zilongwang/ReadingBank huggingface dataset:
PSHE/ Citizenship SMSC & Fundamental British Values In the Media – What’s in the news? Local democracy for young citizens Moving on SEAL New Beginnings Getting on and falling out Going for goals Good to be me Relationships Changes RE 28. What will make our community respectful? 24.Can Christian Aid & Islamic Relief change the world? 26. Words of Wisdom Christian, Sikh, Muslim. Computing We are cryptographers Cracking codes We are game developers Developing an interactive game We are artists Fusing geometry and art We are web developers Creating a webpage about cyber safety We are bloggers Sharing experiences and opinions We are architects Creating a virtual space Music World Unite Step dance performance Journeys Song cycle performance Growth Street Dance performance Roots Mini musical performance Class Awards Awards show performance Moving On Looking back MFL Masculine nouns Feminine nouns e.g. Verbs in the infinitive form : Conjugated forms in the présent (present tense) : Conjugated forms in the imparfait (imperfect tense) : Conjugated forms in the passé composé (perfect tense): Conjugated forms of aller as part of le futur proche (near future tense): Adverbs of place/ sentence starters e.g. Adverbs of time Negative adverb Asking questions, e.g. Telling the time - analogue clock Relative pronoun Times Tables Numbers 61 - 100 61 - 70 71 - 80 81 - 90 91 - 100
THE ROYAL COLLEGE SUMMER HOLIDAY HOMEWORK (2018-2019) CLASS – I DEAR KIDS, It’s time for summer sun and fun! Here are a few tips for you all to enjoy these days to the fullest, stay safe and prevent summer brain drain. *Get up early in the morning and go for a nature walk. *Eat lots of fruits and green vegetables to stay healthy. Avoid eating junk food from stalls in the market like-chowmein, burger, etc. *Drink lots of water, fruit juice, lemonade, jaljeera, etc. *Exercise, do cycling, go for swimming and play indoor games (chess, ludo, carom, etc) to enhance physical and mental development. *Try to stay indoor from 12Noon to 4PM. *Try to converse in English most of the time. *Read good story books and newspaper.
SHARDEIN SCHOOL SUMMER HOLIDAYS HOMEWORK (2016-17) Class II 1. E.V.S “CHASE THE DAYS” -> Each Box has different task for child to be done during holidays and mother will mark ‘\/’ at space given below each box.(Work to be done in copy.) Pot a name it and place at terrace. Time to revise L-1 a neighbourhood place ,paste picture of there. Search about any one International festival. Learn to tie your shoes Time to revise L-2 Water all the plants and write what change you see in your plant. Time to revise L-3 Help your mother in household works. Learn to make a cool drink and write how you made it. Search about any bird and write about it. Hey! It’s a free day. Learn 5 good manners. Time to revise L-4 Take a waste thing and change it into a useful thing. Make a card on FATHER’S DAY. Time to revise L-5 and ready your folder. SHARDEIN SCHOOL SUMMER HOLIDAYS HOMEWORK (2016-17) ENGLISH Class II a)Arrange these words in suitable picture- Uncle, pigeon , hotel , school, pencil , chocolate ,rabbit , nurse , tree , teacher , library , table , shopping mall , fan , pizza , mother , garden , burger , sister , camel, starfish , comb, laptop , temple , Red fort , Lotus temple , grandmother , kingfisher, dragon , Ice cream.
Write the tables from 2 to 5. Cut the picture of triangle, square, rectangle and circle and tell how many sides and corners they have. Write the number names- 725 447 569 348 831 122 973 645 280 510 Write down all the odd numbers between 20 and 80. Write down two examples of the shapes (cone,cube,cuboid,sphere and cylinder) Make different types of patterns with Thumb Prints and vegetables. (see pg. 130) Collect all the 3-D shapes and decorate them as the way you feel like. Ex. Dice, Birthday cap etc. Make a clock with the help of waste materials. Put a number 80,95,71,69,56,29 in from least to greatest.
SUBJECT :- EVS LEVEL: A1 (CLASS II) LESSON 4: Was it my dress? Worksheet 4 focused Target Learning Outcome Suggested strategies 1.Observation & Recording 2.Identification & classification 3. Discovery of facts Observation about the physical changes in self and others. Creative expression through art & aesthetics. Peer Individual TLO: To observe the physical changes in self & others. Sample activity – Draw a Family Garden. Children cannot draw pictures of family, members, so they can show them as plants/ flowers. If father is the tallest, they will draw the tallest flower for father and stick his photograph on it. They can draw flowers for mother, sister, brother and rest of family members accordingly. Then they decorate the garden. Sample activity 2):- Ask children to get their different size clothes. Then try to find out the reason about the difference in size of old and new clothes.
| EVS Visit to any nearby park/garden and write five –ten lines about its beauty . Make a poster on save trees. On what occasions do you eat together with your friends or relatives ? who cooked and served the food there ? How far are these from your house ? Minutes to walk In kilometers stop office Help your mother in cooking and serving food at home MATHS Separate Activity Sheets are provided to each student. Please do that.
Section 4 - Invertebrate containment requirements – 5.15 Purpose To have in place the specific physical and procedural measures to handle goods subject to biosecurity control that may contain microorganisms and reduce the likelihood of the goods or organisms escaping from containment. Scope Biosecurity industry participants must comply with these requirements and the generic requirements in Part 1 of this document for approval of a biosecurity invertebrate containment level 1 (BC1) approved arrangement site. Construction 1 Construction requirements Requirement Non-conformity 1.1 The facility must be fully enclosed within walls (with or without windows), doors, floors and ceilings. Doors and windows (where used), must be lockable major 1.2 The floors or floor furnishings of the facility must be impermeable to liquids. major 1.3 On initial approval, the door opening of the greenhouse must have the following perimeter gaps when the door is closed: 5 mm maximum clearance in the bottom two corners 2mm maximum clearance between seals and seating surface at any other point around the door perimeter. major 1.4 Any openings in the walls or roof, such as vents and air conditioning or ventilation inlets and outlets, must be screened with fine mesh gauze with a maximum aperture of 0.5mm (500 micron). major 1.5 plant holding platforms are used, these must: be made from impermeable materials be raised above floor for drainage and ease of cleaning not be placed directly above one another, unless platforms are sealed and provided with catching trays where possible be free of structural voids. (Where voids are required they must be accessible and cleanable). minor minor minor 1.6 Soil traps must be installed in drains in locations where drainage inflow is likely to contain solids (for example detritus, plant refuse, or other particulates). major Table 2 Work surfaces – excludes plant holding platforms requirement Requirement Non-conformity 2.1 Work surfaces must comply with the following: be finished with a material that is impermeable to liquids have any joints sealed minor minor minor
Date Impromptu Speech Prepared Speech Debate Affirmative Team Debate Negative Team Judges Host Time keeper Week 3 Wed 2/8 Charli, Roy, Tiana Carah, Thomas, Asantha Abe, Juliet, Tiana Money is the most important thing Ebony, Martin, Ty Carah, Thomas, Asantha Tiia Roy Week 4 Tues 11/8 Tom, George, Aaliyah Flynn, Grace, Lucy Roy, Dorsa, Tiia There should be no tax Abe, Tash, Charli There should be no tax Martin, Tiana, Evan Ebony Juliet Week 5 Tue 18/8 Ty, Abe, Lucy Charli, Zedekai, Evan Carah, Asantha, Declan People should give to charity Thomas, Aaliyah, Juliet People should give to charity Aryaveer, Ebony, Lucy Ty Fin Week 6 Tue 25/8 Martin, Tash, Evan Aryaveer, Roy, Dorsa Ebony, Flynn, Grace It’s important to save for a rainy day Tiia, Zedekai, Bridget It’s important to save for a rainy day Ty, Charli, Declan Abe Dorsa Week 7 Tue 1/9 Tiia, Stavros, Asantha Ty, Juliet, Fin Martin, Lucy, Evan Nobody should have to pay for water Roy, George, Aryaveer Nobody should have to pay for water Dorsa, Zedekai, Aaliyah Declan Week 8 Tue 8/9 Ebony, Flynn, Zedekai Aaliyah, George Stavros, Tash , Thomas Children should have to work Fin, Martin Children should have to work Declan, Bridget, Tiia Charli Aryaveer Week 9 Tues 15/9 Dorsa, Juliet, Grace Martin, Stavros, Bridget Ty, Aaliyah, Fin Imports should be banned Tiana, Flynn, Declan Imports should be banned Abe, Grace, Tash Martin Asantha Week 10 Tues 22/9 Fin, Declan, Carah Abe, Tiia, Ebony Charli, Bridget, Aryaveer The government should increase foreign aid Asantha, Grace, Lucy The government should increase foreign aid Stavros, Roy, George Carah Thomas Week 1 Wed 15/10 Bridget, Aryaveer Tiana, Declan, Tash George, Zedekai, Abe Credit card use should be restricted Stavros, Evan, Carah Credit card use should be restricted Flynn, Fin, Juliet Aaliyah Tash
Activities and Greetings by Melissa Correa-Connolly www.responsiveclassroom.org http://leadership.uoregon.edu/resources/exercises_tips/energizers http://seancovey.com/books_7kids.html Have You Filled a Bucket Today? By: Carol McCloud Class Meetings: Building Leadership, Problem-Solving and Decision-Making Skills in the Respectful Classroom by Donna Styles 7 Habits of Happy Kids by Sean Covey Lesson Plans: How Full is Your Bucket? by Tom Rath and Mary Reckmeyer Have You Filled a Bucket Today? by Carol McCloud NEW!!! On- Site Resources and Locations: 7 Habits of Happy Kids Given to every 2 teachers to share Morning Meeting Book 1 per grade level (team leader) Morning Meeting Activity Books Library Copy Room How Full is Your Bucket? by Tom Rath and Mary Reckmeyer School Counseling Office Have You Filled a Bucket Today? by Carol McCloud School Counseling Office Link for Classroom Meeting Reporting: Please complete and submit before leaving on Friday of each week. : ) The administrative team will review and discuss them during our weekly team meeting on Monday Mornings Feel Free to include marbles earned in increments of 25
Moore Catholic High School 100 Merrill Avenue Staten Island, NY Phone: (718) 761-9200 Fax: (718) 982-7779 Please note that the members of the class of 2016 have been granted acceptance to the following colleges and universities. As of today, they have also been awarded over $ 5.4 million in scholarships. Adelphi University Arizona University Bloomfield College Brooklyn College Caldwell College Caldwell University Chestnut Hill College Clark University College of Mount Saint Vincent College of St. Rose Concordia College College of Staten Island Desales University Dominican College Drew University East Stroudsburg University Embry Riddle Aeronautical University Fairleigh Dickenson University George Mason University Grand Canyon University Hampton University Hollins University Howard University Hunter College Indiana University Iona College Ithaca College Johnson and Wales University Kean University Keene State College Keystone College Kings College Lehman College Le Moyne College
Long Island University Loyola University of Maryland Marist College Marymount Manhattan College Marywood University Medgar Evers College Mercy College Monmouth College Monmouth University Montclair State University Saint Mary College Mount Saint Mary University Pace University Quinnipiac University Rider University Rowan University Rutgers University Sacred Heart University Seton Hall University Southern New Hampshire University St. Francis College St. John’s University St. Joseph’s College – Brooklyn St. University St. Petersburg College St. Thomas Aquinas College Stevenson University SUNY Albany SUNY Alfred State SUNY Brockport SUNY Cortland SUNY Farmingdale SUNY Oneonta SUNY Oswego SUNY Potsdam SUNY University at Buffalo Temple University Towson University University of Arizona University of Delaware University of Hartford University of New Haven University of Notre Dame University of San Francisco University of Tampa University of the Sciences Wagner College Wentworth Institute of Technology West Chester University William Paterson University
Version control Updates to this document will occur automatically on the department’s website and the revision table below will list the amendments as they are approved. Date Version Amendments Approved by 5 Nov 2008 1.0 Revised document Co-regulation and Support Program 30 Jun 2013 1.1 Updated to reflect DAFF branding Industry Arrangements Reform Program Mar 2015 1.2 update in response to restructure Approved Arrangements section 16 Jun 2016 2.0 Updated to new template, references to the department and the Biosecurity Act 2015 Approved Arrangements section 24 Jun 2016 3.0 Added Accredited Persons requirements Approved Arrangements section 4 July 2016 3.1 Updated terminology and added another Accredited Persons requirement. Approved Arrangements section
CLASSES Saturday Adults Fundamentals 11am-12p 6:15p-8:00p 11am-12p 6:15-8:00p 11am-12p 6:1p-8:00p 11am-12p 6:15p-8:00p 11am-12p 6:15p-8:00p Little Champions 1 5p-6p 5p-6p 9a-10a Little Champion 2 5p-6p 5p-6p 9a-10a OPEN MAT Sundays by Reservation Only – Call School!
Time Monday Tuesday Wednesday Thursday Friday Saturday 6:00am - 6:45am Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp 7:00am - 7:45am Better Body Bootcamp Better Body Bootcamp 7:30am - 8:15am Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp 8:00am - 8:45am Better Body Bootcamp 9:00am - 9:45am Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp 10:00am - 10:45am Better Body Bootcamp 4:30pm - 5:15pm Better Body Bootcamp Better Body Bootcamp 5:00pm Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp 5:30pm - 6:15pm Better Body Bootcamp Better Body Bootcamp 6:00pm - 6:45pm Better Body Bootcamp Better Body Bootcamp Better Body Bootcamp is a group fitness class which offers a variety of exercises including strength, TRX, spin, Pilates, cardio, core and more giving our members a full body work out! Like Us On: @TustinFitness
Monday Tuesday Wednesday Thursday Friday Attendance Attendance Attendance Attendance Attendance Shared Reading P.E. Computers Shared Reading Vocabulary Test Guided Reading Guided Reading Guided Reading Guided Reading Guided Reading RTI RTI RTI RTI Recess 11:00- 11:15 Spelling Math Library/ Writing Shared Reading/ Writing Art/Collaboration for 5th grade teachers/ Writing Writing Lunch Lunch Lunch Lunch Lunch Math Math Math Math Math 1:50 Word Work Word Work Word Work Word Work n/a Recess Recess Recess Recess n/a Class Time Class Time Class Time Class Time n/a Clean-up Clean-up Clean-up Clean-up n/a
2014 25 87 72 16 13 2015 25 87 68 19 13 2016 25 89 73 16 11 2017 25 91 76 15 9 Year 4 - Year 7 Primary* 2013 28 91 77 14 9 2014 28 89 75 14 11 Year 4 - Year 6 Primary* 2015 28 90 75 15 10 2016 28 91 79 12 9 2017 28 94 79 15 6 Year 8 - Year 10 Secondary* 2013 28 95 84 11 5 2014 28 95 84 11 5 Year 7 - Year 10 Secondary* 2015 28 95 85 10 5 2016 28 95 85 10 5 2017 28 96 86 10 4 Year 11 – Year 12 2013 25 94 88 6 6 2014 25 95 89 6 5 2015 25 93 87 6 7 2016 25 95 89 6 5 2017 25 95 90 6 5 Year 7 transitioned to secondary in 2015 resulting in a time series break for specific cohorts (indicated with *). Refinements to the calculation of class sizes have been applied from 2015. Exercise caution when comparing data from previous years. Numbers may not total due to rounding. Queensland State Schools Average Sizes Average size is defined as the number of students under the instruction of a full-time equivalent teacher. Year Group Years Target Average Class Size Prep - Year 3 2013 25 21.2 2014 25 21.1 2015 25 22.6 2016 25 22.4 2017 25 22.2 Year 4 - Year 7 Primary* 2013 28 23.6 2014 28 23.8
Darling Downs South West Year Group Year Target (n) Meeting or Better Than Target (%) Better Than Target (%) On Target (%) Over Target (%) Prep Year – Year 3 2013 25 90 81 9 10 2014 25 92 83 8 8 2015 25 93 84 9 7 2016 25 93 85 8 7 2017 25 96 86 10 4 Year 4 - Year 7 Primary* 2013 28 92 86 7 8 2014 28 93 85 9 7 Year 4 - Year 6 Primary* 2015 28 91 80 12 9 2016 28 97 88 9 3 2017 28 94 86 9 6 Year 8 - Year 10 Secondary* 2013 28 98 92 6 2 2014 28 99 94 5 1 Year 7 - Year 10 Secondary* 2015 28 99 95 4 1 2016 28 99 95 4 1 2017 28 99 95 3 1 Year 11 – Year 12 2013 25 96 91 6 4 2014 25 97 93 4 3 2015 25 97 94 3 3 2016 25 97 93 4 3 2017 25 96 93 3 4 Far North Queensland Year Group Year Target (n) Meeting or Better Than Target (%) Better Than Target (%) On Target (%) Over Target (%) Prep Year – Year 3 2013 25 87 75 11 13 2014 25 88 78 10 12 2015 25 87 75 11 13 2016 25 89 78 11 11 2017 25 93 83 10 7 Year 4 - Year 7 Primary* 2013 28 91 81 10 9 2014 28 91 81 11 9 Year 4 - Year 6 Primary* 2015 28 91 84 7 9 2016 28 95 86 9 5 2017 28 95 84 10 5 Year 8 - Year 10 Secondary* 2013 28 97 85 12 3 2014 28 96 88 8 4 Year 7 - Year 10 Secondary* 2015 28 96 86 10 4 2016 28 96 88 8 4 2017 28 97 91 7 3 Year 11 – Year 12 2013 25 96 90 6 4 2014 25 96 92 4 4 2015 25 96 91 5 4 2016 25 95 91 4 5 2017 25 95 91 4 5 Metropolitan Year Group Year Target (n) Meeting or Better Than Target (%) Better Than Target (%) On Target (%) Over Target (%) Prep Year – Year 3 2013 25 86 66 20 14
5th grade has 28/30 students in both classes. 6th grade has 28-30 as well, for only two teachers. Spanish Kindergarten 29 kids 6th grade 5th grade classes are at 25 and above. 4th I have 24 1st graders and my co-worker has 25. with a large majority below reading grade level 1st grade all subjects 4th graders had 26-29 students for 6 weeks. Before 9/21 I had 29 students in my class with non reliable ac. 4th grade math, science, and writing I have 27 2nd graders 2nd Dual I am a librarian. I have a kinder that has 23 students and a 5th grade class has 30 students. It is difficult to have a class that is 45 minutes long and fit in both a lesson and check out in that time frame. Librarian
Previous Employment / Work Experience Please provide full details of all your previous paid and unpaid employment in date order since leaving full-time education, explaining any breaks. Name of employer and type of business Position held Reason for leaving Please be specific about start date and end date Education, qualifications and professional membership. Please list ALL qualifications and professional memberships with dates.
SECTION 1 PERSONAL DETAILS Title (Mr, Mrs, Miss, Ms, Dr, other): ………………………… Surname: ……………………………………………………………… Forename(s): ………………………………………………………… Address: ………………………………………………………………… (Town)…………………………………………………………………… (County)………………………………………………………………… (Postcode)……………………………………………………………… Telephone No (Home): …………………………………………………… Telephone No (Mobile): ………………………………………………… E-mail address: ……………………………………………………………… Date of Birth: ……………………………………………… (Optional) National Insurance Number …………………………… Teacher’s Reference…………………… (if applicable) Where did you hear about us? ……………………………………………………….. SECTION 2 EDUCATION Institution(s) attended Dates Qualifications gained
SECTION 4 CURRENT/LAST EMPLOYMENT Employers Name: ……………………………………………………………… Employers Address: …………………………………………………………… (Town)……………………………………………………………………………… (County)…………………………………………………………………………… (Postcode)………………………………………………………………………… Position: …………………………………………………………………… Grade/Salary: …………………………………………………………… Date Commenced: …………………………………………………… Date of Leaving if applicable: ……………………………………… Period of Notice: ………………………………………………………… Employers Name…………………………………………………………………………………………………………………………………………………… (if applicable) Reason for leaving ………………………………………………………………………………………………………………………………………………. Brief description of responsibilities ………………………………………………………………………………………………………………………… Number of additional sheets used………… OTHER PREVIOUS EMPLOYMENT (chronologically listed) Please account for any gaps in employment. Employers Name & Address Dates Position outline of responsibilities
SUBJECT-MATH Class10th A AND B 1-solve fa-3 question paper in your notebook 2-write down all the formulas in your notebook 3-solve the following questions Exercise-12.1ques1,4 Exercise-12.2ques 5,7,11 Exercise-12.3 ques6,8,15,16 Exercise-13.1 que 6,7 Exercise-13.2 Ques 3,4,8 Exercise-13.3 ques 1,4,7 Exercise-13.4 ques 2,3. Hindi
Class Teacher Specification Essential Desirable EXPERIENCE Undertaken regular and substantive professional development. Awareness & understanding of current issues and trends in education of students with SEND Excellent Interpersonal and Communication Skills Understanding of issues involved in the management of change A commitment to inclusive practice Commitment to developing partnerships with parents and the wider community Additional Qualification in the education of SEN students. Substantive experience of teaching pupils with SEN A full driving licence A willingness to support residential activities Teaching Experience in cross phases Experience working with ASD/PMLD learners Subject leadership Managing a team of support staff App. Int. Ref. EDUCATION, TRAINING AND QUALIFICATIONS Knowledge of curriculum Qualified teacher status Has or is willing to work towards achieving an additional qualification in the education of students with SEN. App. Int. Ref. SKILLS AND KNOWLEDGE Demonstrated evidence of at least good delivery Good decision making skills. Ability to investigate, solve problems and make decisions Good communication skills: ability to plan time effectively and prioritise High standard of literacy Ability to manage the learning environment so that it is conducive to effective teaching. Ability to manage LSA’s effectively and provide them with guidance Ability to inspire pupils and staff Ability to guide, reassure and inspire parents Ability to work effectively with external specialists Ability to use assessment procedures effectively through understanding/effective subject knowledge trained or willingness to complete Midas test (Mini bus certification) Makaton trained or willingness to complete training Teamteach trained or willingness to complete training Additional SEN qualification App. Int. Ref. PERSONAL QUALITIES Display commitment to and awareness of personal responsibility for safeguarding and welfare of students. Values and respects the and needs of students. Respects and values diversity. Sense of humour Flexibility Emotional resilience App. Int. Ref. WORKING ARRANGEMENT Willingness to undergo an enhanced DBS disclosure and associated checks Willingness to be a member of the Governing Body Willingness to be a member of our school PTA Willingness to support extra-curricular opportunities including residential App. Int. Ref.
relationships with children Basic child protection practice Effective organisational skills Ability to supportive relationships with parents and carers. Ability to deal positively with challenging behaviour Curriculum National curriculum, relevant programmes of study and assessment strategies Sound ICT skills Knowledge of statutory assessments at KS1 and KS2 (SATs) Experience of working with a successful integrated curriculum An understanding of the changes informing the National Curriculum 2014. Letter of application Interview Professional Values High expectations Learning should be engaging and inspiring Developing positive learning behaviours Support for enriched curriculum through out of learning and educational visits Letter of application Interview
Commitment to the personal welfare and safeguarding of children Personal Qualities Displays sensitivity in dealing with children Open minded, and adaptable to change Willingness to be involved in the life of the school Ability to prioritise Good interpersonal and communication skills A willingness to and the will to continue to strive for excellence Demonstrate a commitment to and sustainable work practices Brings personal interest and enthusiasms to the school community Aspirational and driven to be a future leader. Letter of application Interview Reference
Essential Desirable Evidence Qualifications Qualified Teacher Status (QTS) Further continuous Professional Development First aid training Team Teach training Application Form Experience Proven ability as an excellent trainee teacher or classroom teacher Ability to build relationships and work within a team of professionals Proven record of successful subject leadership Experience in supporting children with EAL and SEN including BSED needs Application Form Professional Knowledge, Skills and Understanding Knowledge of what constitutes good or better teaching and learning Inclusion and best practice for engaging all learners High expectations related to appropriate rates of pupil progress and attainment What constitutes successful and An understanding of the new Ofsted framework and descriptors Team teach or similar training Extra-curricular qualification/sports coaching accreditation Letter of application Interview
Developing positive learning behaviours Commitment to the personal welfare and safeguarding of children Personal Qualities Displays sensitivity in dealing with children Open minded, and adaptable to change Willingness to be involved in the wider life of the school Ability to prioritise Good interpersonal and communication skills A willingness to learn and the will to continue to strive for excellence Demonstrate a commitment to and sustainable work practices Brings personal interest and enthusiasms to the school community Aspirational and driven to be a future leader. Letter of application Interview Reference
Attainment Tests • Understanding of and commitment to the school policies, in particular: • Participation and implementation of the School Behaviour Policy • Implementation of the school Equal Opportunities Policy • Knowledge of effective strategies to include, and meet the needs of, all pupils in particular underachieving groups of pupils, pupils with SEN • Familiarity with writing and delivering effective Individual Education for pupils with SEN
Monday Tuesday Wednesday Thursday Friday Saturday 05:00am Class 5:30am-6:30am Class 5:30am-6:30am 06:00am Class 6:00am-7.00am Class 6:15am- 7:15am PALM BEACH Advanced Class 6:30am-7:30am 07:00am FREE GYM TIME 7:00am- 9:15am FREE GYM TIME 6:45am- 9:15am Class 7:00am- 8:00am FREE GYM TIME 7:30am- 9:00am 08:00am 09:00am Class 9:30am-10:30am Class 9:30am-10:30am 10:00am OPEN BY APPOINTMENT FROM 1100am-4:00pm 4:00pm Class 4:00pm- 5:00pm FREE GYM TIME 4:00pm-5:45pm FUNDAMENTALS 5:15pm-5:45pm Class 4:00pm- 5:00pm FREE GYM TIME 4:00pm– 6:00pm 5:00pm FREE GYM TIME 5:00pm-5:45pm FREE GYM TIME 5:00pm – 5:45pm 6:00pm Yoga 6:00pm-7:00pm Class 6:00pm-7:00pm Class 6:00pm-7:00pm Class 6:00pm-7:00pm
Series and parallel combination and their calculation, symbol, simple tester. Projects/Activity Arrangement of bulbs in series and parallel, simple tester. September Topics to be covered Relay and projects based on relay Projects/Activity Relay bell October Topics to be covered Mike, Speaker and Intercom Projects/Activity Simple Intercom November Topics to be covered Switches (S.P.S.T., S.P.D.T., Rotary Switch) L.E.D. Traffic Projects/Activity Traffic light December
YOGA SYLLABUS CLASS VI APRIL YOGA INTRODUCTION :- Ashatanga yoga (Patanjala Yoga Darshan) SHATKARMA :- Kapalbhati and agnisara. SUKSHMA VYAYAMA :- Hrid Gati Medha-shakti vikasaka kriya, ASANA :- Tadasana, kati-chakrasana,konasana, trikonasana, shavasana, PRANAYAMA :- Yogic deep breathing and Gyan mudra. MEDITATION :- Breath meditation and shanti: patha: YOGA Yoga in Bhagavad Gita ( Lesson -1). MAY PRAYER :- Vedic Mantra. SHATKARMA :- Agnisara. SUKSHMA VYAYAMA :- Ucharana-sthal tatha vishudhi chakra-shudhi. padhastasana, shavasana.parshva konasana, shavasana. PRANAYAMA :- Practice of Puraka Kumbhaka and Rechaka and prana mudra. MEDITATION :- Breath shanti: and shanti: patha: YOGA STUDY :- Yoga in Bhagavad Gita ( Lesson – 1). JULY PRAYER :- Vedic Mantras. SHATKARMA:- Water-Neti and kapalbhati.
CLASS VII MATHEMATICS (April – May) Chapter 1 – Integers Chapter2 – Fractions and Decimals July Chapter 4 – Linear Equations Chapter 5 – Lines and Angles August Chapter 6 – Triangles and its properties Chapter 13 – Exponents and Powers September Chapter 3 – Data Handling Revision for Half Yearly Examination October Chapter 8 – Comparing Quantities Chapter 9 – Rational Numbers November Chapter 7 – Congruence of Triangles Chapter 12 – Algebraic Expressions December Chapter 11 – Perimeter and Area Chapter 10 –Practical Geometry January 2018 Chapter14 – Symmetry
Activity-2 : To observe formation of real image by a concave mirror. February – Revision. PROJECTS Forests – Our life line. Food showing primary producer, Primary Consumer and secondary Consumer. OR Presentation on Water Cycle. SYLLABUS U. T – 1 – Chapter – 1 & 2 Half Yearly Exams - Chapter1,2, 3,4,5,6, & 7 U.T – 2 - Chapter – 10 & 12 Annual Exams – Chapter – 1,5,10,11,12,13,14& 15 U. T – 1 - Chapter 1 Nutrition in plants Chapter 2 Nutrition in animals HALF YEARLY EXAMS Chapter 1 Nutrition in plants Chapter 2 Nutrition in animals Chapter 3 Fibre to fabric Chapter 4 Heat Chapter 5 Acids, bases & salts Chapter 6 Physical & chemical changes Chapter 7 Weather, climate & adaptations of animals to climate UT 2
April-May Exploring the Computer pictures of peripheral devices and write about them July Formulae Functions & More in Use functions instead of formula in given problem August Creating Charts in Ms - Excel Present data in form of graphs Edit the charts September Revision Half Yearly Exams October HTML Basics Design Web page from solved examples Edit WebPages for given criteria November Loops and Graphics in Qbasic Recall Qbasic commands Counters & December Loops and Graphics in Qbasic - Cont Drawing Shapes in Qbasic Creating Sound January Internet Applications Searching information on Internet On educational sites February Revision Annual Exams UT1 Exploring the Computer Half Yearly Exploring the Computer Formulae Functions & More in Creating Charts in Ms - UT 2 HTML Basics Final HTML Basics Loops and Graphics in Qbasic Internet Applications
______________________ Subject: Science B2 Class: VIII LESSON: Cell structure and function Worksheet:8 focused Target Learning outcome Suggested strategies 1.inquiring 2. drawing diagram Makes efforts to acquire scientific knowledge Individual/group Task Activity : TLO Identifies different parts of animal cell. observe the diagram and label. Name the largest cell and smallest cell in human being.
$6,269 –[21.06% × (EIb − $18,190)] Provision (estimated number in relevant AGI range) Code § Relevant Adjusted Gross Income (AGI) Range by Filing Status How Phaseout Works Effective MTR 2) Limited phaseout of dependent care credit (2 M) § 21 $15,000–$43,001 Dependent care credit: $Dep. care expenses × [0.35 – [0.15 × [(AGI – 15,000) ÷ 30,000]] (round up to whole %. Max. = 0.15. Min. = 0)] Max. $Dep. care expenses = $3,000 if one qualifying person. Max. $Dep. care expenses = $6,000 if two or more qualifying persons. Statutory tax rate + 1.5% (assumes maximum credit (i.e., taxpayer’s qualifying expenses are $3,000 for one qualifying person)) Statutory tax rate + 3% (assumes maximum credit (i.e., taxpayer’s total qualifying expenses are $6,000 for ≥ two qualifying persons)) 3) Phaseout of credit to pay health care premium purchased on the “exchange” § 36B Varies (Individuals whose household income is at least 100% but not more than 400% of the poverty line who aren't eligible for Medicaid or employer-sponsored insurance) Premium assistance credit: Premium for a “benchmark plan” “expected contribution” Varies Retirement Related 4) Phaseout of elderly or disabled credit (< 0.1 M) § 22 Single or HH: $7,500–maximum of $17,500 Joint: $10,000–max. of $20,000c varies Statutory rate + 7.5% 5) Phaseout of social security (S.S.) benefits exclusion (7 M) § 86 Single or HH: $25,000–variousd Joint: $32,000–variousd Single or HH: $34,000–variousd Taxable S.S. benefits: 50% × (Provisional income – 25,000) 50% × (Provisional income – 32,000) Lesser of 50% × (S.S.benefits) or $4,500 + 85% × (Prov. inc.– 34,000). Statutory rate (for tier) × 1.5 Statutory rate (for second tier) × 1.85
13) Phaseout of child credit (1 M) § 24 Single or HH: $75,000 – variousi Joint: $110,000 – variousi Child credit phased out: [(AGI − 75,000) ÷ 1,000](round up to whole number) × $50 [(AGI − 110,000) ÷ 1,000](round up to whole number) × $50 Statutory rate + 5% Provision (estimated number in relevant AGI range) Code § Relevant Adjusted Income (AGI) Range by Filing Status How Phaseout Works Effective MTR 14) Phaseout of allowable rental real estate loss deduction (Not available) § 469(i) $100,000 – $150,000i Maximum allowable deduction: $25,000 × [1 – (AGI – $100,000) ÷ $50,000] Statutory rate × 1.5 (assuming maximum deduction of $25,000 if not for phaseout)q 15) Phaseout of adoption credit (Not available) § 23 $201,920 – $241,920i Credit: $Adoption expenses (maximum $13,460) × [1 − (AGI − $201,920) ÷ $40,000] Credit: Statutory rate + 0.337 (assumes maximum credit of $13,460 if not for phaseout)r 16) 10% floor for medical deductions (11 M) § 213 Any taxpayer claiming medical deductions Deduction phased out: 10% × AGI (7.5% if taxpayer is age 65 or over) Statutory rate × 1.10 (1.075 if taxpayer is age 65 or over) 17) 2% floor for miscellaneous deductions (12 M) § 67 Any taxpayer claiming miscellaneous deductions subject to the 2% floor Deduction phased out: 2% × AGI Statutory rate × 1.02 18) 10% floor for casualty loss deductions (0.1 M) § 165 (h)(2) Any taxpayer claiming casualty loss deductions Deduction phased out: 10% × AGI Statutory rate × 1.10
APA format for in-text citations and references. Times New Roman font, 12 pt. Double-spaced. Revenue and Reimbursement Scoring Guide CRITERIA BASIC PROFICIENT DISTINGUISHED Develop a step-by-step process for a revenue Does not develop a step-by-step process for a revenue cycle. Develops a process for a revenue cycle but does not include each step, or puts steps in an illogical or inaccurate sequence. Develops a step-by-step process for a revenue cycle. Develops a step-by-step process for a revenue cycle and explains the function or importance of each step. Recommend a pricing structure method. Does not recommend a pricing structure method. Identifies one or more pricing structures but does not recommend one Recommends a pricing structure method. Recommends a pricing structure method and explains how the pricing structure method supports the financial strategies of the organization. Explain the factors to consider for insurance Does not explain the factors to consider for insurance Identifies the factors to consider for insurance contract negotiations. Explains the factors to consider for insurance contract negotiations. Explains the factors to consider for insurance contract negotiations
contract negotiations. contract negotiations. and identifies the payer categories appropriate for the practice. Explain a process for handling private pay and charity care. Does not explain a process for handling private pay and charity care. Identifies a process for handling private pay and charity care. Explains a process for handling private pay and charity care. Explains a process for handling private pay and charity care and how the process fits into the financial strategies of the organization. Recommend a billing software system. Does not recommend a billing software system. Describes billing software systems but does not recommend one. Recommends a billing software system. Recommends a billing software system by comparing the benefits and limitations of each in terms of organizational needs and financial strategies. Explain how billing process changes benefit physicians, clinics, and patients. Does not explain how billing process changes benefit physicians, clinics, and patients. Lists the benefits of billing process changes. Explains how billing process changes benefit physicians, clinics, and patients. Explains how billing process changes benefit physicians, clinics, and patients. Provides supporting
Class # 34: Jan. 14 Integrated Math 3 (Class # 34) Class Overview Document # 4.1 Unit 4: Polynomials and Rational Functions Date: Tuesday, January 14, 2013. Blocks: A, C, D Objective: Polynomial Functions - Students will identify polynomial functions and their degree. They will learn the meaning of the words term, monomial, binomial, trinomial, polynomial, degree, coefficient, like terms, polynomial function, quadratic function, vertex, cubic, quartic and quintic function. - They will add and subtract polynomials. - They will evaluate polynomial functions. Class Schedule/Descriptions: (85) - Welcome back students (5) - Go over the semester exams. (20) Students will go over the semester - Polynomial Functions (15) Students will follow the presentation and do the exercises. - Assignment 4.1: Adding, subtracting and multiplying polynomials. (40) Students work on the worksheet, part I (exercises 1 – 30 all) and part II (exercises 1 – 24 all.) - HW 4.1: Multiplying Special Case Polynomials. (5) Do the entire worksheet for homework. ( 1 – 26 all) Assignment 4.1 Adding, subtracting and multiplying polynomials. - Do part I ( 1 – 30 all) and part II (1 – 24 all). Due: Tuesday, January 14 HW 4.1: Multiplying special case polynomials. Due:
Two advantages of strip grazing a.__________________________________ . Two advantages of tethering b. Two disadvantages of tethering . b.________________________________ DAY 4 Two advantages of rotational grazing _ b. Two disadvantages of rotational grazing b. Two requirements by a farmer to start zero grazing b. Four advantages of zero grazing . . c. . Day 5 Two disadvantages of zero grazing Two advantages of herding _ . Three reasons why animals need food.
APPENDIX D: CLEANING PRODUCT INVENTORY FORM Product Type Product Name and Manufacturer Price per unit ($) and unit size (quart, gallon, liter, etc) Amount (# of units) Where is this product used? Dilution rate Uses dilution equipment? Y/N Certified by Green Seal, UL ECOLOGO, other? Storage location
2.C.01 Infants and toddlers/twos are provided an environment that allows them to move freely and achieve mastery of their bodies through self-initiated movement. They have multiple opportunities to practice emerging skills in coordination, movement and balance, and perceptual-motor integration. Level 2, Standard 10b.2 Standard 10c.2 Standard 10c.3 2.C.04 Children have varied opportunities and are provided equipment to engage in motor experiences than stimulate a variety of skills, enhance sensory-motor integration, develop controlled movement, enable children with varying abilities to have large-motor experiences similar to those of their peers, range from familiar to new and challenging, help them learn physical games with rules and structure. 2, Standard 10b.2 Level 3, Standard 11.2 Standard 11.3 2.D.03 Children have varied opportunities to develop competence in verbal and nonverbal communication by responding to questions, communicating needs, thoughts and experiences, describing things and events. 3, Standard 9a.1 2.E.01 Infant have varied opportunities to experience songs, rhymes, routine games and books through individualized play that includes simple rhymes, songs and interactive games, daily opportunities for each child to heard and respond to various types of books including picture books, wordless books and books with rhymes, access to durable books that enable children’s independent exploration. Level 2, Standard 12b.1 Standard 12b.2 Level 3, Standard 9a.2 Standard 9a.6 Standard 9a.8 2.E.02 Toddlers/twos have varied opportunities to experience books, songs, rhymes and routine games through individualized play that includes simple rhymes, songs, and sequences of gestures, daily opportunities to hear and respond to various types of books including picture books, wordless books and books with rhymes, access to durable books that enable independent exploration, experiences that help them understand that pictures represent real things in their environment. 2, Standard 12b.1 Standard 12b.2 Standard 12b.3 Level 3, Standard 9a.2 Standard 9a.6 Standard 9a.8 2.E.03 Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they Level 2, Standard 12a.5 Standard 12b.4
RECOMIENDA QUE LA ESCUELA USE ESTE PRODUCTO? ______________ ____________ EQUIPMENT/EQUIPO DILUCION RECOMIENDA QUE LA ESCUELA USE ESTE PRODUCTO? Type of Dilution Equipment/que tipo: (RTD) Bottle-mounted/de la botella la pared Me gusto el producto porque: POR O
Student Class Schedule Beginning August 1, 2017 Time Monday (Mat) Tuesday (Wood) Tuesday (Mat) Wednesday (Wood) Wednesday (Mat) Thursday (Wood Thursday (Mat Saturday (Mat) 6:00 – 6:30 Tiny Tiger/Little Dragons Tiny Tiger/Little Dragons Tiny Tiger/Little Dragons 10-11 AM ATT 6:00 – 6:45 Beginner Youth White and Orange All Ranks (All Ages) Beginner Youth White and Orange 11-12 AM All Ranks (All Ages) 6:30 – 7:30 Black Belts Cho Dan Adult (All Ranks) Adult (All Ranks) 6:45 – 7:30 Intermediate Youth Green & Brown Intermediate Youth Green & Brown 7:30 – 8:15 7:30 – 8:30 Black Belts All Ranks C.O.B.R.A. Self-Defense Skills Advanced Youth Red & Blue Advanced Youth Red & Blue 8:15 – 9:00 Instructor Training Black Belts E DAN & UP
Document Sourcing Information (What type of document is it? Who wrote it? When was it written? What do you know about the author?) Evidence to Answer Research Question 1 2 3a 3b Document Sourcing Information (What type of document is it? Who it? When was it written? What do you know about the author?) Evidence to Answer Research Question
Participants will create a simple hanging piece, and learn the craftsmanship that goes into each project. Stained glass kits are available for purchase, or bring your own tools. The final piece will be a 12”x12” stained glass masterpiece that can be hung in a window. Our Artist has over thirty years of experience creating custom stained glass, which means that you will be learning from a well-known expert in the stained glass field. Two hour classes Four sessions Groups: Mon. evenings Individual: Appointments Groups $40/hr.+tax Individuals $50/hr.+tax Tools/material $125+tax Learn a new skill Great as a hobby Make beautiful gifts Decorate your home Have fun Be creative Focus your mind Relax Reduce stress Improve quality of life
Fri 4/10/15 1:00p 2 CULTURAL DIVERSITY IN HEALTHCARE 2.0 LALACH Wed 4/22/15 10:00a 2 CULTURAL DIVERSITY IN HEALTHCARE 2.0 HOURS LALACH Fri 2/27/15 10:30a 2 CUSTOMER SERVICE in HEALTHCARE COMMUNICATING WITH FAMILIES NSH Fri 3/27/15 10:30a 2 CUSTOMER SERVICE in HEALTHCARE DE-ESCALATION TECHNIQUES NSH Fri 5/29/15 10:30a 2 CUSTOMER SERVICE in Healthcare DIGNITY AND RESPECT NSH Wed 4/22/15 8:00a 2 CUSTOMER SERVICE in Healthcare - DIGNITY AND RESPECT LALACH Fri 4/24/15 10:30a 2 CUSTOMER SERVICE IN HEALTHCARE - SELF-CARE STRATEGIES NSH Fri 4/03/15 3:00p 2 Decontamination Procedures in Healthcare LALACH Thu 5/07/15 5:00p 4 HEAD TO TOE ASSESSMENT WITH ADVANCED CONCEPTS QVC Fri 3/06/15 8:00a 4 HEAD TO TOE ASSESSMENT WITH ADVANCED CONCEPTS LALACH Thu 5/21/15 1:30p 4 LAB VALUES INTERPRETATION AND UPDATE SCHH Thu 2/26/15 8:30a 8 MAB MANAGEMENT OF ASSAULTIVE BEHAVIOR ® (MAB)® 8 Hour Initial Provider RCTC Tue 3/24/15 8:00a 8 MAB MANAGEMENT OF ASSAULTIVE BEHAVIOR ® (MAB)® 8 Hour Initial Provider QVC
Mon 4/06/15 5:30p 4 MENTAL HEALTH TOPIC: ASSAULT RESPONSE AND RESTRAINTS ICC Mon 3/30/15 5:30p 4 MENTAL HEALTH TOPIC: ASSESSEMENT TOOLS ICC Mon 4/20/15 5:30p 4 MENTAL HEALTH TOPIC: CHEMICAL DEPENDENCY ICC Mon 4/13/15 5:30p 4 MENTAL HEALTH TOPIC: COMMUNICATION TECHNIQUES QVC Mon 4/27/15 5:30p 4 MENTAL HEALTH TOPIC: LEADERSHIP STYLES AND FAMILIES ICC Mon 3/23/15 5:30p 4 MENTAL HEALTH TOPIC: OVERVIEW OF MENTAL HEALTH ICC Mon 3/23/15 5:30p 24 MENTAL HEALTH TOPICS SERIES C.N.A. Appropriate ICC Mon 3/30/15 1:00p 4 PEDIATRIC ASSESSMENT and CODE WHITE MPH Thu 4/30/15 1:00p 4 PEDIATRIC ASSESSMENT and CODE WHITE MPH Wed 4/15/15 1:00p 4 RAPID RESPONSE - CODE BLUE, CRASH CART MOCK CODE BLUE SCHH Wed 4/15/15 5:30p 4 SPANISH FOR HEALTHCARE PROFESSIONALS- ADMISSION TO DISCHARGE ICC Wed 4/15/15 8:00a 4 STROKE RECOGNITION AND NURSING CARE SCHH Mon 3/02/15 4:00p 18 UNIT SECRETARY & MEDICALTERMINOLOGY C. N. A. APPROPRIATE ICC
÷ = …… 8.9 -3.246 = ………………… 5 + 1.285 = ………………… The value of ‘x’ in 43.07x100 =………………… 26.3 ÷ 1000= …………… Write True or False 0.2x 0.3 = 0.6 5 tens > 5 tenths 8.23 + 10 = 8.33 19.23 < 19.357 < 19.5 Reciprocal of an improper fraction is an improper fraction Match the following ÷ 25 2.5 0.5 x 5 2.51 2 0.025 28.5 – 3.5 0.25 Physics: Make a of Newton’s colour disc Chemistry: Make a model of Rainwater Harvesting Biology: Organisms which prepare food for themselves using simple naturally available raw materials are referred to as heterotrophs autotrophs parasites saprophytes
seven gables is, then, the locus of a conflict between wealth and poverty, prominence and obscurity, that, unresolved and apparently unresolvable, binds generation after generation of Pyncheons and Maules to one another. (463) Hepzibah Pyncheon represents the aristocracy of American society. Her family name and the legacy of her ancestors grant her a position in the social order. However, her lack of wealth forces her to seek alternate means of supporting herself. Despite her fears and misgivings, Hepzibah steps outside of her aristocratic comfort zone and, out of her extreme need, opens a cent shop in her home. This step is viewed by Hepzibah herself as an extreme form of degradation and offends her aristocratic sensibility to the core. On the day of her new enterprise, she is completely overcome by her interactions with those few members of society that enter her shop. She is offended by the “familiar” or “rude” tones she is addressed in and is baffled by the fact that her customers “evidently considered themselves not merely her equals, but her patrons and superiors” (Hawthorne 41). The brief workday’s encounters are enough to alter Hepzibah’s perceptions and attitudes toward the society that she lives in: Her new experience led [Hepzibah] to very disagreeable conclusions as to the temper and manners of what she termed the lower classes, whom, heretofore, she had looked down upon with a gentle and pitying complacence, unfortunately, she had likewise to struggle against a bitter
Millington, Richard H.. “The Triple Beginning of The House of the Seven Gables.” The House of the Seven Gables: The Norton Critical Edition. Ed. Robert S. Levine. New York: W.W. Norton & Company, 2006. 407-418. Print. Trachtenberg, Alan. “Seeing and Believing.” The House of the Seven Gables: The Norton Critical Edition. Ed. Robert S. Levine. New York: W.W. Norton & Company, 2006. 418-437. Print.