zilongwang/ReadingBank huggingface dataset:
Bennet, and Stuart Curran, eds., Mary Shelley in her Times (Baltimore, MD: John Hopkins University Press, 2000). Williams, John, Mary Shelley – A Literary Life (Basingstoke: Palgrave Macmillan, 2000). [B] Supplementary and Recommended Reading [i] Historical context Hobsbawm, Eric, The Age of Revolution: 1789-1848 (London: Abacus, 1988). [ii] Romanticism and literary criticism Abrams, H., Natural Supernaturalism: Tradition and Revolution in Romantic Literature (New York: W. W. Norton, 1973). Day, Aidan, Romanticism (London: Routledge, 2010). Everest, Kelvin, English Romantic Poetry: An Introduction to the Historical Context and the Literary Scene (Milton Keynes: Open University Press, 1990). Ferber, Michael, Romanticism: A Very Short Introduction (Oxford: Oxford University Press, 2010). O’Flinn, P., How to Study Romantic Poetry 2nd Edition (Basingstoke: Macmillan, 2001). Stevens, Romanticism (Cambridge: Cambridge University Press, 2004). Wallace, Miriam L., ed., Enlightening Romanticism, Romancing the Enlightenment: British novels from 1750 to 1832 (Burlington, VT: Ashgate., 2009). Watson, John Richard, English Poetry of the Romantic Period 1789-1830 (London: Longman, 1992). Wu, Duncan, ed., A Companion to Romanticism (Oxford: Blackwell, 1999). [iii] Anthologies Bainbridge, Simon, Romanticism: a sourcebook (Basingstoke: Palgrave Macmillan, 2008). Greenblatt, Stephen, and Meyer. H. Abrams, The Norton Anthology of English Literature: The Romantic Period. 9th ed. (New York: W.W. Norton, 2012). Jump, Harriet Devine, ed., Women’s Writing of the Romantic Period 1789-1836: An Anthology (Edinburgh: Edinburgh University Press, 1997). Wu, Duncan, ed., Romanticism: An Anthology (London: Blackwell, 2012). [iv] Romanticism and philosophy Berlin, Isaiah, The Roots of Romanticism, ed. Henry Hardy (Princeton: Princeton University Press, 1999).
“Oh, the Places You’ll Go!”…….ENG4U1 (TENTATIVE) Overview Welcome to Grade 12 University Preparation English! Below is an overview of the course material. I look forward to working with you and I ONLY ask that you: be present (literally, metaphorically, consistently) contribute (literally, metaphorically, consistently) Time Frame Topic Assessment/ Evaluation Curriculum Strand September Literary Criticism Imagery King Lear IRP (1) Poetry Explication Essay Film Analysis Personal R W M W October – November King Lear Poetry in Voice IRP (1) Test/Quiz/Quest Debate Theme Analysis Recitation In-class response Colloquy R O W O W O December Documentary Unit Analysis M January Essay Analysis + Paragraph Functions January Exam (January 16th) R W February Novel Study - Americanah Seminar Passage Analysis Blogs M and O R W W April The American The Great Gatsby (Film) Death of a Salesman IRP (2) Motif/Imagery Literary Criticism Colloquy M R and W O May IRP (1 & 2) Marshall Mcluhan Final Exam (May 3rd) Summative R and W M and O June - beyond Exams, Freedom, University, Mistakes, Adulthood, Careers, Family, Decisions, Love, Partnering, Heartbreak, Children, Travel, Choices….. (in no particular order) Nil Sine Labore
ENG4U Unit 3 Culminating Task We are learning to… Construct an effective analysis of literary texts (not plot summary) Independently select and use reading comprehension strategies for challenging Develop effective discussion questions I will know I am successful when I can… Make complex inferences about the text by combining ideas from a variety of places within the texts with my own knowledge, and draw conclusions Create questions to develop ideas for an essay that require you to use evidence to support ideas* Identify a variety of literary devices including metaphor, symbol, imagery, diction, and draw conclusions about their significance Use evidence from the text to draw conclusions Apply one literary theory to a text to develop critical interpretations Use literary theory to draw conclusions that go beyond the obvious and literal interpretation of a text Use literary theory to create a thesis statement that is specific, detailed, and arguable* Criteria R Level 1 50-59% Level 2 60-69% Level 3 70-79% Level 4 80-94% Level 4+ 95-100% Knowledge includes most important ideas and supporting details from text through incorporation of specific evidence from the text. R1.3 Includes most important ideas and supporting details from text through incorporation of specific evidence with limited relevance Includes most important ideas and supporting details from text through incorporation of specific evidence with some relevance Includes most important ideas and supporting details from text through incorporation of specific evidence with considerable relevance Includes most important ideas and supporting details from text through incorporation of specific evidence with a high degree relevance Includes most important ideas and supporting details from text through incorporation of specific evidence with sophisticated relevance Writer identifies a variety of literary devices and explains how they contribute to meaning R2.3 Writer identifies a variety of literary devices and explains how they contribute to meaning with limited insight Writer identifies a variety of literary devices and explains how they contribute to meaning with some insight Writer identifies a variety of literary devices and explains how they contribute to meaning with considerable insight Writer identifies a variety of literary devices and explains how they contribute to meaning with a high degree of insight Writer identifies a variety of literary devices and explains how they contribute to meaning with sophisticated insight Thinking Planning notes (brainstorming, concept map, pre-writing) demonstrate complex Planning notes demonstrate complex inferences with limited depth Planning notes demonstrate complex inferences with some depth Planning demonstrate complex inferences with considerable depth Planning notes demonstrate complex inferences with a high degree of depth Planning notes demonstrate complex inferences with sophisticated depth
2. Why don’t you think Auggie went to his dad when he found him crying? Explain. Chapter 90: “Heaven” 1. Daisy was the one and only soul who never ever saw a flaw in Auggie’s face. How do you think Auggie will be able to cope with her being gone? Explain. Chapter 91: “Understudy” 1. Why do you think Via changed her mind about having Auggie come to the play? Chapter 92: “The Ending” 1. Auggie feels, “I think there should be a rule that everyone in the world should get a standing ovation at least once in their lives.” Do you agree with Auggie? Why? Do you think this will ever happen for Auggie? Why or why not? Explain. Chapter 93: “Camp Lies” 1. What does Miranda mean that these girls were “at the top of the food chain”? 2. Why do you think Miranda was ashamed to face Via after returning home from camp? Chapter 94: “School” 1. Why do you think it annoyed Miranda that she and Ella had changed and Via had not? 2. Why do you think Miranda lied to Mr. D. about “her brother being deformed” so he’d change the play from The Elephant Man? Chapter 95: “What I Miss Most” 1. How did at Via’s house make Miranda feel? Chapter 96: “Extraordinary but No One There to See” 1. Why do you think Miranda got “sick” on opening night? Chapter 97: “The Performance” 1. Do you think Miranda regretted her decision? Why or why not? Chapter 98: the Show” 1. Why do you think Miranda felt so happy to be with Via’s family again? Explain. 2. Do you think things will change between Via and Miranda? Explain. Part Eight: August Pages 249-310 Chapter 99: “The Fifth-Grade Nature Retreat” 1. Why is Auggie both nervous and excited to go on the retreat? Chapter 100: “Known For”
REVISION REGISTER Ed/Rev Number Clause Number Description of Revision Authorised By Date Ed 1 / Rev 0 All Document ENG6.1 ENG6.4.1 ENG6.7 ‘Department of State Growth’ replaces ‘DIER’ Formatting updated to current Specification template Secondary Mineral Content included in introduction to the Specification Durability descriptors expanded to include Secondary Mineral Content List of required control charts expanded to include Secondary Mineral Content BW (MRA) 07.07.14
jumped kids--- he did everything. I didn't like him, but he was smart and you had to respect him. Johnny Cade was last and least. If you can picture a little dark puppy that has been kicked too many times and is lost in a crowd of strangers, you'll have Johnny. He was the youngest, next to me, smaller than the rest, with a slight build. He had big black eyes in a dark tanned face; his hair was jet-black and heavily greased and combed to the side, but it was so long that it fell in shaggy bangs across his forehead. He had a nervous, suspicious look in his eyes, and that beating he got from the Socs didn't help matters. He was the gang's pet, everyone's kid brother. His father was always beating him up, and his mother ignored him, except when she was hacked off at something, and then you could hear her yelling at him clear down at our house. I think he hated that worse than getting whipped. He would have run away a million times if we hadn't been there. If it hadn't been for the gang, Johnny would never have known what love and affection are. I my eyes hurriedly. "Didya catch 'em?" "Nup. They got away this time, the dirty..." Two-Bit went on cheerfully, calling the Socs every name he could think of or make up. "The kid's okay?" "I'm okay." I tried to think of something to say. I'm usually pretty quiet arotmd people, even the gang. I changed the subject. "I didn't know you were out of the cooler yet, Dally." "Good behavior. Got off early." Dallas lit a cigarette and handed it to Johnny. Everyone sat down to have a smoke and relax. A smoke always lessens the tension. I had quit trembling and my color was back. The cigarette was calming me down. Two-Bit cocked an eyebrow. "Nice-lookin' bruise you got there, kid." I touched my cheek gingerly. "Really?" Two-Bit nodded sagely. "Nice cut, too. Makes you look tough."
By for all whole numbers and (A) The side is By for any whole number (B) So the two sides are equal. AIR Additional Supports Background knowledge for teachers To make this a more meaningful, memorable, and engaging portion of the lesson for ELLs, the proof should be organized into a T-chart and students should be provided with the opportunity to at various points during the explanation. Students also will compare and contrast cases ii and iii using a Venn diagram to highlight similarities and differences. Clarification of key concepts and key academic vocabulary By attending to the language load in the texts shared with students and in the explanations provided orally, key content can be highlighted and amplified. Some ways to clarify key concepts include using present tense, using shorter sentences, using examples related to school contexts, using graphics and arrows to illustrate points, and using white space and color to accentuate important information. AIR Routine for Teachers Structured opportunities to speak with a partner or small group T: To make this clearer, we will substitute integers into this equation. I will write it as a proof, in two columns. writing the first two lines of the proof (the given or “by definition,” and then the rewriting of the first fractional term), have students work with a partner to simplify it further, down to the final solution of 5-12. Explain each step of the reasons, and explain that the term by is used to mean the same thing as because when referring back to earlier work or already proven examples. T: Now that we have created the of this case with integers, you will work with your partner to create the proof of this case with variables. Your work will follow the exact same format. Have students work with partners to redraft the same proof but with variables instead of integers. Explore case iii (Exercise 4) in the same fashion, first with an integer substitute, and then with variables. Ensure that students have opportunities to speak with their partners. After completion of cases ii and iii: How are cases ii and iii similar and how are they different? Provide a Venn diagram (or have students draw it) and with partners, generate a few key ideas for each category.
Overview This is the first of 16 lessons in Early World Civilizations: Transition Supplemental Guide to the Tell It Again! Read-Aloud Anthology. These stories are read aloud to students. Therefore, we provide sentence starters for students at the entering, emerging, and transitioning levels of proficiency because sentence frames are not a technique that can be used when text is presented orally. The following table displays the Core Knowledge lesson components as well as the additional supports and new activities AIR has provided to scaffold instruction for ELLs. A Father and His Son in Mesopotamia Core Knowledge Lesson Component AIR Additional Supports AIR New Activities Introducing the Read Aloud Domain introduction Provide visuals for the word ancient. Review objectives. are we? Partner ELLs with more proficient English speakers; elaborate on students’ responses; explain the meanings of additional words such as soil and nutrient; use a thumbs-up/ thumbs-down routine to check for understanding; use the picture to introduce the characters and title to introduce students to the text; and review information with ELLs through discussion. Vocabulary preview Use visuals, synonyms, and examples to clarify word meanings and ask ELLs to explain concepts in their own words to check understanding. Build vocabulary: the meanings of other key words, including the words reservoir, bank, and trade. Purpose of listening Clarify word meanings. Presenting the Read Aloud Use guiding and supplementary questions about pictures and text, sentence starters, and glossaries. Discussing the Comprehension questions Ask questions closer to the section of text that includes the relevant information and use sentence starters. Word work key vocabulary and use role playing to reinforce word meanings.
15:45 - 16:45 Theme: The role of HEIs or Key Industry Organisations as Anchor Institutions (3 presentations) Prof. Nigel Lockett A success story of anchoring Business Engagement and Knowledge Transfer with North-East SMEs Dr. Catherine McCauley-Smith, Teesside University and Prof. Sue Smith, University of Central Lancashire Responsible Research and Innovation, and life a KTP Dr. David Kreps and Dr. Marie Griffiths, University of Salford 16:45 – 17:15 Group Discussion: University-Business collaboration – What’s the role of government? All Conference Committee 17:15 - 17:30 Information for the Conference Dinner and Tuesday morning’s visit Prof. John Davies 19:15 - 20:00 Conference Dinner Drinks Reception. Compass Room, The Lowry 20:00 - 22:00 Conference Dinner. Compass Room, The Lowry Day Two: Wednesday 17th May Time Content Speakers Chair 8:30 - 9:00 Refreshments & Networking, University of Salford, MCUK Campus, Ground Floor 9:00 - 10:30 Visit to The Landing. The Landing @ MediaCity UK is workspace, community, business support, user testing labs, maker lab and events. The Prof. John Davies
Understand how to facilitate learning and development opportunities in the workplace the sources of support and resources that are available from stakeholders how employees overcome obstacles when engaging with learning and development how to select, support and monitor staff delivering learning and development solutions the impact of workforce development opportunities on: Employees Businesses Be able to engage with employers on workforce development issues information about the business needs of employers in relation to productivity and performance to employers employee development needs in a professional manner Be able to work with employers to facilitate workforce development solutions information and advice for the employer on solutions relevant to their business employer workforce development needs using methods relevant to the nature of the business and its employees solutions that recognise the needs of the workforce processes to develop and support the workforce within a business partnership with the employer ongoing evaluation of workforce development for the purposes of quality improvement with the employer to measure the impact of workforce development on their business Evidence Requirements
SAY: Senior executives are expected to meet and interact regularly with the members of the CUSP team. They should also join frontline providers and managers for rounds and a monthly meeting to discuss risk management and initiative goals. These meetings are a great opportunity to share unit-level data and discuss team-wide unit improvement plans. interactions also provide an opportunity for the senior executive to gain a better understanding of the challenges that frontline providers face each day with implementing quality improvement projects. The candid interaction between the senior executive and unit team members is a vital component of these meetings. 9 SAY: The senior executive should understand that change requires both technical and adaptive work. The technical work of change includes addressing problems for the: Definition is clear, the potential solutions are relatively explicit, and solutions usually require minimal learning; Responsibility for implementing a solution is fairly apparent between leaders and followers; and Teams have the resources necessary to succeed. Technical solutions to problems are often straightforward and easy to put in place. They may require the application of new procedures, training, or data collection methods; however, they require very little cultural or attitude change to be successful. 10
Good educational standard - a minimum of first degree level or equivalent qualifications or experience that demonstrates this standard. Understanding of current housing issues Understanding of Supported housing Understanding of private rented sector housing E E D D 2. Direct experience of working in housing, community development or training provision Experience of working with professional and voluntary groups Experience as a trainer Experience of writing formal reports E E D D 3. Good verbal, presentation and report writing skills Good organisational skills Good networking and promotion skills Ability to be trained as a trainer Good IT skills including MS Office suite & strong social media skills Experience of using a website content management and/or design skills E E E E E D 4. Ability to speak Welsh or write in Welsh Excellent team worker Self starter Hard working Strong commitment to the aims and ethos of TPAS Cymru D E E E E 5. To have a commitment to deliver equality of opportunity E 6. Able to drive and access to own transport E Able to attend occasional evening and overnight events E
part hereof, called the “Contract”) is made the _______ day of the month of ________ 2017, between, on the one hand _________ (hereinafter called the “Owner”) and, on the other hand, ________________ (hereinafter called the “Consultants”). WHEREAS (A) The Owner intends to hire Consultant to provide the Consultancy service for Engagement of Survey Agency for survey using Modern Survey Techniques, Preparation of BOQ, Cost Estimates and Preparation of Report. (B) The has requested the Consultants to provide certain consultancy services required for the Project as defined hereinafter (hereinafter called the “Services”). The Consultants, having represented to the Owner that they have required professional skills, personnel and technical resources agreed to provide the Services on the terms and conditions set forth in this Contract; NOW THEREFORE the parties hereto hereby agree as follows: 1. GENERAL PROVISIONS 1.1 Definitions Unless the context otherwise requires, the following terms whenever used in this Contract have the following meanings: (a) “Applicable Law” means the laws and any other instruments having the force of law in the Owner’s country, as they may be issued and in force from time to time; (b) “Contract” means this Contract together with all Appendices/ Attachments and including all modifications made in accordance with the provisions of Clause 2.5 hereof between the Owner and the Consultants; (c) “Effective Date” means the date on which this Contract comes into force and effect pursuant to Clause-2.l hereof; (d) “Personnel” means persons hired by the Consultants as employees and assigned to the performance of the Services or any part thereof’. (e) “Party” means the Owner or the Consultants, as the case may be; (g) “Services” the work to be performed by the Consultants pursuant to this Contract for the purposes of the Project, as described in Appendix-A hereto. (h) “Starting Date” means the date referred to in Clause-2.2 hereof; (i) “Third Party’ means any person or entity other than the Owner, the Consultants or a
Internal suppliers, e.g.print centre External suppliers, e.g. freelance writers Donors Current students Individual alumni and the alumni community as a whole Alumni branches PERSON SPECIFICATION Criteria Essential Desirable How to be assessed Qualifications, knowledge & experience Relevant NVQ3/HNC/A-level/City & Guilds or equivalent qualification or experience Experience of delivering creative multichannel campaigns Use of evaluative techniques to measure success Experience of using data segmentation to deliver bespoke communications that meet specific objectives Experience in communicating with specific audiences various media channels Experience of working in a diverse, busy environment Degree or equivalent PRINCE2 Experience of Alumni Relations and fundraising activity; or of a similar constituency subscription focused programme Experience of: Working within a Higher Education environment Website content management systems. Reporting or journalism Working with fundraising databases, eg: Raisers Edge Fundraising marketing Application and interview and written/analysis test References Planning & organising Highly developed organisational and administrative skills Proven experience of working to tight deadlines Able to operate independently when required Able to plan and prioritise both own and teams standard and work activities Financial administration and budget management experience, including taking responsibility for small-scale budgets, ensuring operational and cost efficiency Application form and interview and written test References Problem solving & initiative Able to identify and solve problems by applying judgement and initiative to tackle some situations in new ways and by developing improved work methods Application form and interview Management & teamwork Ability to develop and maintain effective working relationships with all levels of staff across the University Experience of using project management skills to plan and deliver projects over a period of months Application form and interview
can’t capture affordability in the market intergenerational impact with ownership releases rental stock housing base will attract more people keeps population diverse attract and retain a workforce (tech, etc.)/ retain business creating opportunity to own supports supply and lower end of market keep carbon footprint low by locating housing near work with community planning and builds a vibrant city intergenerational financial stability inaction = out migration What is the City’s Role? be a facilitator between developer and invest in staff to understand real estate financing repurpose available City land clarify why housing contributes to economic sustainability create programs that reduce cost to City (green initiatives to incentivize developers) continue doing what we do with Urban Development Institute bring together housing and transportation (and others) for a model figure out market reduce City bureaucracy (in progress) review zoning bylaw (in progress downtown and through Local Area Planning) education on inclusiveness, specifically around density “global city”, understand impacts from around the world look at parking requirements (in progress), or remove create affordable housing coordinator role (someone with development expertise) affordable home ownership broker role What Else? don’t only look at existing homeowners (mill rate) – [utilize] other funding sources look at unintended consequences of building a new home ownership system what are the other ways to build assets for future generations (other than home ownership)? look at total cost – sustainability highly efficient transit system City or Region? also build rental affordability 3 Big ideas/Nuggets from today: Urban Development Institute hosts events for developers consistency across all 13 municipalities pieces of programs are transferable but not in entirety why – retention of mid-level earners and families for a viable city special purpose entity at regional take action workforce market needs to be addressed (understand pressure) incentives to reduce costs (Development Cost Charges Reductions, improvement costs, land) look at Victoria Median Income and threshold to affordability
Timeframe Date Action Person responsible Notes September 2016 – June 2018 August – November 2016 Training Karlee, Kira and Karlee, Perry and Justin Coordinate delivery of Indigenous specific Life Time Ewe Management courses Business Planning and Review Facilitate training outcomes as need arises Liaise with other training organisations (GSIT) Field Days Facilitate Indigenous properties to participate in industry field days and other events Conduct days and events specific to Indigenous properties that are active in the WA sheep meat industry, if applicable July 2016 – June 2018 July 2016 – June 2018 Presentations Kelly, Karlee and Justin Kelly, Karlee, Kira and Justin Dedicated Value Chain development Regular participation in NLE group meetings Presentations/meetings with key stakeholders on a one-on-one
Key Result Area 4 Increase funding to Hope+ and other collective initiatives KEY TASKS Explore funding and social impact investment opportunities. Prepare tenders and funding proposals. Build relationships with funders and investors and promote and nurture funding collaborations and partnerships. Prepare reports to funders on program impacts and progress. Seek out relevant new funding opportunities that will assist the development of Hope+ and collaborations. Key Performance Indicators- for the tasks 1. Timely and quality reporting. 2. Level of new funding for Hope+ and other collaborations. 3. Increase in funding to other strategic projects linked to Hope+ and other collaborations. 4. Funders are satisfied that programs they fund are having a positive impact. Key Result Area 4 Be a collaborative member of the Woodville Alliance Team KEY TASKS Participate in and sometimes lead joint projects with other members of the Woodville Alliance and Community Initiatives Team. Participate in relevant internal meetings and events and represent the General Manager as required. Undertake other tasks not listed above that may be requested from time to time by the General manager. Key Performance Indicators (KPIs) for the tasks Contribution of meaningful ideas, respectfully listens to and considers the ideas of others. Attendance at required meetings and events. Flexibility and willingness to take on other tasks within reasonable boundaries. Key Result Area 5 Adherence to Company Policies and Procedures Performance Indicators: Adhere and demonstrate commitment to Woodville Alliance code of conduct and other policies and procedures. Adhere and demonstrate commitment to WHS policies, risk management framework and safe working practices. Adhere to working conditions as stipulated in employment contract. Demonstrate adherence and commitment to meeting all key result areas of position description. Adhere to all relevant employment legislation as dictated by state and federal legislation inclusive of WHS Act 2011 and its regulations. Ensure all activities comply with (WA) & funding bodies’ policies and relevant legislative and regulatory requirements, ensuring no non-conformance reports.
Checklist Engagement Name of project: Date: What Y N 1 Does the plan explain the project clearly? 2 Does the plan all stages of the commissioning cycle? 3 Is it clear from the plan what people can and can’t influence? Why Y N 4 Is it clear why the engagement is being proposed? Who Y N 5 Does the plan include a stakeholder list? 6 Do you feel this list identifies all the right people? 7 Do you feel that there are any people missing from the list? 8 Are arrangements in place to reach hard-to-reach groups can be involved? (if appropriate) How Y N 9 Has proper use been made of existing patient feedback to the plan being presented? 10 Does the patient feedback used come from all those people who might be affected by any change arising from the project? 11 In your view, are the methods of engagement the right ones for people being engaged? 12 Do you feel that the proposed engagement is proportionate to the project? 13 Does the plan take account of the different engagement needs of those being engaged? 14 Does the plan include actions to evaluate the engagement? 15 The information supporting the engagement is appropriate and will support meaningful engagement? 16 Is is an effective communications plan in place that will ensure those engaged can be kept informed of progress and outcomes? 17 Is the information to be shared presented in a clear and simple format and understandable to the general public? When Y N 18 Has sufficient time been allowed to out the engagement? 19 Does the communication plan clearly set out when people will receive information? 20 Is the engagement planned for the appropriate points in the commissioning 21 Does the engagement plan include details as to how feedback will be provided following completion of the engagement?
know immediately, and do not proceed to use our firm on this particular matter until we have agreed upon the terms of engagement and another letter is delivered to you confirming those terms. Once again, we are pleased to have this opportunity to work with you. Please call me if you have any questions or comments during the course of our representation. Very truly yours, By: _________________________ Partner Enclosures The foregoing letter accurately states the terms of our engagement of [firm name] to represent us in connection with the matter described above. _________________________________________ _____________ Client Name Date _________________________________________ ______________ Client Name Date
Signed for the School on behalf of the NSW Department of Education by: Signed for the Contractor by: Principal: Date: Authorised Officer: Date: Name of Principal Name of Authorised Officer Witness: Date: Name of Witness Witness: Date: Name of Witness 1. Services 1.1 Performance The Contractor will carry out the Services according to this agreement (and any schedules to this agreement). The Contractor must provide the Services in accordance with all applicable laws and regulatory requirements, relevant Australian industry standards, best practice and guidelines and all licences and consents; with due care, skill and diligence and in a proper and professional manner. 1.2 Induction The Contractor must not provide any Services the Contractor and its personnel have completed an induction program. The School will notify the Contractor of details of the induction program. 1.3 Child protection training The Contractor must not provide any Services until the Contractor and its personnel have completed the Department of Education’s (DoE) Mandatory Child Protection Training online, or a suitable alternative training program delivered by the Contractor for its staff (see Attachment A). 1.4 Health-related training Where required by the school, the Contractor and its personnel are to complete relevant health care training specific to a student’s health care needs, including the ASCIA Schools and Childcare Anaphylaxis e-training (see Attachment A.). Evidence of this training must be provided to the School prior to providing any Services at the School. 1.5 Provider attendance costs The school will not be liable for provider costs associated with attending the school, including for meetings to discuss service delivery arrangements and school induction. 1.6 Duration and ending This agreement commences on the date that it is signed by both parties and continues for the
HRB Played an active role in the heritage protection of something (e.g., attending meetings, submitted nomination 3.47(1.08) .729** OA The overall architecture and impression of the building inspired me 4.47(1.82) .889** Object-based authenticity (Reflective) (Kolar & Zabkar, 2010) α = .88, AVE = .75, ρcr = .92 OA I liked the peculiarities about the interior design/furnishings 4.48(1.73) .887** OA I liked the way the site blends with the attractive landscape/scenery/historical ensemble/town, which offers many other interesting places for sightseeing 4.70(1.68) .903** OA I liked the information about the site and found it interesting 4.11(1.75) .786** EA I liked special arrangements, events, concerts, celebrations connected to the site 3.67(1.67) .713** Existential authenticity (Reflective) (Kolar & Zabkar, 2010) α = .88, AVE = .63, ρcr = .91 EA This provided a thorough insight into this cultural heritage site’s historical era 3.92(1.73) .874** EA During the visit I felt connected with the related history, legends and historical personalities 4.13(1.85) .882** EA I enjoyed the unique religious and spiritual experience 3.54(1.78) .797** EA I liked the calm and peaceful atmosphere during the visit 4.74(1.79) .781** EA I felt connected with human history and civilization 4.34(1.79) .830** SC This cultural site is part of you and who you are 3.33(1.75) .942** (Reflective) (Park et al., 2010) α = .85, AVE = .87, ρcr = .93 SC You feel personally connected to this cultural site 3.19(1.64) .924** LO I would like to visit this place again 5.47(1.75) .847** LO I would like to recommend this place to friends and relatives 5.18(1.77) .895**
Competency Framework: Coach Description Autonomy / Leadership Professional Practice Relationship Management Performance / Impact Quality Uses information to improve systems Regularly acts on own initiative Carries out the skill in a professional manner Uses information to improve systems Develops understanding of how own and team’s work supports achievement of outcomes and delivery Focuses on the overall goal and intent of what they are trying to achieve, not just the task Manages own workload/ caseload with minimal supervision Developing and maximising access arrangements for service delivery Effective delivery of a lead area of responsibility Anticipates and plans for key deadlines and responsibilities in the medium term Creates focus and actively prioritises to achieve results Uses resources effectively Monitors and reviews performance Organises information in a useful manner for self and others, e.g. work is carried out in such a way that it can be left at short notice and resumed efficiently, possibly by someone else Proactive in seeking and exploring opportunities Is creative in reviewing new ways of working to maximise efficiencies Provides adequate explanation to establish common understanding Can find common ground and obtain Modifies behaviour according to audience and acts in a sensitive manner Thinks about things from the other persons perspective in order to solve problems Is able to take a probing, challenging stance when appropriate Motivates and supports customers to encourage positive change Takes an active role in mentoring/developing others Works with groups and individuals to deliver agreed targets and outcomes Maintains consistent performance Works in an organised manner using own knowledge and expertise to deliver on time Clarifies expectations what will be done and how Finds or creates ways to deliver performance against goals Manages customers within a variety of settings to achieve a goal Maintains accurate and timely records which comply with the requirements of individual contracts Initiates ideas for improvements to systems Helps to disseminate changes in procedures and standards to colleagues and partners Makes an extra effort to find out more – info seeking
ENGAGEMENT CONTINUUM Non-Compliant Compliant Congaged Engaged Defensive Expert or fixed mindset Fakes it Sees the as ½ empty Wants to be in control Sometimes rigid Resentful when confronted with being wrong Rule follower Does the expected Misses the “why” of it. Minimum effort Lacks risk-taking Skilled, but has greater desire Has inconsistent commitment Looks for one right way to do it. Uncomfortable with unpredictability Highly skilled Has choices Learner Risk taker Reflective Enthusiastic Collaborative Has a growth mindset Glass is ½ full Very highly skilled Has choice (not simply choices)
Anyone who will be affected, or stands to gain or lose if things change. Don’t forget opinion formers such as MPs and the media; they can influence the success and outcome of the engagement. Consider doing an outline stakeholder analysis (you can get a handy template for this - see Appendix F for download information). Is a legal requirement to consult here? See table in Section 2.2 See also Appendix A What would we want to get out of the engagement? Who would be the decision making body? What info would they need? What approach might we use? If consultation, see table in Section 2.2. For a wider range of options see Appendix B What might it cost? Cash cost: printing, advertising, hire of venues and equipment, specialist external support (survey design and analysis, facilitation), participant expenses? time and capacity within your organisation. Timescale? Is there a deadline for decision making? How long will be required to engage with people to the necessary level of detail? How long will it take to plan the engagement?
Engaging Boys with Literacy Some ideas from EYPs that really work Early Years Practitioners in 54 settings around Highland tried all kinds of different ideas to increase boys’ engagement with literacy activities. They measured the impact to be sure of what worked. Here is what they found worked really well, along with some examples in their own words: Bringing literacy into what the children were already doing Provided paper/notepads with builders’ pictures on in construction corner Books at construction area, trains, cars, etc Added catalogues, magazines containing pictures and texts to house area Adding tables and recipes and notepads into the home corner Adding books on vehicles to construction area Provided materials in 3 separate – tractors, dinosaurs and playdough Put pens on floor with paper to draw while playing with cars and wild animals Provided literacy resources in all areas of the nursery – number books in maths areas, nature books on natural table, cook books in home corner Mini clipboards to home corner Added an old computer keyboard to our doctors’ role play area Added farm books, farm question cards and tractor magazines to the farm box Giving a wide choice of materials, and changing these from time to time Drawing on smart board Adding new materials and resources daily to the literacy table – foam, glitter, gloop, etc Made a den in the story corner with torches and props for a specific book Added coloured sand to tray Children suggested moving the bookcase (on wheels) to different areas of the nursery Added chubbie markers at paint easel Added shape punchers Introduced a choice of paint techniques – cars/sticks Outdoor story sacks Envelopes, pads and diaries added to writing table Roll cars in paint to make patterns on big pieces of paper Brightened up the library, made it more inviting and comfortable Sounds system including headphones introduced into library Whiteboards and pens under table Rolls of paper under table Added magnetic boards to the writing table
Documents Attorney General’s Department – National Strategy for Disaster Resilience: Building the resilience of our nation to disasters – Council of Australian Governments – February 2011 Attorney General’s Department – Emergency Management Australia – National Strategy for Disaster Resilience: Community Engagement Framework Handbook 6 Department of Environment, Land, Water and Planning – Guidance Note on Dam Safety Decision Principles 2015
A meeting or conference to discuss a particular involving multiple speakers or experts in the field. Gathering expert feedback on a particular issue. Outline how the feedback will be used in the decision making process. Determine who will have responsibility for responding to comments. Establish a process for capturing ideas and issues. Issue a summary of the discussion to all participants. including social media Includes media releases and updates to social media channels including Facebook and Twitter. Keeping the community informed about a project or issue. Reaching community members who may not come to meetings or go online (media only). Reaching larger target audiences across geographically dispersed locations. Supporting other communication tools. Used to provide information but also drive engagement by directing the community to engagement activities including forums, workshops, information sessions etc. Use a combination of text, photos, audio and video to engage your audience. Determine the level of engagement for social media platforms. They can be used to both inform and gather feedback. Determine who is responsible for updating and monitoring social media platforms. Minimum response times for enquiries can be used as a key indicator to measure engagement performance.
Document control page Name of Procedure Engaging Families Toolkit Organisation Family First 0 – 18 Service Accountable Director Paul Author with contact details Jo Parry 443 – 2660 Ground Floor Nutgrove Villa joanne.parry@knowsley.gov.uk Status (draft/ ratified) Ratified Date ratified by 11.09.17 Review date July 2018 Version control Version number Development Timeline Date 01 June 17 – September 17 12.09.17 Contents Page Page
project manual is provided that includes guidelines on identifying, researching, writing, and presenting the selected topic. Dissertations or capstone projects are appropriately defended by doctoral candidates before a doctoral committee via distance or in person. Professional doctoral degrees are awarded upon final approval by a majority of the doctoral committee. Describe the professional doctoral degree program’s dissertation or capstone project requirements. Describe whether the dissertation or capstone project requires students to make original contributions to the field of study using applied research methods. Describe the process followed by the doctoral committee when approving dissertation or capstone project topics. Describe the institution’s dissertation or capstone project manual and how it guides students on identifying, researching, writing, and presenting the selected topic. Describe the process doctoral candidates follow to defend their dissertations or capstone project before a doctoral committee via distance or in person. Describe the process for awarding professional doctoral degrees. If the final research project or dissertation involves human research, the institution must require prior formal review and approval for all research involving human subjects through an institutional review board (IRB), which has been designated to approve, monitor, and review all research involving human subjects. The IRB should ensure that the subjects are not placed at undue risk, that they have voluntarily agreed to participate and that they have received appropriate informed consent. The IRB must meet all federal regulations and the institution must be able to demonstrate that it is in compliance, including providing evidence that all IRB members have had appropriate training. (Title 45 Code of Federal Regulations Part 46) Describe the institution’s policy and procedures that students follow if the final research project or dissertation involves human research. Curricula Development: Qualified persons competent in distance education instructional practices and experts in their subjects or fields develop the content of curricula and prepare instructional materials. Describe the institution’s qualifications for curriculum developers. Describe how the institution assures that curriculum developers are competent in distance education instructional practices. Describe how curriculum developers receive appropriate training. Describe how curriculum developers and the curriculum development process assure that the curricula is aligned with stated program outcomes. Academic Units of Measurement: The institution documents policies and procedures used to define the chosen academic unit of measurement. Academic units are measured by either clock hours or credit hours.
Process Writing Writer thoughtfully applies multiple stages of the writing process, including pre-writing, organizing, drafting, revising and editing. Writer applies multiple stages of the writing process, including pre-writing, organizing, drafting, revising and editing. Writer needs to apply more stages of the writing process, including pre-writing, organizing, drafting, revising and editing. Writer needs to practice all stages of the writing process, including pre-writing, organizing, drafting, revising and editing. Reflection/ Growth Feedback and Other Comments
Course Calendar: *Each reading assignment must be completed by the date listed on the syllabus. NA = The Norton Anthology of Western Literature M 1/23—Course Introduction W 1/25—Literary Archetypes; or, What Do Luke Skywalker and Darth Vader Have to Do with Ancient, Medieval, and Renaissance Literature? Twitter Tutorial **[Learning Survey due in class today, 1/25. The Learning Survey can be found on our Blackboard site under “Course Content.”] M 1/30—Understanding Ancient Literature and the Transmission of Stories “The Ancient World” (NA 1-12) Excerpts from Gilgamesh (NA 15-18; 26-34) Genesis 6-9: The Flood (NA 43-46) Ovid, Metamorphoses, Book One, lines 177-415 (Course Content on Blackboard) W 2/1—Introducing Homer (NA 100-05) Homer, The Odyssey (NA 206-71) M 2/6—Homer, Odyssey (NA 271-328) W 2/8—Homer, Odyssey (NA 328-91) M 2/13—Homer, Odyssey (NA 391-452) W 2/15—Homer, Odyssey (NA 452-95) M 2/20—Plato, Apology of Socrates (NA 756-79) W 2/22—Virgil, Selections from The Aeneid (NA 926-75) M 2/27—Virgil, Aeneid (NA 975-1023) W 2/29—Giovanni Boccaccio, Introduction to the First Day of The Decameron (NA 1600-15) A Discussion: The Middle Ages and the Renaissance—Friends or Foes? M 3/5—Beowulf (NA 1174-1215) W 3/7—Beowulf (NA 1215-47) M 3/12 and W 3/14—No Class; Spring Break M 3/19—Marie de France, Lanval (NA 1316-24) W 3/21—Dante, Selections from Inferno (NA 1456-81; 1499-1513) M 3/26—Dante, Selections from Inferno, Purgatorio, and Paradiso (NA 1563-97) W 3/28—Introducing Geoffrey Chaucer (NA 1696-1701) Miller’s Prologue and Tale (NA 1718-32)
M 4/2—Miguel de Cervantes’s Prologue to Don Quixote (Handout) Cervantes, Don Quixote (1-49) W 4/4—Cervantes, Don Quixote (50-136) M 4/9—Cervantes, Don Quixote (136-206) W 4/11—Cervantes, Don Quixote (206-85) M 4/16—Cervantes, Don Quixote (285-389) W 4/18—Cervantes, Don Quixote (389-463) M 4/23—Cervantes, Don Quixote (463-527) W 4/25—Selection of Renaissance Poetry (NA 1908-1918; 2041-55; 2536-50) M 4/30— Designing Exam Questions [**Allusion/Adaptation Essay due in class today, 4/30.] W 5/2—John Milton, Selections from Paradise Lost (NA 2550-84; Argument on p. 2594; 2629-31) Class Wrap-up Final Exam: Due on Monday, May 14th, in my office by noon.
including mechanical, light, sound, and heat/thermal in everyday life. energy including mechanical, sound, electrical, light, and heat/thermal. mechanical, light, thermal, electrical, and sound energy. objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins. motion and wave propagation in various types of media. 5.G Explore the characteristics and behaviors of energy transferred by waves including acoustic, seismic, light and waves on water as they superpose on one another, bend around corners, reflect off surfaces, are absorbed by materials and change direction when entering new materials. 7.C Compare characteristics and behaviors of transverse waves including electromagnetic waves and the electromagnetic spectrum and characteristics and behaviors of longitudinal waves including sound waves. 7.D Investigate behaviors of waves including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. 7.F Describe the role of wave characteristics and behaviors in medical and industrial applications.