monday, July 9 OLMC † Francis & Agnes Linder 8:30 a.m. Tuesday, July 10 STC † Sharon & Bob Staloch 8:30 a.m. Wednesday, July 11 OLMC † Lyle Stevermer 8:30 a.m. Thursday, July 12 STJB Troy Aultman 8:30 a.m. Friday, July 13 STC † Living & Deceased family members of the Sonnek family 8:30 a.m. Saturday, July 14 PVCC Communion Service 10:00 a.m. Saturday, July 14 STJB Mass † John McCallum 5:00 p.m. Sunday, July 15 STC Mass Pro Populo 8:00 a.m. Sunday, July 15 OLMC Mass † Lorna Cory 10:00 a.m.
Justification “And the LORD said unto Noah, Come thou and all thy house into the ark; for thee have I seen righteous before me in this generation.” This is the first mention of the great doctrine of justification in the Bible—that is, being seen as “righteous” by God. The same Hebrew word is translated “just” in : “Noah was a just man.” The reason why Noah was seen as righteous and therefore as just, or justified before God, was that “Noah found grace in the eyes of the LORD” . This is the first mention of “grace” in the Bible. The first mention of “faith” or “belief” is also associated with justification. “[Abraham] believed in the LORD; and he counted it to him for righteousness” . Thus, justification is by grace through faith in the Old Testament and certainly in the New. “Being justified freely by his grace through the redemption that is in Christ Jesus” and also “being justified by faith, we have peace with God through our Lord Jesus Christ” ; 5:1. Justification—that is, seen and proclaimed as perfectly righteous, even in spite of past sins—must of course be authorized by God the Creator. “It is God that justifieth” . That God can indeed be both “just, and the justifier of him which believeth in Jesus” is based entirely on the substitutionary death and bodily resurrection of Christ, who conquered death. “Being now justified by his blood,” the Lord Jesus Christ “was delivered for our offences, and was raised again for our justification” ; 4:25. Now, although we are freely justified by grace through faith, such justification inevitably generates good works also, for “by works a man is justified, and not by faith only” . Dr. Henry M. Morris Heritage Reformed Congregation ~ Sunday January 14, 2018 “Come, ye children, hearken unto me: I will teach you the fear of the LORD.” Psalm 34:11 Hull, Iowa 712.439.1630 Pastor: Rev. Bartel Elshout E-mail: – Cell #: 712-451-9302 Worship Services: 9:30 AM & 6:00 PM Online services available on hullhrc.com or sermonaudio.com/hullhrc Member Church of HRC Denomination Bulletin information to lindamvanbeek@aol.com
IV. UPCOMING EVENTS 14. Teratology Society Webinar: Fetal Alcohol Syndrome Webinar June 17, 2015: Webinar Hosted by the Teratology Society and MotherToBaby, this webinar will provide an overview of the last 40 years of Fetal Alcohol Syndrome research. Presented by Dr. Kenneth Lyons Jones, Chief of the Division of Dysmorphology/Teratology at the Department of Pediatrics at the University of California, San Diego, the presentation will look at three main topics related to FAS: recognition of the disorder, reaction to that recognition and current perceptions of FAS. 15. Maternal Newborn Dashboard (MND) – Two Year Update: Looking Back and Into the Future June 18, 2015: Webinar As part of BORN Ontario’s monthly Provincial Rounds webinar series, this workshop will examine BORN’s Maternal Newborn Dashboard tool, which allows hospital users to provide feedback on their care. Presenter Sandra Dunn, Acting Scientific Manager and Knowledge Translation Specialist at BORN will explore the different components of the dashboard, and indicate areas for future development. 16. Tweet chat: Mobilizing research for early years practices June 24, 2015: Online Learn more about how to effective implement early years research into practice by participating in this interactive Twitter discussion with Jim Grieve, Assistant Deputy Minister of Early Years, and Dr. Carol Campbell, Associate Professor of Leadership and Educational Change at OISE. Add your voice to the conversation by tweeting using #leadershipshine. [Return to top] 17. Self-Regulation Summer Symposium July 13-17, 2015: Peterborough, ON
Dear Parents/Guardians, This will hopefully be our last bulletin (not much time for another) and should serve to inform you of any changes and last minute news. Class Arrangements Classes for session 2018 – 2019 have been organised as follows: P1K – Miss Susan Cree / Mrs Debbie Cooper P1P – Mrs Hannah Armstrong P1S – Mrs Laura Russell P1/2 – Mrs Susan Wilson P2K – Mrs Amy Forsyth P2S – Miss Lindsay Cameron P3K – Miss Glass P3S – Miss Agata Tryba P3/4 – Mrs Gemma Morrison P4K – Mrs Katy Henderson P4P – Miss Karen Harris P4S – Mrs Jennifer Flett P5K – Miss Mhairi Leat P5P – Miss Georgina Ritchie P5S – Mrs Leanne Dymond P6K – Ms Shonaid Macdonald P6P – Mrs Louise Foster / Mrs Rachel Strand P6S – Mrs Catriona McIntosh P6/7 – Mrs Lyndsey Paterson P7K – Miss Ailie Corbett P7S – Miss Nicola Seivwright Lunch Arrangements August 2018 As our numbers change we have decided to change our lunch times as follows: 12.15 pm – 1.00 pm – P1, P2, P6, P7 12.35 pm – 1.20 pm – P3, P4, P5 This also allows each composite class to have lunch together. This will be reviewed. Garden Volunteers Many thanks to those of you who have volunteered to help us out over the summer. There are still a few vacant weeks; we would be delighted to hear from you if you can help us out in any way. It is not much but one perk is that the produce is often delicious. Help yourself – weed and feed! Lost Property We have gone through all the lost property and given any named items to their rightful owner. However, there still remains a considerable amount of clothing, shoes and other misplaced items. Please feel free to pop into the school and reclaim what is yours. The school can be accessed every evening, Monday to Friday and on Saturday mornings. Scottish Mathematical Council Once again our senior pupils took part in the Problem Solving Challenge set by the above body. Students have to persevere to succeed in this and the following were successful. Gold – Joshua Watson Silver award – Sophie Wilson Alex Beagrie Teun van der Holt Haydn McCall Ciaran Bell Brigid Meyer Bronze award – Amy Eason Harry Blackhall Jane Curry
Dear Parents/Guardians, Staffing We would like to welcome Ms Lir Kennelly who is joining the senior leadership team. Lir was appointed at the end of term and in her previous life was Principal Teacher – Early Years. Once she is settled into a routine it is possible that we will look at school responsibilities across the School. Bikeability In to carry out training we do need as many volunteers as possible for this to go ahead and would appreciate your support. The Training schedule is as follows: Thursday 7 September 1.00-2.55pm - Adult/Staff training Each coaching sessions will take place between 1.20–2.45pm on the following Monday 11 September – Bicycle check Thursday 14 September Monday 18 September Thursday 21 September Friday 22 September Monday 25 September Thursday 28 September Friday 29 September Monday 2 October Thursday 5 October Friday 6 October - Ongoing assessment throughout the day Even if you are unable to attend the training session but can help please indicate when you will be available. Basic road sense is all that is required. Story Club We have 20 Story Club places for pupils in Primary 1 and Primary 2. The club will take place on Wednesdays from 3.00-4.00pm and will begin on 6 September. Mrs Russell and Ms L Stewart will be leading these sessions. Please return the attached slip if you wish your child to be considered. Staff will be in touch once places are allocated. Country Staff have decided that this will operate in Terms 3 and 4 to allow participation in local races. Coding Club Mr Wilson, our I.C.T. specialist has offered to run a Coding Club on a Monday from 3.00-4.00pm beginning on Monday 11 September. This will be open to pupils from Primary 6 and Primary 7. Please return the attached slip if you wish your to be considered for this. We would hope that the same children will commit themselves to attending regularly. Dance Group – Primary 5 Mrs Armstrong has offered to run a Dance Group, initially for Primary 5 pupils on a Wednesday from 3.00-4.00pm beginning 13 September. Please return the attached slip and you will be advised if you have been allocated a place. Netball Netball coaching will resume on Monday 11 September at 3.00-4.00pm. It is open to pupils from Primary 4-7 and there are a number of spaces remaining. These sessions are led by Mrs Morrison. If interested please return the attached request slip as soon as possible. Basketball
should be returned by 22 November 2018. You can also access information at Forthcoming Events NOVEMBER Friday 16 November - P4P Assembly Monday 19 November - Parent Council Meeting (Evening) - Flu Immunisation begins Tuesday 20 November - Nursery Cafes (am &pm) Wednesday 21 November - Nursery Cafes (am &pm) - P2-7 Curricular Evening Friday 23 November - P4S Assembly - P1 Book Event (pm) Tuesday 27 November - P3K Cafe (am) - PTA Meeting (Evening) Wednesday 28 November - P3S Café (am) Friday 30 November - P4K Assembly - St Andrew’s Day Ceilidh (Nursery) DECEMBER Tuesday 4 December - P5K Café (am) Wednesday 5 December - P5P Café (am) - Early Years Parent Coffee (am & pm) - Nursery Open Night Thursday 6 December - P5S Café (am) Wednesday 12 December - Christmas Lunch Thursday 13 December - P2 Nativities (am) Thursday 13 December - Nursery Christmas Event (Session 1) Parent/Guardian Comments Monday 17 December - P6 & P7 Christmas Party Tuesday 18 December - P5 Christmas Party Friday 14 December - Christmas Jumper Day - Nursery Christmas Event (Session 2) - P1 Christmas Singalong (pm) Wednesday 19 December - P3 & P4 Christmas Thursday 20 December - P1 & P2 Christmas Friday 21 December - Church Service - Nursery Parties - End of Term 2 Holidays for 2018/2019 Session Monday 24 December to Friday 4 January 2019 - Christmas Holidays Friday 8 and Monday 11 February - Occasional Holidays Tuesday 12 and Wednesday 13 February – In Service Days Monday 1 April 2019 to Friday 12 April 2019 - Easter Holidays Friday 19 April 2019 - Good Friday Monday 6 May 2019 - May Day Holiday Monday 3 June 2019 - Occasional Holiday Monday 8 July to Monday 19 August 2019 - Summer Holidays Tracey Michie Hayley Williams 13 November 2018
Bullet Major axis axis Angle of impact from trig formula Angle of impact using the dowel rod Distance from wall if the shoulder height is 5’9” Shoulder height of shooter if the shooter was 3’6” away from the wall anyone in your group have been the shooter of this bullet? If so, who? 1 2 3 4 5 6 7 8 9 9) Now what is your shoulder height? 10) How far would you have to be from bullet hole #4 to make that bullet hole? Show your work!
HAWKS Weekly Bulletin November 26, 2018 Quote of the week: The roughest road often leads to the top. Monday: Tuesday: -Della class to Future Ready Lab -Boys Basketball/Girls Soccer vs. Burton @ Sequoia Wednesday: -2:00 Department collaboration -Boys Basketball/Girls Soccer vs. Bartlett @ Sequoia Thursday: -Porterville Christmas Parade Friday: -Pathways morning and tour sessions Looking -Dec. 4th: Bus Evacuation Drill -Dec. 6th: Haas to FRL -Dec. 6th: SMS music program After school duty: Bus Loading zone: Mr. Haas Front of school: Mr. Cha and Mrs. Raya-Hernandez (sub) Plaza: Mrs. Fusco and Mr. Green
Looked at the forum’s laws and said that if it was a juristic entity there, then it would be here. Temple was an entity so it would be in UK. held that the TJ was not entitled to reject the evidence of the experts or to rely on his own research without having the assistance of the expert witnesses and the submissions of counsel. Can’t just do his own reading and rely on that, it would lead to unreliable results. How does the above apply interprovincially in Canada? How far do we apply the CL requirement of pleading and proving other provincial law as a matter of fact? Or have we gone more the civil code way and each province basically takes judicial notice of another province’s law? More so the latter. In QC Civil Code it is express: article 2808 – enables the court to take judicial notice of other provincial law and foreign law once a law has been pleaded. Provincially: each province has evidence acts. In AB – discretionary to take judicial notice. Hunt v. T&N Plc, [1993] 4 SCR 289 Interprovincially, courts are basically taking judicial notice of the laws of other provinces now at the SCC, but maybe not in provinces? Howell thinks we’re past having to and prove the law between provinces. Facts: Case where the SCC indicated that the superior courts of any province could rule on the constitutionality of legislation of another province, subject to the suitability of that forum to make that ruling. Findings: Laws of a province no longer required to be proven as fact at SCC. Can apply all laws of Canada. Generally, other provinces will not take judicial notice of other provincial laws unless pleaded. QC Civil Code has provision allowing for law to be pleaded, then JN can be taken. All courts in Canada are capable of interpreting constitutionality, BUT, must restrict to issues where there is real interest in your province. Here, BC was forum non conveniens so could deal with constitutional question. Pettkus v. Becker [1980] 2 SCR 838 SCC Can whatever law it has competence over (all provincial law). References there indicating that the federal court can take judicial notice of all provincial and federal law that is relevant to its jurisdiction. Evidence Acts in most provinces say it’s mandatory to take judicial notice of another province’s law. Discretionary in AB.
Gold - Field facing (north & north west, south & south west, east) Silver - (non - field facing) (north, south and east) Contract duration; Platinum suites - due to the demand for these suites, we offer a contract duration option of 5 years Gold – due to the demand for these suites, we offer a contract duration option of 3 or 5 years Silver - we offer a contract duration option of 1 , 3 or 5 years A price escalation per season is set at 9%. Payment options: Payment in advance (no annual escalation) or 2 installments - of which 50% (fifty percent) is payable on or before the 31st of March each year and the remainder of which is payable in full on or before the 30th of June each year. Given the number of seats in your suite, the overall suite rental prices for the two payment terms are as follows: For more information contact The Blue Bulls Company (PTY) Ltd, Corporate Services: Suite Liaison - Bronwyn Findlay +27 12 420 0829 / 711 +27 79 899 0999 www.bluebulls.co.za A Suite Management Handbook can be printed off the website.
_______________________________________________________________________________ _______________________________________________________________________________
2.a Signs from own workplace or from a given scenario of bullying or harassment Learners should identify a minimum of three signs from own workplace or from a given scenario of bullying or harassment. The following assessment methods can be used in the assessment of this standard: and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and other appropriate assessment methods may be used. 2.b What can be done in the first instance to support the person being bullied or harassed Learners should outline what can be done in the first instance to support the person being bullied or harassed. 2.c Other personal strategies for dealing with bullying or harassment Learners should identify a minimum of three other personal strategies for dealing with bullying or harassment. 2.d The possible consequences of bullying and harassment Learners should outline a minimum of possible consequences of bullying and harassment.
3 The learner will know policies and procedures that are in to deal with bullying and harassment The learner must know: Assessment Requirements Evidence Location 3.a The person in the workplace to be contacted if bullying or harassment is suspected Learners should identify the person in the workplace to be contacted if bullying or harassment is suspected. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion log/reflective journal of practical ability witness evidence discussion This list is not exhaustive and appropriate assessment methods may be used. 3.b Relevant policies and the procedures that are followed if an allegation of bullying or harassment has been made Learners should identify relevant policies and outline the procedures that are followed if an allegation of bullying or harassment has been made. 3.c A successful outcome for a person seeking support for bullying or harassment Learners should give an example of a successful outcome for a person seeking support for bullying or harassment. Final Tutor Feedback (Strengths and Areas for Improvement):
Ofsted framework mapping The following outlines where bullying, safeguarding and e-safety fit within the new Ofsted framework. Although the theme of equality fits into many of the Ofsted judgements, this document looks solely at the area of bullying, diversity and equality in the judgement of Personal Development Behaviour and Welfare.’ Bullying intervention now comes under the heading ‘Personal Development Behaviour and Welfare.’ Prior to inspection, Ofsted will check the presence and suitability of the safeguarding guidance, taking into account current government requirements, and other information for parents on your website. Guide on what to publish on your school
Link to new k Link to Link to new In the new Common Inspection Framework are 4 key judgements: The quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils Effectiveness of leadership and management Ofsted have stated that the judgement on overall effectiveness is likely to be inadequate where any one of the key judgements is inadequate and/or safeguarding is ineffective and/or there are
Muslim Presentation - Oct. 16, 2018 - 4 students/J. Nash building on their Allyship at the MEND student conference. (Discussing Islamophobia) Student voice on SCC this year – 4 students INTERVENTION How We Report Bullying at Our School Procedures are in place that allow students and parents to report bullying incidents as well as procedures that outline the requirements for staff to report bullying in accordance with legislation. Student Reporting: Reporting bullying to a trusted adult (e.g., teacher, administrator, parent, SERT, support staff, coach, police liaison officer) “Report Bullying Now” button on the school/board website Staff Reporting: “The Education Act states that an employee of the board who becomes aware that a student at the school of the board may have engaged in a serious student incident shall report the matter to the principal as soon as reasonably possible” (PPM 144) When appropriate, staff complete and submit the “Safe Schools Incident Reporting Form – Part I” to the principal. The principal provides written acknowledgement to the employee using the “Safe Schools Incident Reporting Form – Part II” (PPM 144) Communicate with parents, students, admin, SERT’s Parent/Community Reporting: Involvement in Awareness campaigns Nov Awareness Week Pink Shirt day Website Red Dot (Report Bullying Now) Safe and Welcoming environment For every pod cast at least 1 mention of what we are doing at SWS to support well being, or bully prevention Parents awareness of teacher support in the first instance How We Respond to Bullying at Our School Our school response to bullying includes a tiered approach that may involve the following immediate and long-term actions: Ensuring the safety of all involved : * Responding to any student behaviour that is likely to have a negative impact on the school climate Students talk about issues Teachers discuss plans/consequences with students and parents
Harassment in Australian workplaces Table 1. Forms and frequency of workplace harassment in Australian workers (per cent) Unwanted sexual advances Discomfort listening to sexual humour Unfair treatment because of gender Negative comments regarding my ethnic or racial or yelled at Humiliated in of others Physically assaulted/ threatened by members of the Physically assaulted/ threatened by a client or patient Very Rarely/Never 95.4 82.1 89.1 92.6 62.8 76.8 96.6 78.2 Rarely 3.1 10.0 5.1 4.3 16.9 12.9 2.0 9.5 Sometimes 1.3 6.5 4.0 2.8 14.9 8.6 1.3 9.5 Often 0.3 0.9 1.3 0.2 3.8 1.3 0.0 2.3 Very Often/Always 0.0 0.5 0.5 0.1 1.6 0.5 0.1 0.5
Head of HR writes to parties to complaint advising the name of Investigation Company and investigator/s to undertake Formal Stage 1 investigation (template H). In the exceptional case of a conflict of interest arising, the parties to the complaint shall contact the ETB who will consult with the OGP. Issues within 3 working days of the establishment of the services contract Head of HR to the parties to the complaint THE INVESTIGATION Investigator/s conducts investigation in accordance with the specified terms of reference (and protocol as amended for the conduct of investigations) – Appendix 2 refers. ETB to cross-check that the investigation report includes statement that the investigation has been undertaken in accordance with the terms of reference and protocol i.e. G2 Investigator/s issues final report to the Head of HR plus a statement of adherence to the terms of reference and protocol. Final report to issue no later than 60 working days from the date of establishment of the services contract From investigator/s to Head of HR Investigator/s similarly issues final report to the parties to the complaint Final report to issue no later than 60 working days from the date of establishment of the services contract From investigator/s to parties to the complaint Upon receipt of the final investigation report, the Head of HR furnishes a copy of the investigation report to the Chief Executive of the ETB . From Head of HR to CE of ETB or person so nominated to undertake this function where CE is a party to the complaint 2 – DECISION OF CE TO ACCEPT/REJECT INVESTIGATION REPORT CE (on behalf of ETB) has a total of 15 working days from date of issue from the investigator/s of the Final signed Investigation Report to evaluate, make a decision to accept/reject the Investigation Report and issue a written decision to the parties to the complaint. 15 working days to communicate decision of CE Timeframe starts from date of issue from the investigator/s of the Final signed Investigation Report to the Head of HR. The CE communicates the decision as to whether to accept or reject the investigation report. Within this timeframe – CE and HR have discretion to meet with the investigator/s to ensure they are satisfied that the investigator/s has met terms of reference. In coming to a judgement, the CE shall have due regard to the procedures undertaken over the course of the investigation and, the discharge of the terms of reference by the investigator/s.
tripping or shoving someone whenever they go past teasing someone for not being good at sport constantly teasing a girl for being good at sport stealing/demanding someone’s belongings teasing someone for being good at school or maths fighting about who gets to sit where at school threatening online to hurt someone in person standing over someone to make them afraid they will be hurt making fun of someone to others, like ‘here comes the weirdo again damaging or breaking someone’s property, uniform, school things being rude to someone one time, but then you realise that’s not okay constantly teasing a boy for being gentle with others continually picking on someone and trying to make them feel bad trying to stop someone from joining in with a group being angry at someone who has taken your things tagging inappropriate or unflattering images online trying to make others not like someone not sharing your belongings with someone saying or doing lots of mean things to upset someone saying mean or humiliating things about someone saying you disagree with someone’s comment online sending nasty messages to someone online sending inappropriate images to someone online pushing someone around on the bus most afternoons making fun of how someone looks or what they wear calling someone joking with someone that they always forget their belongings
Anti Bullying Grades 3-5 Guidance Lesson Plan School Corporation: YOUR SCHOOL NAME School Name: YOUR SCHOOL NAME Contact: Telephone, Email: School Counselor Indiana Student Standards for Guidance Addressed Standard(s) addressed: 3 Citizenship Development Indicator(s) addressed: 3-5.3.16 demonstrate respect Instructional Development Grade Level(s): I use this lesson for grade 3 (as well as two others in separate lessons) Title: Bullying; What a Bystander Can Do Summary: The emphasis in 3rd is to identify what someone who witnesses bullying can do. Time Frame: 35-50 minutes Lesson: A video is shown with different vignettes showing different strategies a bystander can use to stop bullying with discussion questions (see below under resources). Evaluation How will mastery of the guidance indicator(s) be evaluated? Students list five strategies for stopping bullying (No More Watching: Bystanders Unite) including reporting serious incidents to adults and describing the difference between reporting and tattling (activity sheet 1). Students star their “favorite strategy” for stopping bullying. Learning Resources Resources needed: e.g., technology resources, media resources, books, web sites Show and discuss “When You See Bullying Happen; What a Bystander Can Do” video/DVD kit from Sunburst Visual Media 2005 Grade levels 3-5 Telling or Tattling Activity Sheet 1. Posted on black board or shown on a white board “Put a Stop to Bullying” Activity sheet 3. “No More Watching: Bystanders Unite” page 110, Eliminating Bullying in grades PK-3 Youth Light, Inc. 2004 Citation(s): You may include copyrighted materials in “resources needed,” but do not reproduce copyrighted materials in your lesson plan. materials need to be reproduced and included with your lesson plan. Cite sources here. “When You See Bullying Happen; What a Bystander Can Do” video/DVD kit from Sunburst Visual Media 2005 Grade levels 3-5 “No More Watching: Bystanders page 110, Eliminating Bullying in grades PK-3 Youth Light, Inc. 2004 Collaborative Partners: e.g., advisory teachers, other teachers, community resource people Classroom teachers often remain in the room and provide scenarios of bullying
-So we respond to this understanding in part with strong law (and NJ’s is still not strong enough, but we’re not finished). To be strong, an anti-bullying law must do two things above all: First, the law must enumerate – specifically name the most vulnerable populations, and at the top of that list is diverse gender identity and expression, children who identify as lesbian, gay or transgender or don’t fit gender stereotypes; and also children with special health or learning needs. And the law must require that schools strongly affirm and support all its minorities and vulnerable populations. Second, the law must require that adults address bullying. And a key part of that is that administrators, staff, coaches, volunteers, all adults in schools who intimidate, demean, humiliate and otherwise treat children and adult peers negatively and harshly be confronted, helped to change their behavior, or be gotten away from this critical setting, filled as it is with children. __________________ -In all our efforts, Dan Olweus must be recognized as the founding father of the field of childhood bullying prevention and intervention. Much of what we now know are points Prof. Olweus first made, through his studies in Norway four decades ago, which thru subsequent study by he and others, have been supported. This is not said to strongly endorse the Olweus Bullying Prevention Program, or any packaged program however golden the lineage. The key to addressing bullying is the school community’s belief that this issue is a continuing priority for leadership, this year and every year to come, that there is wide and ideally universal ‘buy-in’ by staff, and that anti-bullying efforts are integrated with all other social and emotional and curricular efforts in the school. Just buying and bringing in a program won’t do those things. But once there is such a commitment, there are a number of programs that may help structure and reinforce such a commitment. -But the fact is that before Olweus, everything we thought we knew about bullying was wrong. -Before Olweus, it was believed that bullying had its origin not only in children inherently bad, but in bad families and bad communities and then made its way over into the pristine confines of schools. Now we know that bullying primarily
‘BUMP & BEYOND!’ Evenings - held monthly at: The Family Tree Leamington CV32 4QS *explore options *discover local services *meet like-minded Parents-to-Be *come away with reliable answers …to all those puzzling questions… Pregnancy… Birth ……Babies Enjoy a cuppa & chat with your Bump to 3 team of trained & trusted local practitioners (& more!) 1st THURSDAY every 2 months - 7 to 8.30pm NEXT DATES: Nov 3rd 2016 Jan 12th 2017 March 2nd 2017 Entry: £2 per Mum-2-B (+ 1) Bump to 3 ‘BUMP & BEYOND!’ Evenings - held monthly at: The Family Tree Leamington CV32 4QS *explore options *discover local services *meet like-minded Parents-to-Be *come away with reliable answers …to all those puzzling questions… Pregnancy…… Birth …...Babies Enjoy a cuppa & chat with your Bump to 3 team of trained & trusted local practitioners (& more!) 1st THURSDAY every 2 months - 7 to 8.30pm NEXT 2016 Nov 3rd 2016 Jan 12th 2017 March 2nd 2017 Entry: £2 per Mum-2-B (+ 1)
Bump Buddies: Referral Form Client’s Details: Name: Referral Date: DOB: Preferred language if not English: Please indicate client’s preferred mode of Contact: Postal Address: Postcode: Telephone: Mobile: Email: Please indicate whether it is safe to contact client using: Email: Yes / No Telephone: Yes / No Mobile: Yes / No Referrer’s Details: Referral Agent Name: Referral Agent Title: Organisation: Telephone: Email: Client’s Pregnancy Due date: Booking Hospital: First time parent? (please circle) Yes / No
Formerly BCCN, Border Counties Childhood Network Healthy Ireland Start Health Promotion Programme for Pre-school Services VENUE: Inishowen Gateway Hotel, Railway Road, Buncrana, Co. Donegal Wednesday 14th, 21st October, 4th, 11th, 18th, 25th November & 2nd December 2015 TIME: 7pm – 9.45pm FEE: €25 per Service To book a place for your service please contact NCN on 047 72469
Bundle 29/Bundle 30 Removed and links for line–item detail 1040 Schedules B, C, D, E, F and 1040A Schedule 1. This change was previously released with the Critical Update for February 2013. Bundle 30 Financial Aid > Financial Aid term > Maintain Student FA Term, Records/Term Info Added Override capability for the “Weeks of Instruction” and “FA Number of Weeks” fields. Access the Records/Term Info page (Financial Aid, Financial Aid Term, Maintain Student FA Term, Records/Term Info). Intended for collecting study abroad or institutional visit information from Student Records and entering Canadian cost code information. Information on this page can be changed for financial aid purposes without any effect on Student Records data in your system. Set Up SACR > Product Related > Financial Aid > Awards> Disbursement Split Cd Formula, Disbursement Split Formula). Added the “PELL: User-defined Splits” Even Split Option and rewrote descriptions of other Even Split Options. Added the “Exclude Term” check box. Financial Aid > Satisfactory Academic Progress > Maintain Student SAP Data > Student SAP the “Current Earned Units Percent” and “Cumulative Earned Units Pct” display fields. Displays the Current Earned Units Percent field calculated when the “Use Percentage” option is selected for Current Earned Units Test in the SAP Define Set Up Criteria. Displays the Cumulative Earned Units Percent field calculated when the “Use Percentage” option is selected for Cumulative Earned Units Test in the SAP Define Set Up Criteria. In the Current Earned Units Option list, select whether to use percentage or units: • Select Use Percentage to use the percentage of completed units for the current term or aid year. • Select Use Completed Units to use a minimum number of units to be completed for the current term, by term or aid year. Fields for the Current Earned Units test change depending on the option that you select. For example, if you select Use Percentage, the Cur Earned Units % From and Cur Earned Units % To fields appear.
Remaining patient sample IHPA considered that the remaining sample of approximately 60,000 maternity patients across Australia provided a robust data set for reaching conclusions regarding service delivery patterns for maternity care and for developing an indicative bundled pricing approach. useful for the purposes of gaining a clearer picture of service delivery patterns, IHPA acknowledges that the data approach is not robust enough to be used for Commonwealth funding purposes for public hospital services as it would not allow for a fully accurate reconciliation of activity against each patient to prevent double payments. 4. Provision of maternity care This chapter discusses the delivery of maternity services in Australian public hospitals as analysed using public hospital data and implications for developing a bundled pricing approach. 4.1 Overview of maternity care Routine maternity care covers antenatal care from approximately ten weeks gestation, which is the first scheduled appointment, to postnatal care which ends six weeks after the birth episode. It spans multiple settings of care, including the non-admitted setting for antenatal and postnatal care, the admitted acute setting for birth and potentially the emergency setting for some patients. Most mothers give birth in conventional labour wards, with a small proportion choosing birth centres, home births or giving birth before reaching the hospital. Maternity care is one of the leading causes of hospital admission in 2014-15 with approximately 360,000 admitted acute separations in public hospitals under the Major Diagnostic Category (MDC) for ‘Pregnancy, childbirth and the puerperium’. The DRGs for minor complexity vaginal delivery (O60C) and minor complexity caesarean delivery (O01C) were the third and eleventh highest volume DRGs respectively in public hospitals. There were 226,232 birth episodes in public hospitals in 2014-15 as reported in IHPA data. The AIHW reported 307,844 women as giving birth in 2014, with 73% doing so in public hospitals. Vaginal births are the most common mode of birth for maternity patients, although caesarean births make up approximately 29% of the total as shown at Table 2. Table 2: Birth episodes by DRG, 2014-15 Diagnosis Related Group Separations % of total (rounded) O01A – ‘Caesarean delivery, major complexity’ 7,556 3.3% O01B – ‘Caesarean delivery, intermediate complexity’ 28,180 12.5% O01C – ‘Caesarean delivery, complexity’ 30,933 13.7%
Hiring turnaround campus leaders Behavior Event Interview (BEI) To inform the hiring process Turnaround campus leader modules 5 face-to-face comprehensive turnaround modules Online turnaround support Targeted based on turnaround leader competencies Turnaround 360 To identify strengths and areas of growth in new turnaround leader at end of year Hiring turnaround teacher leaders Behavior Event Interview (BEI) To inform the hiring process Turnaround teacher leader modules 5 face-to-face comprehensive turnaround modules Online turnaround support Targeted based on turnaround leader competencies Turnaround 360 To identify strengths and of growth in new turnaround leader at end of year *Building capacity among current turnaround leaders Mapping a Pathway to Student Success (MAPSS) visit To assist in identification of areas that will support turnaround success Behavior Event Interview (BEI) To identify areas to support current turnaround leader Turnaround campus leader/ teacher leader modules 5 face-to-face comprehensive turnaround modules Online turnaround support Targeted on turnaround leader competencies Turnaround Coaching Strategies (Available October 2015) Face-to-face training supporting turnaround leaders Turnaround 360 To identify strengths and areas of growth in current turnaround leader at end of year in order to develop an individualized PD plan * Succession planning: developing potential leaders for future turnaround positions Mapping a Pathway to Student Success visit To assist in identification of areas that will support turnaround success Behavior Event Interview (BEI) To identify areas to support potential turnaround leader Turnaround campus leader/ teacher leader modules 5 face-to-face comprehensive turnaround modules Online turnaround support Targeted based on turnaround leader competencies Turnaround 360 Feedback from colleagues to identify strengths and of growth in current work in order to develop an individualized PD plan to strengthen actions around turnaround competencies *Potential district turnaround cohort
Silvia A. Bunge, Ph.D. Positions and Employment Aug 2011 – Vice Chair, Dept. of Psychology (one of two VCs) July 2009 – Associate Professor, Dept. of Psychology & Helen Wills Neuroscience Institute Jan, 2007 – 2009 Assistant Professor, Dept. of Psychology & Wills Neuroscience Institute University of California at Berkeley 2003 – Dec, 2006 Assistant Professor, Dept. of Psychology & Center for Mind and Brain University of California at 2001 – 2003 Postdoctoral Associate, Department of Brain and Cognitive Sciences Massachusetts Institute of Technology 1996 – 2001 Ph.D., Neurosciences Program Stanford University 1992 – 1996 B.S. Intensive in Biology (psychobiology); cum laude; Distinction in Biology Yale College 1990 – 1992 Diploma of Collegiate Studies: Health Sciences & Pure and Applied Sciences Collège Jean-de-Brébeuf, Montreal Research Experience 2001 – 2003 Postdoctoral research with Dr. Anthony Wagner at MIT Investigations of prefrontal cortex and cognitive control 1997 – 2001 Ph.D. research with Dr. John Gabrieli at Stanford University Investigations of prefrontal cortex and cognitive control 1995 – 1996 Undergraduate research with Dr. Thomas Carew at Yale University Short-term memory mechanisms in Aplysia Awards 2011 James S. McDonnell Foundation 21st Century Science Initiative, Scholar Award in Understanding Human Cognition (1 of 15 recipients around the world) Finalist, Aspen Brain Forum Award in NeuroEducation for Senior Investigator 2007 Young Investigator Award, Cognitive Neuroscience Society 2004 - 2009 John Merck Scholarship in the Biology of Developmental Disabilities 2001 Finalist for MIT Science Fellowship 1999 McDonnell Summer Institute in Cognitive Neuroscience Fellowship 1996 – 2001 Baxter Foundation Fellowship, Stanford Medical School 1996 Distinction in Biology; graduation with honors from Yale College Professional Memberships 2011 – National Scientific Council on the Developing (Elected) 2010 – Frontiers of Innovation (dedicated to reducing early barriers to learning). Elected to 1st Innovation By Design team: Building Caregiver Capacities, developing an intervention in Washington State. 2007 – 2010 MacArthur Law and Neuroscience Consortium (Elected) 2006 – Memory Disorders Research Society (Elected) 2004 – Association for Psychological Science 1998 – Society for Neuroscience
characteristics, life cycle, environment, conservation, and other (for the questions that don’t fall within these categories). “An example question for the life cycle might be How long is each stage of the life cycle?” “What might be a question we could ask about its physical characteristics/how it looks?” “So now it’s your turn to ask questions for us to investigate and answer. As a lepidopterist, what might you want to discover about the monarch?” “When I say go, I would like you to turn and talk to your partner and brainstorm some questions. You can think about a specific category first or simply think of any question you’d like to answer about the monarchs and place them into categories after. Write a few of your questions on your desk and we’ll share out. GO.” Teacher will circulate the classroom during discussions, asking questions and guiding students attention or challenging deeper thinking when called for. After several minutes, teacher will direct students’ attention back to the thinking map at the front of the classroom. “I would like us to share our questions now and add them to our map of questions.” Teacher will select students to share and write their questions up on the tree map. Teacher will ask which categories Selected student(s) will share their questions. i.e. Do all monarch butterflies have the same pattern on their wings? Students will talk with shoulder partner and generate questions they would like to investigate, writing them on their desk. Students will share their questions and add them to the tree map in the appropriate categories.
the question would best fall under and guide students appropriately. Closing the Lesson “Starting tomorrow, we are going to start investigating our questions. We are going to use our iPads, read articles, and answer our questions like a real lepidopterist would!” “To close today, I want you to pick one question that you think you would like to investigate from our list. It may be one you thought of or one that a fellow scientist came up with that you find interesting. Write it on the Post-It note and stick it on your desk for tomorrow.” Students will write the question they think they would like to investigate most on a post-it and leave it on their desks before transitioning. Reflection – post lesson delivery Lesson Reflection What worked, what didn’t work, what surprised you, what would you do differently? Evidence What data did you collect (formative assessment) during and after the lesson that tell you what students have learned and what they still need more help/practice to understand? for Re-teaching What will you do to help those learners who did not meet your objective? Professional Development What will you work on for the next lesson?