zilongwang/ReadingBank huggingface dataset:
D. Reflecting on observations and resources that were noteworthy. E. Completing a handwriting workbook IV. How Activities Are Assessed: A. All components of the course must be completed satisfactorily in order to receive a satisfactory grade. A checklist is completed by the WIU instructor. B. Time log and reflections include a detailed and thorough discussion of required components. C, The mentor teacher completes an evaluation of the candidate focusing on the WIU dispositions and skills in lesson delivery and classroom management. ECH 480 I. Catalog Description: Work in Early Childhood Education . (1-4, repeatable to 6) Clinical experience in pre-primary and primary grade early childhood classrooms. Students explore and apply learning theories and practices as they observe, participate, and teach daily in the classroom. Transportation not furnished. Prerequisites: ECH 271, 273, 274, 380, 381, departmental permission, fully accepted into Teacher Education Program. Graded S/U only. II. Population Served: Early Childhood education majors . Number of Required Field/Internship Hours: minimum 140 hours ( 6 weeks in an early elementary setting and 7 weeks in a preschool setting) IV. Required Activities A. Daily time and activity logs B, Classroom observations C. Weekly reflections to connect experiences with knowledge about teaching, children, development and learning, D. Final reflection at the end of Session I that include thoughts about what was learned about oneself as a teacher, about children, and about teaching in general and three specific goals for Session II, using the course objectives and the Teacher Education Dispositions to guide ther discussion. E, Final reflection at the end of Session II to include thoughts about experiences throughout the semester and about preparedness for student teaching, F. Minimum of 8 completed lessons-planned, implemented and evaluated in 6 curricular areas, with individual, small group and whole group interactions and strategies in Session I G. Completion of the Western Teacher Work Sample in Session II. V. How Activities Are Assessed: A. 85% of total evaluation points possible is needed to earn a grade of “satisfactory.” B. Each requirement is evaluated using the following criteria: Inclusion of all required information for each requirement, in a professional and timely manner; evidence of ability to connect theory to practice, practice to theory, evidence of ability to apply knowledge and skills gained through course to positively impact student learning and evidence of professional behaviors, attitudes, and responses C. Positive formative and summative evaluations from cooperating teacher and WIU supervisors.
Personal Teaching Philosophy Benchmark Assignment and Rubric Assignment Instructions: For this benchmark, you will write a personal teaching philosophy based on early childhood theories and practices. Use the "Teaching Philosophy Template" as a resource to guide the writing of your personal teaching philosophy reflective essay. In a reflective essay of 1,000-1,250-words, ensure that you include the following topics: The nature/nurture concept and debate. Your goals and objectives as a teacher. The role of the early childhood educator as a professional. Include how you plan to uphold ethical standards, professional standards of practice, and relevant laws and policies. The role of the childhood educator as advocate on behalf of children. Include how advocacy can promote learning opportunities, strengthen the learning environment and advance the early childhood profession. Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children, including your views on the statement “all children can learn” and key assessment practices. The role of technology in the education of young children. The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children. In conclusion, reflect on your experiences and provide specific examples of the importance and implications on your practice and your childhood classroom. Use course readings on particular theories and theorists, as well as 3-5 scholarly articles that can be used in support of it. Please do not cut and paste segments from other papers you have written because your turnitin score will be high (the system cannot tell that it's your own work). You can use all the papers that you have wrote to provide you with the resources that you need and citations, as well as to support you with the content, just make sure that you paraphrase or write your ideas slightly differently. The details are spelled out in the assignment description and what you need to accomplish is clear in the rubric. YES- you can use the references that you have used in other papers. NO - you cannot just cut and from you other papers
EARLY “Church” History WHY the History of “The Church”? Curiosity about our “Family History”: Where do I fit in? Why do churches “do church” differently? Why do I believe what I do? Learn the difference between “Church Roots” and “Biblical Roots” Evolution of the Word: “Church” Hebrew Greek Latin English Edah: congregation of God’s righteous who agreed to follow God (1st use: at Mt Sinai, Ex 19) (LXX: ekklesia) Kahal: assembly of God’s righteous for religious purposes: feasts, worship, war. The body of believers when Messiah regathers from all corners of world. (LXX: ekklesia) synagogue: (bring together) an assembly for worship, and other public purposes. Later, became a designation of Jewish assembly in contrast to ecclesia, to denote the Christian church ekklesia: any gathering of people, [town council, even a mob]. Later, came to denote the gathering of believers (jew and gentile) in a community (“church”) 312.Constantine: In this sign ( ) conquer, a combination of church and state (a political entity: Holy Roman Empire) Christendom KJV Translation rule #3: Ekklesia to be translated “church” (German), so that King James may be the head of it. A building for public Christian worship (middle ages) Later, an ecclesiastical organization, as distinguished from the state (Roger Williams) A local congregation of believers in Jesus Evolution of “Church” Models Master Narrative Parting of the Ways Ways that NEVER Parted 100-1934 Church Triumphant Replacement Theology European, Gentile Christianity 1934, James Parkes The Conflict of the Church & Synagogue ~ 1970+ The Jewishness of New Perspective on Paul Roman Catholic Reformed Theology Dispensational Evangelical Messianic Judaism Hebrew Roots
What should I do? Need more help?  Have an inventory of the substances you export on their own or in mixtures;  Be able to describe their identity: constituents, additives and impurities;  Have information on their physical-chemical properties and their environmental and human health hazards;  Classify and label them according to GHS;  Consider appointing an only representative; and For articles,  have an inventory of the Candidate List substances they contain and how the articles can be used safely. Can I centralise the work? Yes. If you are a manufacturer, formulator or an article producer, you can appoint an only representative to fulfil the importers’ duties, such as registering substances and notifying in articles. This option allows you to closely manage the compliance of your products in the EU market. Information on and CLP for non- EU companies: Information on biocides for non- EU companies: Getting started with the EU chemicals legislation: Candidate List substances in articles: ECHA-term ‒ terminology in 23 languages: Contact ECHA: * Whenever the EU is mentioned in this leaflet, the EEA countries Iceland, Liechtenstein and Norway, are also covered. Do you export to the European Union? How to support your EU customer ECHA-16-L-01-EN © European Chemicals Agency, Reproduction is authorised provided the source is acknowledged
Module 4 – DEVELOPMENTALLY APPROPRIATE LEARNING ENVIRONMENTS (9) Week of Jan 28 - Feb 3 Chapter 13 – Developmentally Appropriate Learning Environments: For Infants Chapter 14 – Developmentally Appropriate Learning Environments: For Toddlers Due Sunday, February 3 Weekly Assignment #9 Discussion #9 Social Emotional Project (10) Week of Feb 4 - 10 Chapter 15 – Developmentally Appropriate Learning Environments: For Preschoolers Chapter 16 – Developmentally Appropriate Learning Environments: For Primary-Age Children Due Sunday, Weekly Assignment #10 Discussion #10 Learning Environment Project (11) Feb. 11-16 Final Exam Due Friday, February 15 Final Exam (Modules 3 &4) Thank you in advance for your perseverance and commitment to course requirements.
Coursework at a Glance Week Date Assignments to do this Week Discussion Board(DB) Chapter Review Questions (RQ) Textbook Reading for the Week Assignments due this Week Mondays, midnight CST Original post on Discussion Board are due on Fridays, midnight CST Responses to others due on Mondays midnight CST (except 5-30-16 and 7-4-16) 1 5-28-18 Read the Syllabus, DB #1, RQ #1, RQ#2 Chapter 1,2 5-28-18 Holiday 2 6-4-18 DB #2, RQ #3 Chapter 3 DB#1 , RQ#1, RQ#2 3 6-11-18 DB #3, RQ#4 Chapter 4 DB #2, RQ#3 4 6-18-18 Test #1, RQ#5 Begin Math Lesson Plan Chapter 5 DB #3, RQ#4 5 6-25-18 DB #4, RQ#6 Chapter 6 Test #1, RQ#5 6 7-2-18 Test #2, RQ#7 Chapter 7 DB#4, RQ#6 7-4-18 Holiday 7 7-9-18 DB#5, RQ#8, RQ#9 Begin Science Lesson Plan Chapter 8, 9 Math Lesson Plan, RQ #7 Test #2 8 7-16-18 Test #3 , RQ#10, RQ#11 Field Trip Project Chapter 10,11 DB #5, RQ#8, RQ#9 9 7-23-18 DB #6, RQ#12 Chapter 12 Test # 3,Science Lesson Plan , RQ#10, RQ #11 10 7-30-18 Test #4 DB #6, Field Trip Project , RQ#12 11 8-6-18 Smile Test #4
SECTION 09 50 13 Cellular Core Acoustical Panel Ceiling and Grid System Echelon Grid & Acoustical Surfaces For best results, display hidden notes to specifier PART 1 GENERAL 1.01 SECTION INCLUDES A. Echelon Acoustical Panels and Suspension System. B. Trim and miscellaneous accessories. 1.02 RELATED SECTIONS A. Section 09 29 00 - Gypsum Board Assemblies . B. Section 28 31 00 - Fire Detection and Alarm System -- Protected Premises: Fire alarm components located in ceiling. C. Section 21 05 00 - Fire Suppression Sprinklers: Sprinkler heads in ceiling. D. Section 23 37 00 - Air Outlets and Inlets - Air diffusers and returns in ceiling. E. Section 26 51 00 - Interior Luminaires - fixtures in ceiling. F. Section 27 51 16 - Public Address and Music Equipment: Speakers in ceiling. 1.03 REFERENCES A. ASTM C 423 - Standard Test Method for Sound Absorption and Sound Absorption Coefficients by the Reverberation Room Method; 2000. B. ASTM C 635 - Standard Specification for the Manufacture, Performance, and Testing of Metal Suspension Systems for Acoustical Tile and Lay-in Panel Ceilings; 2000. C. ASTM C 636 - Standard Practice for Installation of Ceiling Suspension Systems for Acoustical Tile and Lay-in Panels; 1996. D. ASTM E 84 - Standard Test Method for Surface Burning Characteristics of Building Materials; 2000a. E. ASTM E 580 - Standard Practice for Application of Ceiling Suspension Systems for Acoustical Tile and Lay-in Panels in Areas Requiring Seismic Restraint; 2000. F. ASTM E 1477 - Standard Test Method for Luminance Reflectance Factor of Acoustical Materials by Use of Integrating-Sphere Reflectometers; 1998a. G. ASTM C 1338 – Standard Test Method for Fungal Resistance H. CISCA (AC) - Acoustical Ceilings: Use and Practice; Ceilings & Interior Systems Construction Association; 1999.
Ability to successfully plan and deliver technical support of projects over a period of several months. Problem solving and initiative Experience of contributing innovative ideas in order to solve technical problems. Experience of using judgement to find solutions to problems for which no standard procedure exist. CV interview Management and teamwork Able to solicit ideas and opinions to help form specific work plans. Experience of providing training/coaching to colleagues and students in relation to technical tasks CV and interview Communicating and influencing Able to elicit information to identify specific customer needs. Able to offer proactive advice and guidance on technical processes and procedures. Able to communicate and liaise with users of the technical services, both internal and external to the department. Experience of demonstration skills CV and interview Other skills and behaviours Special requirements Willingness to undertake Health and Safety training specific to role. Willingness to learn new techniques and undertake training to develop skills and instrumentation knowledge CV and interview JOB HAZARD ANALYSIS Is this an office-based post? Yes If this post is an office-based job with routine office hazards (eg: use of VDU), no further information needs to be supplied. Do not complete the section below. No If this post is not office-based or has some hazards other than routine office (eg: more than use of VDU) please complete the analysis below. Hiring managers are asked to complete this section as accurately as possible to ensure the safety of the post-holder. ## - HR will send a full PEHQ to all applicants for this position. Please note, if full health clearance is required for a role, this will apply to all individuals, including existing members of staff. ENVIRONMENTAL EXPOSURES Occasionally (<30% of time) Frequently (30-60% of time) Constantly (> 60% of time) Outside work Extremes of temperature (eg: fridge/ furnace) ## Potential for exposure to body fluids ## Noise (greater than 80 dba - 8 hrs twa)
Schedule 2 Participating screening units The child-related employment screening units that will participate in the Exchange are: (a) the Children’s Guardian referred to in the Child Protection (Working with Children) Act 2012 No 51 (NSW); (b) the Secretary to the Department of Justice referred to in the Working with Children Act 2005 (Vic); (c) the chief executive officer referred to in the Working with Children (Criminal Record Checking) Act 2004 (WA); (d) the Screening Authority established under the Care and Protection of Children Act (NT), section 196; (e) the chief executive referred to in the Working with Children (Risk Management and Screening) Act 2000 (Qld); (f) the Queensland College of Teachers constituted by the Education (Queensland College of Teachers) Act 2005 (Qld); (g) the Australian Capital Territory Office of Regulatory Services Background Screening Unit referred to in the Working With Vulnerable People (Background Checking) Act 2011 (ACT); (h) the Department of Communities and Social Inclusion Screening Unit pursuant to the Children’s Protection Regulations 2010 (SA); (i) the Registrar appointed the Registration to Work With Vulnerable People Act 2013 (Tas); and (j) any employment screening units that the parties, under Part 7 of this agreement, agree may participate in the Exchange in the future and that the parties add to this schedule.
ECHO AUTISM: School Psychologists FREE monthly professional development for School Psychologists in Missouri Monthly, one-hour videoconference meetings focused on participant submitted client case-studies to assist with: Initial Evaluation Planning: Question of Autism Assistance with Re-Evaluation Planning Assistance with Programming Recommendations Sept 11, Oct 2, Nov 6, Dec 11, Jan 8, Feb 12, March 12, April 9 11:00am-12:00pm Using the Enhancing Community Health Care Outcomes (ECHO) framework, the Thompson Center expert panel will facilitate case discussion Group size is limited, contact us today for more information trainings@missouri.edu (573) 884-1619
2 123 KTM Frankie Manfredi Lagrangeville, NY 2 2 3 65 KTM Jack North Chatham, NY 4 3 4 19 KTM Jacob Ford 6 4 5 37 KAW Nicholas Servidone Castleton, NY 5 5 6 624 COB Cameron Eiffert Red Hook, NY 3 7 7 996 KAW Richard Bray Medusa, NY 7 6 8 40 KTM Jordan Ford 8 8 Race Results Race: 14 Printed: PLUS 25 C Finish Number Brand Name City,State Moto 1 Moto 2 1 151 KAW Rich Jones 1 1 2 131 KAW James Sleicher Johnsonville, NY 2 2 3 861 KAW Brad Munn Lakeville, PA 4 3 4 39 SUZ Thor Church Coeymans Hollow, NY 3 4 5 723 KAW Lou Zapp Salt Point, NY 6 5 6 145 KTM Mitch Allard N. Adams, MA 5 6 7 612 KAW Bill Hill Clarksville, NY 7 7 8 73 KTM Donny Davis 8 8 9 608 KAW Michael Crawley Freehold, NY 9 9 10 422 YAM Alan Blanchard 10 10 11 272 SUZ Howard Jr Coons Red Hook, NY 11 DNS 12 136 HON Mario Franco Yorktown Heights, NY 12 DNS 13 68 HON Paul Kelly 13 DNS 14 47 KAW Ryan Clarke Saugerties, NY DNF DNS PLUS 25 B Finish Number Brand Name City,State Moto 1 Moto 2 1 518 YAM Michael Lawlor Schodack Landing, NY 1 1 2 30 HON Scott M. Miller Athens, NY 2 2 3 537 SUZ Brad Fischer 3 3 4 441 HON Robert Reilly Stanfordville, NY 5 4 5 32 HON Sarah Mickelsen Greenville, NY 4 6 6 573 HON Rich Sr. Pooter Earlton, NY 6 5 7 114 HON Bryan Wujcik Amawalk, NY DNF DNF
125CC 2 STROKE Finish Number Brand Name City,State Moto 1 Moto 2 1 521 YAM Jacob Church Greenville, NY 2 1 2 469 YAM Michael Witson Wappingers Falls, NY 1 2 3 80 KTM Jeremy Manzolini Pittsfield, MA 3 3 4 188 KAW Travis Sisson Westerlo, NY 5 5 5 97 HON Matthew Flanagan Johnsonville, NY 7 4 6 881 YAM Mark Leach 4 8 7 128 YAM Dominick Iii Picchione New Milford, CT 6 7 8 207 KAW David J. Ingraham Selkirk, NY 8 6 9 350 SUZ Skyler Lobdell Holmes, NY 9 9 10 205 Unk Shane Quenneville Coeymans Hollow, NY 10 10 11 879 KAW Michael Quenneville 12 11 12 52 YAM Christopher Hartson Hopewell Junction, NY 11 12 13 81 HON Mike Taylor Castleton, NY DNF DNF Race Results Race: 23 Printed: JR MINI Finish Number Brand Name City,State Moto 1 Moto 2 1 700 KTM Kyle Krell Ravena, NY 1 1 2 100 KAW Mark Molesky Sloansville, NY 3 2 3 124 KTM Bailey Dunn Claverack, NY 2 3 4 63 KTM Joshua Williams Southbury, CT 4 5 5 717 HON Thomas D. Fraser Lee, MA 5 7 6 127 HON Anthony Picchione New Milford, CT 6 11 7 123 KTM Frankie Manfredi Lagrangeville, NY 14 4 8 229 KAW Kyle Hunter Wynantskill, NY 10 8 9 65 KTM Jack North Chatham, NY 8 10 10 32 KTM Pechtel Schenectady, NY 12 9
Tumnatki’s AJ Northomes Max, SD Northomes Ed, SD Northome’s Yankee, SDO Northomes Whitby Northomes Cloud, SD Northomes Jasper, SDX Northomes Keki, SD Tumnatki’s Shelby Tumnatki’s Tucker, SDX Meomar’s Faux Paus Spindrift’s Shulaces Northomes Silver, SDX Northomes Gizmo, SD Spindrift’s Button’s Tumnatki's Tumnatki's Son of a Sailor Meomar's Faux Pas Meomar's Independence Meomar's Cat Ballou Spindrift's Shulaces Northomes Sayak of Spindrift Spindrift's Buttons Tumnatki’s Island Drifter Entwood’s Pie at Lokiboden Lokiboden's Mr. Snuffalupagus Entwood’s Ainge Tumnatki’s Gintana Venture, SDX Meomar’s Faux Pas Spindrift’s Shulaces Pedigree for Echo, Timberline’s Echo,
EARLY COLLEGE HIGH SCHOOL 2017-2018 BUS 10 N. Dover Stop AM Time Location PM Time 1 6:45 White Oak Rd. / Bay Tree Dr. 5:14 2 6:47 Nimitz Rd 5:12 3 6:49 Bacon Ave /Buckson Dr 5:10 4 6:51 Frear Dr/ Eisenhower Dr 5:09 5 6:52 White Oak Apts. 5:08 6 7:00 Walker Rd/ Buttner Dr 4:58 7 7:02 Old Forge Dr/ Quail Hollow Dr 4:56 8 7:03 Hitching Post Rd/ Cobbler’s Ct 4:55 9 7:05 Independence Dr/ Walker Rd 4:53 10 7:06 Walker Rd/ Village at Mckee/ Branch 4:52 11 7:11 Mckee Rd/ Milcreek Rd 4:47 12 7:13 Carlisle Dr/ Asbury Ln/ Ardsley 4:45 13 7:20 Pearson Cor. Rd. / Cheswold Farm 4:37 14 7:21 Pearson Cor. Rd. / Dapple Gray Ln 4:36 15 7:25 Main St. /Fox point Rd 4:32 16 7:28 Main St. /Commerce St. 4:29 17 7:29 Parkers Dr. /Boggs Run 4:26 18 7:30 Boggs Run/ Jordan Dr. 4:25 19 7:34 Meadow Green/ Amberwood Ct. 4:22 20 7:35 Meadow Green/ Club house 4:21 21 7:39 2955 Fast Landing Rd. 4:17 22 7:45 500 Persimmon Tree Ln (Apt) 4:00
Effingham County School System High School Summer School 2018 →→ Monday Tuesday Wednesday Thursday Friday 5/31 6/1 6/4 6/5 6/6 6/7 6/8 6/11 6/12 6/13 6/14 6/15 6/18 6/19 6/20 6/21 6/22 6/25 6/26 No Class 6/27 EOC Walk-In Registration for Mathematics courses: Students will need to report to Effingham College and Career Academy at 7:45 AM on Thursday, May 31 to face-to-face mathematics instruction. No pre-registration is required. Students will be enrolled in the courses on a first-come, first-serve basis. Monday Tuesday Wednesday Thursday Friday 6/4 6/5 6/6 6/7 6/8 6/11 6/12 6/13 6/14 6/15 6/18 6/19 6/20 6/21 6/22 6/25 Last Day 6/26 No Class 6/27 EOC 6/28 EOC 6/29 Walk-In Registration for Online Coursework: Students will need to report to Effingham College and Career Academy at 7:30 AM on Monday, June 4 to begin online instruction. No pre-registration is required. Parents are not required to be present to register the student. Students should be prepared for long lines. The doors will open at 7:30 AM. Students will be enrolled in the courses as first-come, If a class, semester or session is filled, you may request to be put on a wait list. Being placed on a wait list does NOT guarantee you will be placed in a class or session. If space becomes available, wait listed students will be contacted in the order in which they were placed on the waiting list. Sessions A & B – We will have two online sessions 8:00 to 11:00 and 11:00 to 2:00.
Evaluation of QI 1.3 - Leadership Of Change: Sources of evidence/evaluation activities undertaken: Vision, values and aims Feedback from children and parents regarding review of vision, values and aims Continual professional dialogue across all sectors Evidence from parental consultation Visitors to the school with an interest in our innovative practices Overall evaluation of level of quality: The school community have great ownership of the vision and values for the school. We would like them to also have ownership of the aims, which will be achieved by updating them next session. All children and parents were given the opportunity to engage with the process of reviewing the vision and values. This will be extended to them for the aims. All staff feel confident in bringing about change in the school, which impacts positively on the children’s learning. This is evaluated regularly and informs planning for future practice. Innovation and creative practice are the drivers for continuous improvement, underpinned by continuous self-evaluation and professional dialogue. We work hard to balance strategic planning for the school with an awareness of needs that arise and current research. Level of quality for this QI: 5 ( 1-6 scale)
Please email or fax to Organizing Committee at: or +36 1 4606896 FIREARM AND AMMUNITION FORM Please return by January 17, 2018 to Organizing Committee Please fill out this form and send it to the OC. At “Weapon” please use X. Name of federation c/o Hungarian Shooting Fed. Istvánmezei út 1-3 1146 Budapest, Hungary Phone : +36 1 4606895 Fax : +36 1 4606896 E-mail: mssz@hunshooting.hu no family name first name Weapon manufacturer serial no Rifle Pistol Date
Please email to Organizing Committee at: FINAL HOTEL RESERVATION FORM Please return by Organizing Committee name of federation 01 MAY 2018 Austria Shooting Federation Clay Target and Combined Mr. Josef HAHNENKAMP Austria 2544 Leobersdorf, Am Lindenberg 1 Phone: +43 660 82 666 10 E-mail: choice no Please indicate the hotel in order of preference 1 2 3 room choice room type number of rooms number of nights day of arrival day of departure single double/twin triple Note: Date Signature of Team Leader
Please email to Organizing Committee at: FIREARM AND AMMUNITION FORM Please return by to Organizing Committee Please fill out, sign this form and send it to the Organizing Committee. Please use one form for each athlete. 01 JUN 2018 Austria Shooting Federation Clay Target and Combined Mr. HAHNENKAMP Austria 2544 Leobersdorf, Am Lindenberg 1 Phone: +43 660 82 666 10 E-mail: information family name first name country nationality date of birth place of birth residential address passport number place of issue date of expiry firearms manufacturer model serial number gauge / caliber ammunition manufacturer quantity gauge / caliber Extra parts manufacturer quantity barrels stocks travel information arrival date flight number arrival time carrier departure date flight number departure time carrier Date Signature of Athlete OR Legal Representative
Physician Group A Episode Category 2 DRG 3 5 6.2 DRG 4 10 20 DRG 5 5 15 Physician Group B Episode Category 2 DRG 3 5 6.25 DRG 4 7 14 DRG 5 0 0 Physician Group C Episode Category 2 DRG 3 5 6.25 DRG 4 3 6 DRG 5 0 0 Care Partner Episode Category DRG Volume Weight SNF D Episode Category 1 DRG 1 7 7 DRG 2 0 0 SNF E Episode Category 1 DRG 1 3 3 DRG 2 4 6 SNF D Episode Category 2 DRG 3 7 8.75 DRG 4 10 20 DRG 5 5 15 SNF E Episode Category 2 DRG 3 7 8.75 DRG 4 10 20 DRG 5 0 0
Data structure – direction from ELE to SEAP The ELE is using structured defined in WS_CHANNEL.xsd in order to communicate with SEAP. structures depend on direction of user. Here ELE System must comply with a “document” object and supply it to the AcceptDocumentRequest interface method. This “document” has number of elements and attributes described below: Element / Attribute Repeatability Type document 1 documentType - content 1 contentType - content/@filename 1 string - content/@mime 1 mimeType - attachments 0..1 attachmentsType - targetSystems 0..1 targetSystemsType Description of elements and attributes: /document - root element /document/content – element containing main file which should be transported to Customs System - Base64 binary representation of file /document/content/@filename – file name, max 128 characters /document/content/@mime – MIME type, valid values are: „application/xml”, „application/pdf”, „other” /document/attachments/…/content – the content of additional attachment need with main file /document/targetSystems/…/system – a list of selected Customs Systems where document should be delivered In synchronous response AcceptDocumentResponse SEAP will return a “result” object: Element / Attribute Repeatability Type result 1 resultType
Data structure – direction from SEAP to ELE SEAP performs communication towards ELE in specific data structures defined in WS_CHANNEL.xsd, those depend on flow direction. Below “document” object is described as what is send from SEAP to ELE using AcceptDocumentRequest message: Element / Attribute Repeatability Type document 1 documentType - content 1 contentType - content/@filename 1 string - content/@mime 1 mimeType - dispatchId 1 string - caseId 0..1 string - personSISC 1 idSISC - middleSISC 1 idSISC - endSISC 1 idSISC - attachments 0..1 attachmentsType - targetSystems 0..1 targetSystemsType Description of elements and attributes: /document - root element /document/content – element containing main file should be transported to Customs System - Base64 binary representation of file /document/content/@filename – file name, max 128 characters /document/content/@mime – MIME type, valid values are: „application/xml”, „application/pdf”, „other” /document/dispatchId – SEAP will fill up this element with dispatching identifiers /document/caseId – optionally SEAP will fill up this element if case identifier /document/personSISC – SEAP will fill up this element with 1st grade id SISC /document/middleSISC – SEAP will fill up this element with 2nd grade id SISC /document/endSISC – SEAP will fill up this element with 3rd grade id SISC
(Please include the type of support, who provides it and the frequency with it is provided) funded Early Childhood Intervention Services early childhood intervention services (including Helping Children with Autism, Better Start) ☐ Home and Community Care (HACC) ☐ Early Choices ☐ Maternal and Health Services ☐ Carer Respite ☐ Kindergarten Inclusion Support Services ☐ Other therapy ☐ Childcare ☐ Kindergarten ☐ Family Support Agency ☐ Disability Services Funding (DHS) ☐ Paediatrician
7 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 8 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 9 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 10 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 11 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 12 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 13 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / …..
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21 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 22 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 23 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 24 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 25 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 26 MRN: ………………….. Surname: ………………….. First Name: ………………….. DOB: ….. / ….. / ….. 27 MRN: ………………….. Surname: ………………….. Name: ………………….. DOB: ….. / ….. / …..
Event Girls (£5.00 per event) Boys (£5.00 per event) 50m Freestyle 9 : . 18 : . 100m Freestyle 5 : . 14 : . 50m Backstroke 17 : . 8 : . 100m Backstroke 11 : . 2 : . 50m Breaststroke 3 : . 12 : . 100m Breaststroke 12 : . 6 : . 50m Butterfly 13 : . 4 : . 100m Butterfly 17 : . 16 : . 200m Individual Medley 1 : . 10 : . Cheques payable to Eckington S.C. Total Fee: £ : I hereby declare that the above particulars are correct and that the swimmer named is an eligible competitor in accordance with the laws of the Amateur Swimming Association and will abide by the conditions laid down by the Promoters. Signature (Coach / Parent / Club Official) Date Send this completed form together with the correct entry fee to: Mr P Parsons, 28 Cavendish Street, Staveley, Derbyshire, S43 3QS. Tel: 952909 Club entries are preferred electronically via SportSystems Please e-mail: psdlp00@yahoo.co.uk for a SportSystems file set. Entries submitted in this way should be accompanied with an entry print out, and cheque made payable to Eckington Swimming Club. Alternatively, please make payment by Bank Transfer. ENTRIES OPEN: 1st March 2018- CLOSING DATE: 30th April 2018 Late or incomplete entries will not be accepted for this Level 3 Meet (3EM180705)Please also see: http:// http://eckingtonswimmingclub.co.uk/ Eckington 2018 OPEN MEET (Under ASA Laws and ASA Technical Rules of Swimming) Eckington Leisure Centre, Sunday 13th May, 2018 OFFICIALS AND VOLUNTEERS As with all open meets we are always grateful of the support provided to us by Officials and Volunteers from other clubs and organisations. It is this generosity than enables the sport to continue to stage such events. If you are able to assist in this meet, in any way, we would very much like to hear from you. Any contribution would be most valued. In the instance please contact or complete the form below and submit this along with your entries. As usual we will be providing food and refreshments for our volunteers. Name Contact Details Session Availability
2018 IMAG Futures Meeting – Moving Forward with the MSM Consortium (March 21-22, 2018) Poster Abstract Submission Form *Please submit to by March 1, 2018 (you may update your submission through this registration site after re-entering your login) *Save your abstract as “MSM PI Last Name _ 2018 IMAG Futures Poster Abstract” PI(s) of MSM U01: Institution(s): MSM U01 Grant Number: Title of Grant: Abstract Authors Abstract Text *Save your abstract as “MSM PI Last Name _ 2018 IMAG Futures Poster Abstract”
Gathering information for this program is an opportunity to make contact with primary schools, check what programs are currently offered, and at what year levels. This will help inform your Expression of Interest. The Department of Education and Training publishes the which contains data analysis of languages education in Victorian government schools. The report is based on information collected via the annual schools census conducted in August. The Department of Education and Training has developed an interactive map that includes some demographic information about kindergartens, primary schools and local government areas. The map is be available via the website: www. The following sample text may assist you with consulting your local primary schools about their language programs. School Community Consultation – Sample Text/Email The following sample text may assist you with consulting local primary schools about the Early Childhood Language Program. Parent and Kindergarten Community Consultation – Sample Text/Email The following sample text may assist you with consulting parents and kindergarten community members about the Early Childhood Language Program. Parent and Kindergarten Community Consultation – Sample Survey The following sample survey text may assist you with consulting parents and kindergarten community members the Early Childhood Language Program. EARLY CHILDHOOD LANGUAGE CONSULTATION The Victorian Government Early Childhood Language Program will be introduced in 130 state-funded kindergartens in 2019. Full information about the program is available on the website: This brief survey aims to find out what you think about learning in a language being available at our kindergarten. Suggested date for responses: due by Friday 27 July. SURVEY QUESTIONS ANSWER OPTIONS Do you currently have a child at this centre? Yes / No Will you have a child at this centre in 2019? Yes / No / Not sure Should our centre submit an Expression of Interest to participate in this program from 2019? Yes / No / Not sure
ECLC Times Kindergarten Full Day Start: 7:50 End: 2:40 Early Dismissal Day Start: 7:50 End: 12:10 Prekindergarten Full Day-AM Start: 7:50 End: 10:40 Early Dismissal Day-AM Start: 7:50 End: 9:45 Full Day-PM Start: 11:50 End: 2:40 Early Dismissal Day-PM Start: 10:15 End: 12:10
APPLICATION FOR ADMISSION CHILD INFORMATION Date: Student’s Name First: Middle: Last: Date of Birth: / / Current Age: Years Months Nationality: Sex: M F Primary (First) Language: Second Language: Does your understand and/or speak English? Yes No Does your child understand and/or speak Arabic? Yes No Siblings currently at ECLC: Yes No Sibling Name/s: Status: Applied Registered Class: PARENT INFORMATION Father’s Name: Mother’s Name: Nationality: Nationality: Occupation: Occupation: Employer: Employer: CONTACT INFORMATION (Please note: the majority of the ECLC correspondence will be sent via email) Residence Telephone: Father’s Mobile: Mother’s Mobile: Father’s Office Telephone: Mother’s Office Telephone: Father’s Mother’s Street Address: P.O. Box: City: ENROLLMENT PREFERENCES Enrollment Dates: Semester 1 (September/January) Semester 2 (February/June) Enrollment Days/Timings: (Please make a selection) Days per week: Preferred days: (Infants 6-12 months) ONLY Preferred Timings: 3 days per week (infants 6–12 months) 5 days per week (children 1–4 years) Sunday Wednesday Monday Thursday Tuesday Children (1-4 years) 7:30am –12:30pm 7:30am – 3pm 7:30am – 5:30pm Infant (6-12 months) 5 hours: ……………. 7.5 hours: ………….. 10 hours: ……………
Great American Eclipse Workshop May 20, 2017 Agenda 9:00 AM – Welcome and Introductions 9:10 AM – Engage: Eclipse Promotional Video (PSA) 9:20 AM – Elicit: Clicker Questions 9:35 AM – Elicit: Scale of the Universe (Sorting Celestial Objects) 9:50 AM – Explore: Greek and Latin Roots 10:00 AM – Explore: Sun, Moon Earth system 10:30 AM – Explore: Solar Characteristics and Observing (How the Sun works, layers, flares, prominences, spots 11:15 AM – Motion and Time Rotation, Revolution, Orbit Day, Month, Year 11:35 AM – Explore: Online Eclipse Resources 12:00 PM – Eat: Lunch on your own 12:45 PM – Elicit: Oreo Moon Phases 1:00 PM – Explain: Dark Shadows 1:45 PM – Elaborate: Families of Eclipses – 2:25 PM – Extend: Accessibility. Art, Culture and the Eclipse 2:45 PM – Evaluate: Summative (Formative throughout)
LAKATOS Elena Simina Centrul pentru Iniţiere şi Dezvoltare Organizaţională (Centre for Innovation and Organisational Sustainability) President and CEO Romania LAMBERT Institut de l'économie circulaire President, founder and MP France LEN Michał and Recycling European Union Social Enterprises (RREUSE) Network Coordinator and Director EU McDONALD-BAERTL Alyssa Jade Ecopreneur.eu, European Sustainable Business Federation Board member EU MICHAUX-NAUDET Philippe Association of Cities and Regions for Recycling and Sustainable Resources Management (ACR+) Deputy Secretary General EU NEAGU Oana Copa and Cogeca Director of the General Affairs team EU NIELSEN Dorthe Eurocities Policy Director EU SCHARFF Christoph Circular Economy Coalition for Europe (CEC4E or CEC4Europe) Chairman Austria STAHEL Walter R. Product-Life Institute Founder Switzerland VERAS Vanya Municipal Waste Europe Secretary General EU WACHHOLZ Carsten European Environmental Bureau Senior Policy Officer for Product Policy and Resource Conservation EU ZIBELL Laurent industriALL European trade union Policy adviser, Industrial and technology policy EU
NIKITA ANAND E l e c t r o n i c s & C o m m u n i c a t i o n E n g i n e e r S O C I A L C A R E E R O B J E C T I V E +91-801234567 Passionate to learn new technologies & to excel innovative technological application. Looking forward for a challenging job position to enable myself continuously learn, create, innovate and simultaneously contribute to the organizational goals effectively using technological & managerial skills. A C A D E M I C P R O J E C T S Final Year Project ( 2016 ) Venta Technologies Jan 2013 - Dec 2014 A Location Aided Flooding Mechanism In Community Based Iot Networks War Field Spying Robot Based On Android - Military Flying Robot for Measurement system. A C H I E V E M E N T S 2012 2011 2010 Matlab programming “Etrec” Technical Festival Inter College Winner Youngest Scientist Award - National Level Science competition winner - State level E X P E R T I S E Languages C, C++, Java Simulation Keil, Mplab,CCS, Proteus, MultiSim &Matlab Technologies Embedded, Vlsi,PCB design.& Circuit design. Soft skills Flash, Cool Edit pro, Movie maker and Photoshop E D U C A T I O N 2012 - 2016 Mar 2012 Mar 2010 Bachelor of Engineering ( ECE ) University of ABCXYZ Percentage: 88.6% ABCXYZ Govt. Hr. Sec School SSC - CBSE Board Percentage: 79% Certificate in Retail Management HSC - CBSE Board Percentage: 83% H O B B I E S Yoga Sketching Badminton Travelling Bloggging R E F E R E N C E S Prof. Debi Saini ABC University Prof. Nena Raja Kakitya University C E R T I F I C A T I O N Mathworks certified MATLAB 2014 LEVEL A1 - German Language certification 2010
Camtasia for Windows (so consistent with other UVaCollab instructional materials and can be edited by UVaCollab support staff in the future if needed) PDF file format for handouts/printable content. UVaCollab website (primary) Faculty workshop (secondary) Camtasia creates content that works on the Web. The application produces an mp4 video file that runs within a Flash player. Thus Camtasia content does not play seamlessly across different platforms. The vendor does have an iOS application, TechSmith Smart Player. Camtasia product information suggests that some advanced features require the use of the Screencast.com web site. Using the UVaCollab website as the primary delivery system we need to address the different bandwidth access speeds of the learners. Using the Internet for delivery also means that video file sizes should be kept small. Use of PDF file format requires that learners install the Adobe Reader software if they do not have an existing application that can handle the file format.
Les does most of the authenticating work in this extract, by highlighting his own brother’s membership in the notorious South London gang, the Peckham Boys (‘my brother’s a Peckham yout innit’, stave 23) as well as by using a range of narrative, lexical, and phonological strategies. Already in stave 1 Les says of Mike and his gang, ‘he’s a bad yout bruv dey all bad you-’. Both yout and bruv are used throughout the extract, as are pronunciations of ‘them’ and ‘they’ as dem and dey. As we explained above, many of these features cannot be said to index membership in hip hop culture in isolation. This is partly due to the fact that HHSS or HHNL draws on and is intertwined with black vernacular and culture (Alim 2006: 100-116). The distinction between HHSS and Multicultural London English (Cheshire et al 2011) is also far from clear and HHSS does of course also contain local elements of language use, as many observers of code-mixing in multilingual rap have observed before (e.g. Pennycook 2007; Alim et al 2009; Terkourafi 2010b). There are multiple layers of authentication present in this extract. In their narrative Les and Joe use symbols such as the mink coat, the bling designer watch, the Rolls Royce Phantom or the automatic weapon to construct authentic gangsta identities for Adam and his gang members. At the same time the group challenges the authenticity of these tough gangstas to some extent. This challenge, just as much as Les’s brother’s gang membership, as well as the use of HHSS and MLE, and, above all, the insider knowledge of cultural concepts indexing thug life, all constitute important means of authentication for the group. CONCLUSION Our study was originally motivated by an interest in spontaneous talk of young South London men. The data recorded by these young men from multi-ethnic, working class backgrounds soon led us to
4.4 There is a potential screening of Resilience at ODEON Liverpool One on Monday 25th June 2018 at 15:30 – if you are interested please book a place using the link below but it will only happen if enough people book tickets by 17 Jun 2018. 4.5 - FREE Training & Masterclasses June – July 2018 See flyer below 5. Next ECM Forum Simone thanked the speakers for their presentations and members for attending the Forum. Next ECM Forum: Date: Tuesday 17th July Time: 9.00am – 12.30pm SING Plus 53a Cambridge Rd L21 1EZ TIME: 9am – 12.30pm VENUE: Web: Twitter: @ECMForumSCVS Follow the ECM Forum on Twitter @ECMForumSCVS out our web page and fortnightly bulletins at
The Venus Charity, held an opening day to celebrate their new Emotional Health and Wellbeing project for young people, the Star Centre. Visitors were invited to drop in at the new project at the former Orrell Arts Centre between 3pm-5pm (Monday 5th June) to explore the new facilities and find out more about the service and support it will provide the community. There was also a chance to meet ex-Liverpool defender Jamie Carragher who officially opened the centre! The charity’s aim is to empower, promote and support women, young women and their children in developing their potential, recognising their choices, achieving their goals and challenging injustice. For more information of the opening day contact the Venus Centre on 0151 474 4744 The Star Centre is based within the former Orrell Arts Centre/Orrell Library building on Linacre Lane, Bootle L20 6ES. It will be open to young people Monday to Friday from 3.30-7.30pm and on Saturdays from 1-4pm, with a parents/carers drop-in session earlier in the day from 10am-1pm. Autism Initiatives also shared information about a new service to schools- OSSME. See attached leaflets for details. Date/Time & of the next ECM Forum Laura thanked the speakers for their presentations and members for attending the Forum. Next ECM Forum: Monday 17th July 2017 SING Plus, 53a Cambridge Road, Seaforth, L21 1EZ Web: Twitter: @ECMForumSCVS Follow the ECM Forum on Twitter @ECMForumSCVS Check out our web page and fortnightly bulletins at
OUTCOMES FOR PUPILS Inspectors will evaluate the school, whatever its type, in terms of the extent to which pupils are achieving the most that they can. THE QUALITY OF TEACHING, LEARNING & ASSESSMENT Inspectors will evaluate teaching in terms of its contribution to pupils’ progress and outcomes, and their engagement in and enjoyment of learning. THE EFFECTIVENESS OF LEADERSHIP & MANAGEMENT Inspectors will judge leadership and management in terms of the commitment of leaders to achieving and sustaining excellence in all aspects of the work of the school including the learning and achievements of all pupils, and their success in doing so. THE QUALITY OF THE CURRICULUM Inspectors will judge the curriculum in terms of its relevance to the needs of individuals and groups of pupils and its impact on all outcomes.
32 Virginia Home Visiting Consortium Virginia Department of Health State Coordinator STATE DOH HV MIECHV 0-5 Linda Foster 33 Virginia Infant & Toddler Specialist Network Community Development Resources Statewide Director Child Development Resources PO Box 280 Norge, VA 23127 State Local Childcare 0-3 Louise Canfield M.A SLP 34 Virginia Tech College of Liberal Arts & Human Services Child Development Center for Learning & Research Director of Research Co-Director, Project Child Hands New River Valley Smart Beginnings Leadership Council Clinical Psychologist State Research Data System MH 0-5 Isabel Bradburn PhD 35 Voices for Virginia’s Children Early Childhood Policy Analyst Policy Advocacy 0-8 Griffey 36 Judge Legal Courts 0-8 37 OB/GYN Health 0-8 38 Shelter (homeless/domestic violence) EI 0-8 39 VDSS Foster Care State Foster Care 0-8 CROSS SECTOR REPRESENTATION State Level Local Level Health/ Mental Health Policy Research/ Data Legal Cultural Competence DBHDS Early Intervention Children’s Mental Health System of Care Office of Child &Family Services Cultural Competence EARLY INTERVENTION Prince William CLINICIAN/ TRAINER/ REFLECTIVE SUPERVISOR (Private MH Agency) VOICES FOR VA’S CHILDREN Early Childhood Analyst INTEGRATED DATA SYSTEM Virginia Tech Director of Research JUDGE DBHDS VDOE Early Childhood Special Education T/TAC What Works Grant HEALTH & HUMAN SRVCS Alexandria IMH ENDORSEE (Level 3-C) (Level4-C) IMH ENDORSEE Candidate (Level 4-Policy) ECMH PROJECT EVALUATOR VDOH Early Childhood Health Home Visiting Consortium PARENT Rep SCHOOL PSYCHOLOGIST VDSS DSS MOAs (SE Pilots; ECMH) State Head Start Collaboration Office Foster Care System CHIP/PARENTS AS TEACHERS DSS SE PILOT DMAS Medicaid HOMELESS SHELTER FACILITATOR OF EACH OF THE ECMH WORK GROUPS
MILITARY Childcare Liaison DOMESTIC VIOLENCE SHELTER PRESIDENT CHILDCARE Childcare Infant & Toddler Specialist Network LUTHERAN SOCIAL SERVICES Pediatrician OB/GYN PROFESSIONAL DEVELOPMENT VCPD VCU Partnership for People with Disabilities ATTACHMENT CLINIC DIRECTOR VECF Beginnings HEALTHY FAMILIES/ PREVENT ABUSE VA Arc of Virginia Parent Support CHILD PSYCHIATRIST Play Therapy and Social Work Associations Family Preservation
Lab A (Module 2) This document is provided “as-is”. Information and views expressed in this document, including URL and other Internet Web site references, may change without notice. You bear the risk of using it. This document does not provide you with any rights to any intellectual property in any Microsoft product. You may copy and use this document for your internal, reference purposes. © 2011 Microsoft. All rights reserved.
Select the Contacts list type, enter Contoso Employees as the list name, and then click Create. Select the List tab and select List Settings. Click Advanced in the General Settings section. Select Yes under Allow management of content types? and click OK. In the Content Types section, click Add from existing site content types. Locate the Employee Information content type in the Custom Content Types group and add it to the available list content types. Click OK. Click Contoso Employees in the breadcrumb navigation menu. Select the Items tab, click New Item to expose the drop-down menu, and click Employee Information. In the New Item dialog, enter Last Name and First Name values, and scroll down until the Company Department field is visible. Click the Browse for a valid choice icon to the right of the Company Department field to see the terms in the Departments term set. Select Information Technology, click the Select >> button to add the value from the term store, and click OK. Click Save. The Company Department value will display in the All Items view. Lab Summary