zilongwang/ReadingBank huggingface dataset:
Yes No If yes, please give parental views and in all cases, indicate the parent/carer or young person’s preferred placement. Health If the child/young person has a health package (Section G) is this still appropriate? Yes No Not applicable If no, please give reasons and details of the changes requested. Does the pupil take medication at school? Yes No If yes, please review the medication arrangements Does the pupil have a Health Care Plan? If yes, please review and attach to this report. Yes No Does the child/young person have any health needs that are not being met? Yes No If yes, please give details, indicating whether a referral will be made, to which service and who will be making the referral. Social Care If the child/young person has social care package (Section H) is this still appropriate? Yes No Not applicable If no, please give reasons and details of changes requested.
Focus Area 3: Current Baseline: Goal: Baseline Year: Objective: Strategies Activities Person(s) Responsible Timeline(s) Evaluation Component(s) Measurable Result(s) Document modified from Action Plan for Dropout Prevention 2009-2010, NDPC-SD
Start Date: ECE Program Name: Goal: Objectives / Steps Child: Action Steps Family: Action Steps Program Staff: Action Steps Program Environment Program Policies Sample: Revise menus over a three month period to align with the best practices for fruits, vegetables, whole grains and elimination of fried foods. Discuss menu changes with the children and how they help them grow up strong and healthy. Work with families to develop an exciting “taste test” event for children, families and staff to try and then vote on new menu items. Share family ideas for healthy foods to be included in new menus. Develop a display in the lobby to share information, resources and healthy recipes. Include Healthy Eating as a required topic at family orientation. Who is responsible? Program Staff Program Director, Program Staff and Families Program Director and Program Staff Program Director, Cook and Teachers Program Director and Cook Date June 1st August 1st July 1st June 1st September 1st
Strategies Tools People Timeline Strategies should impact families, children, staff, the environment and program policies List tools that will support your strategies. These can be from the toolkit or outside resources Who will carry out your strategies? When will start and complete this strategy?
Action Lead contact Outcome User/carer involvement Deadline Embed a practical approach for coproduction (“Working together for Change”) Sarah Burslem Brenda Mullen and Groundswell The development of a Co-Production Policy and guidance for MacIntyre. A PCP process that focuses on developing gifts and assets Working in co productive way will be embedded into MacIntyre’s Organisational Strategy and Operational Process. A series of audits and user interviews to develop the Policy The experience and views of people we support will feed into themes that will influence organisation change. Jan 2013 July 2013 Build local knowledge and capacity regarding coproduction Sarah Burslem Area Managers and Groundswell A ‘step-change’ in how “new ways of working” are implemented. Share success stories at local road shows in partnership with users. “My Voice” groups to capture success stories and act as catalysts for change. Ongoing Reflect on and evaluate organisation learning. ‘My Voice’ groups, VoiceAbility and Groundswell Align key systems and processes in support an asset based approach to organizational development which harnesses the gifts skills and talents of people working for and supported by MacIntyre. July 2013 and ongoing
TITLE: Activities Assistant LAST REVISED: September 2, 2015 REPORTS TO: Director of Activities METHOD OF PAY: Hourly PURPOSE OF POSITION: The primary purpose of the position is to assist in conducting and supervising resident group activities that are individualized to match the skills, abilities, and interests / preferences of each resident in accordance with current federal, state, and local standards, guidelines, and regulations that govern our facility, and as may be required by the Director of Activities. ROLE AND RESPONSIBILITY: Assist Director of Activities in conducting and supervising group activities. Ensure residents are assisted to group activities as needed Assist the Director in conducting individual stimulation for bed/room bound residents. Individual stimulation is to be conducted per activity calendar. Ensure that supplies and equipment are available. Assist in the development of the activity calendar and monthly newsletter. KEY STRENGTHS AND REQUIREMNTS: Must be able to push, pull, move, and/or lift a minimum of 50 pounds to a minimum height of 5 feet and be able to push, pull, move, and/or carry such weight a minimum distance of 10 feet. A minimum of 1 to 2 year’s relevant experience EDUCATION / EXPERIENCE: High School diploma or equivalent Must be able to work weekends and holidays as needed.
Subject line: Will you raise your voice for human rights? Dear [insert PPCs name], We write to you as members of [area] Amnesty group to let you know about the campaigning we do in [insert name of constituency], urge you to show your support for human rights, and ask you about your human rights priorities ahead of the election. We are currently facing a time of huge global political change and human rights are at risk around the world and here at home. There are many threats and crises that undermine people’s ability to enjoy their full fundamental rights and freedoms: the global refugee crisis, hateful and discriminatory politics being used to demonise and divide communities, conflicts driving human rights abuses from Syria to Yemen, and increasing number of governments restricting freedoms of expression and political opposition. As part of the 7 million supporters of Amnesty International worldwide, we raise our voices for a society that puts human rights at its heart and we would like you to add your voice to ours. Our group have been making our voices heard in [insert name of constituency] for many years and have recently campaigned for [insert 2-3 examples of recent local campaigning work, ideally public e.g. marriage equality, women’s rights / abortion law reform / ]. We will continue to raise our voices for human rights and would like to ask what human rights issues here in the UK or around the world you care about and how you will use your voice in Parliament to champion human rights if you are elected? As your potential future constituents, we would be very interested in knowing more about your views. We also hope you will raise your voice in support of human rights now as part of your campaign – if you are on Twitter why not Tweet something along the lines of: If elected I will raise my voice for human rights - my priorities are ... #GE2017 @AmnestyNI to demonstrate that human rights are important to you. We look forward to your response. Yours sincerely, [Insert groups name]
Fig. 2. Activist Image; cite the source of the image here The fourth paragraph contains information on how the activist made or tried to make changes happen. Did they begin by recruiting friends and family to help with their cause? Did they write about the need for change in books, newspapers, or magazines to educate people? Did the make speeches? Were there failed attempts at making their cause known? Continue your report in paragraph five with the impact of this activist on the human race. You might include if the cause for which they sought change affects everyday life. Tell what would be different in your life if the changes had not occurred. This paragraph can include facts, opinions from other people, and your own opinion based on what you have learned during your research. Paragraph six is a good place to write about other causes, activists, and ideas this activist inspired. For example, when women received the right to vote, did it change how women who worked in professional jobs were treated? Most of the information in this paragraph should be fact based. If you want to give your opinion, base it on facts from your research. Paragraph seven is for your opinion. In this paragraph, tell what alterations or modifications you think would improve this activist’s cause. Give reasons for your opinions and explain why it would make the change that was sought better. If possible, use facts to support your opinion. Your opinion may be that the cause cannot be improved, explain why. Paragraph eight is the summary of all your research. For example, you might say the activist led a life full of hardships that led to their desire for change and then restate the importance of the cause. Examples from within your paper are appropriate in the summary. The summary should not contain new information.
Works Cited Author. “Title of source.” Title of container, Other contributors, Version, Number, Publisher, Publication date, Location. Allman, Toney. Women Scientists and Inventors. Reference Point Press, 2017, pp. 22-24, 60. “Changing the Face of Medicine | Virginia Apgar.” U.S. National Library of Medicine, National Institutes of Health, 3 June 2015, cfmedicine.nlm.nih.gov/physicians/biography_12.html. "Franklin, Benjamin (1706-1790)." Encyclopedia of World Biography, Gale, 1998. General OneFile, www.go.galegroup.com. Miller, Page Putnam. Madam C. J. Walker Building. Oxford University Press, 2003. eLibrary. www.elibrary.bigchalk.com/elibweb/elib/do/document. "Scientists and Inventors in the Twentieth Century.” DISCovering Multicultural America: African Americans, Hispanic Americans, Asian Americans, Native Americans, Gale, 2003. Diversity Studies Collection, www.go.galegroup.com. “The Wright Brothers.” Discovery Education, 2001, www.discoveryeducation.com.
Tip Control Sancţiuni Valoare amenzi Nr. propuneri de suspendări acte de reglementare Nr. sesizăi ale organelor de cercetare penală Sancţiuni principale Sancţiuni complementare Aplicate Încasate Neachitate Total Avertismente Nr. Amenzi Nr. confiscarI bunuri Nr. desfiinţărI lucrări Nr. închideri activitate Nr. suspendări activitate Total Achitate Neachitate In termen Trimis C.F. Planificate 617 534 83 37 4 7 36 0 0 0 2 0 2 852 671 78 27 19 58 0 2 0 3 1 32 balastiere 150 113 44 18 4 4 19 0 0 0 5 1 21 acumulări / iazuri 177 142 35 6 11 11 7 0 0 0 0 573.500 88.250 0 4 poluări 17 5 12 10 0 0 2 0 0 0 0 415.000 52.500 0 0
ACTIVITIES DEPARTMENT STAFF DIRECTORY Principal Dr. Craig Parkinson 484.927.5105 Director of Student Activities & Athletics Matt Gionta 484.927.5130 215.266.7698 Assistant Principal of Student Activities Nikki Celotto 484.927.5158 484.467.5284 Fund Manager Linda DeLeone 484.927.5134 ACTIVITIES, CLUBS AND ORGANIZATIONS Academic Team Clean Up Habitat for Humanity Phantom Ambassadors Ski Amnesty International Comparative Theology HOSA Phantom TV Spanish Anime Cubing Italian Phoenixville Athletic TATU Art Dance Team Junior Classical League (Latin) Photography Student Government Best Buddies Destinations with Direction Key Physics Olympics Technology Student Association Book Future Business Leaders of America Library/Purple Perk Platform for Service Theater Guild Cappies Feminist Mini-THON Purple Press United Students for America Class of 2017 Council French Mock Trial Robotics Varsity (Boys’) Class of 2018 Council Gazebo Literary Magazine Model United Nations SADD Varsity (Girls’) Class of 2019 Council Gender and Sexuality National Honor Society Science Vocal Fusion Class of 2020 Council German Peer Counseling Sewing Yearbook
Hatters Inc. Dianne Hitchens Tammy Norris Helping Little Hands Kelly Wade HHTV Bob Anderson History Club Glen Cleveland Indoor Percussion/Guard Mike Lalli Interact Marcey Varano Jazz Band Chris Kuczynski Key Club Rebecca Goldberg Marching Band Mike Lalli Math Club Bob Lochel Mock Trial Kim English-Murphy Model UN Dennis Steinly National Art Honor Society Lauren Weisberg National Honor Society Lauren Gaffney No Place for Hate Maya Goldberg Orchestra Erin Antioquia Partnership Rory Pruess Prom - Senior Denise Meikrantz Kim Miller kmiller@hatboro-horsham.org Prom – Junior Denise Meikrantz Kim Miller kmiller@hatboro-horsham.org Red & Black Jen Tooley Robotics Eric Zygmont School Store Ted Mulroy Science Club Tim Enge Ski Club Jon Nyce Karen Cassidy kcassidy@hatboro-horsham.org Stars & Stripes Ted Mulroy @hatboro-horsham.org emulroy Student Council Joe Grady Jim Greenberg SJA (Jewish Awareness) Amanda Dynan Students for Sustainable Future Jon Liguori TSA/Tech Student Assoc. Nick Pompei Theater Club/Thespian Society Lisa Stunder Yearbook Lauren DeSieno Yoga Club Lynn Milardo Theater Sponsor/Advisor Contact Information Fall Drama Lisa Litchko-Stunder Spring Musical Lisa Litchko-Stunder Stage Crew Milt Kunz
Figure 16 Different backing cavity configurations considered. The frequency-averaged absorption is plotted verses effective porosity in Figure 17. First of all, it was observed that the average absorption was much higher for cases where a backing substrate was utilized. It was also notable that the location of the maximum value for frequency-averaged absorption varied depending on the backing substrate used. Accordingly, it is best if the effective porosity of the MSP is optimized for a particular backing substrate. Figure 17 Frequency-averaged sound absorption coefficients for MSP absorbers with different backing substrates. Sound absorption (measured in a manner similar to ASTM-C423) in one-third octave bands is shown for the four different backing cavity configurations in Figure 18. In each case, an MSP was chosen with an effective porosity that would maximize the frequency-averaged absorption (according to Figure 17). The results clearly demonstrate that the combined MSP and backing substrate substantially improves the sound absorbing characteristics over the entire frequency range when compared to an MSP without backing. Most importantly, the sound absorption is clearly improved at nearly all frequencies. It should be noted that lower frequency absorption could be achieved by further increasing the backing cavity depth. Though increasing the cavity depth would increase the amount of volume occupied by the absorber, it would only marginally increase the cost.
Activities Chart Activity Codes: A. School B. Volunteer Service/Family/Community Activities C. Work for pay D. Awards Name: ACT Code Activity Title Dates From-To Hours per wk/mo Total Hours Description of position, responsibilities and/or accomplishments
O Sound games - using cards ssss, t-t-t, b-b-b (Jolly Phonics). Children practice making the sound and doing action. Children have to guess which card from the action or sound. P Use 4 everyday objects – e.g. ball, pen , book, ball. Use Makaton signs to introduce and then show the picture prompt. Put all items back in bag and then children have to pull out an object and match it to a picture. Q Simple lotto game. Talk through each picture first - use Makaton signs. One board for all the children to match pieces to as they take turns to turn them over. One board for each child- you may want to fill some of it up first to reduce the amount of turns. Child turns over a piece and matches to their board if they can. Or shows to the other child if it is not one of theirs. Could model asking peer “do you need it?” R Everyday pictures – adult shows the Makaton sign, child has to post the object. S Feelings pictures in a bag and a mirror. Children take turns taking out a picture and then have to make the face and say the feeling. T Everyday object descriptions – four objects on the table e.g. scissors, cup, brush. Children listen to description “Please give me something I can cut with.” U Instruments in a feely bag can they listen and show the matching instrument on the table. V A bag of items full of 5-6 items: mix of food and toy/baby clothes– the children take out an object out of the bag and sort into things we eat or wear.
Afterschool Activities List for 2016-2017 Activity Sponsor/Coach Contact Information Yearbook Mrs. Bouquet Student Council Ms. Neel Mr. Griffin National Junior Honor Society Ms. Ituen Drama Club Ms. Vishy Soccer Ms. Holleman Boys Basketball – 7th Grade Mr. Lesko Boys Basketball – 8th Grade Mr. Allen Girls Basketball – 7/8 Grades Mr. Wetter Girls Volleyball Ms. Holleman Book Club Ms. Kormann Cheerleading 6/7/8 Ms. Berkbuegler Ms. Flandreau Ms. Blake jblake@hazelwoodschools.org Track Mr. Upchurch Girls on Track/Heart and Sole Ms. Reed Ms. Blake Ms. Buenger STEM Club Ms. Fairman Anime Club Mr. Brophy Robotics Ms. Naudi Mr. Brophy Art Club Ms. Kierath Literary Magazine Ms. Wolz Drum Line Ms. Mouser Before and After school Tutoring Mrs. Ripplinger Ms. Dabney
Activity Zone 70% Zone Managerial Responsibility To maintain and develop relationships with University staff, Team Surrey and external organisations as are appropriate in order to facilitate the provision of activities in the Students’ Union To ensure all activity overseen (or delivered) by the zone adheres to all necessary legislation, Union and University regulations and policy To take the lead in the development and presentation of major Student Activities events including Fresher’s Fayre, Re-Fresher’s Fayre, Moving In Weekend, Student Awards and the zone’ contribution to other organisational activities. To maintain an up to date knowledge of developments, challenges and opportunities in the areas covered by the Activity Zone and the student movement as a whole Maintain an up to date knowledge of relevant legal matters, health and safety issues, government policy and best practice with regard to student activities and volunteers To be responsible for the Activity Zone health and safety arrangements and specific risk assessments To be responsible for service development within the Activity zone including: Ensuring the collection and analysis of qualitative and quantitative management information, as agreed with the CEO Using such performance management data to monitor and evaluate the Union’s Activity Zone and make recommendations to the VP Activity, Activity Zone committee and CEO regarding the enhancement of the quality of opportunities and support the department offer to students
Activities and Outcomes of the work Funded by the Grant Activities Timescale Anticipated Outcomes Monitoring Planned activities you are hoping to deliver By when will these activities be implemented? Targeted Beneficiaries (Who are they? And how many are there? Description of anticipated outcomes This should include specific targets (where possible) for the activity How will success be measured? (This should include the tools and metrics you will use)
Saturday Tech Time – Bring your electronics along for assistance in solving the many mysteries hidden in today’s gadgets. Whether it is simply extracting your photos from your phone or unraveling a tangly software issue, bring your problem along the third Saturday morning of the month from 10-12 noon. Sight Restored – The Contemporary Worship Band practices every second Saturday at 10:30 am. Liturgical Dance – Dancing and Games! Join our youth (ages for these entertaining dance classes held weekly from 3 – 4 pm in the Fellowship Room. Family Board Games Night – Join us the 3rd Saturday of every month from 6:30 – 8:30 pm for a lively evening of boardgames and light refreshments. Also Available: St. James Library – is now open for borrowing and donations! GO Project – is still looking toward the future in developing the outreach and mission focused minds of our youth Recycling Fundraising – is an ongoing project to raise funds for our programs. Donations may be brought to the church or dropped off to the church account at O’Leary Avenue Green Depot or everywhere that Evergreen Recycling is available Other Activities Soup Luncheon Dates October 14, 2018 November 4, 2018 December 2, 2018 Youth Services October 14, 2018 December 2, 2018 Stay Tuned Thanksgiving Pot Luck – “Food Fellowship and Forks” Daytime Bible Study – to begin once there is a consensus of interest regarding the date and time NIA – No impact aerobics is anticipated to return in the New Year Paint Nite Poinsettia Sale New Year’s Eve Celebration
Bury Knowle Park 🚲 Meet Outside library Fridays, 10 - 11am FREE Countryside n Cobbles 🚲 Meet inside the Town Hall Cafe Tuesdays, 10 – 11am FREE Hinksey Park 🚲 Meet in the car park Wednesdays, FREE, 10 – 11am* *(1st Wednesday Walk of the Month will take place from Christ Church Meadows at 10.15 am instead) Summertown 🚲 Meet at the NOA Community Centre Tuesdays, 10 – 11am, FREE University Parks 🚲 Meet at Keble Gate, University Parks Saturdays, 10 – 11am, FREE Donnington Health Centre 🚲 Meet outside Donnington Health Centre Wednesdays 11am – 12pm, FREE Jericho 🚲 Meet inside Jericho Health Centre. Thursdays 1.30 – 2.30pm, FREE Up for it walks 🚲 Take the next step up from Health Walks and try these more challenging walks up to 3.5 miles long. Meet at bottom of Headington Hill Park Every 1st Thursday of the month, 10am, FREE
Temple Cowley United Reformed Church, OX4 2ES Thursdays, 9.30am – 11.30am (Over 50’s) *From 4th September 2018* Tuesdays, 7.30 – 9.30 pm (General session) £2 per hour or £3 for 2 hours 📧 anne@anneborrowdale.co.uk *NEW* Start up your Table Tennis- Beginners only When: Tuesdays 9.30 – 10.30 am 18th September – 11th December 2018 Where: former Temple Cowley United Reformed Church Oxford Rd OX4 2ES Cost: £3 per session Drop-in session, no need to book or to attend every week For more information contact Anne Borrowdale phone 07729 999958 *NEW Capoeria Classes* Capoeira is a fun mix of dance, fight, music & song. It’s an excellent way to keep fit, develop self-confidence and meet new friends. Kids & Family Capoeira Tuesdays - 5:15pm-6:15pm Old Headington Village Hall, OX3 9BY contact: (contact: Mauricio on 07411776771 / ) £5 per class Beginners Capoeira Wednesday -6:30pm-7:30pm University Club, 11 Mansfield Road, Oxford OX1 3SZ (contact: Mauricio on 07411776771 / ) £5 per class *NEW* Walking Netball Walking netball is a slowed down version of Netball, allowing you to exercise in a friendly, relaxed and supportive environment. All ages and abilities welcome. Thursdays 6-7pm Rose Hill Community Centre, OX4 4HF £2 per session for Rose Hill Residents £3 per session for Non – residents For more info contact Ali: Active Women Beginners Tennis sessions at North Oxford Tennis Club 🚲 Wednesday 1330-1430 Friday 0930-1030 North Oxford Tennis Club £6 non -members and £5 members Contact 📧 ecollins@oxford.gov.uk Tennis coaching for beginners (Women only) 🚲
Programme Schedule: IPR for Engineering Students 10.00 a. m -10.30 a. m Inauguration welcome Dr. Nagabhushana Head of the Department (IC), Department of Electronics and Communication, BMSCE Chief Guest Prof (Dr) T. Ramakrishna MHRD Chair Professor on IPR, NLSIU Chair Dr. G. N. Sekhar Vice Principal 10.30 a.m. – 10.45 brake 10.45 a. m – 11.45 p. m Session I Patent Prof (Dr) T. Ramakrishna 11.45 p. m - 12.00 a. m Question and answer 12.00 p. m - 1.00 p. m Session II Copyright Mr. Lawwellman 1.00 p. m- 1.15 p.m Question and answer 1.15 p.m. – 2.00 p .m Lunch brake 2.00 p.m – 3.00 p.m Session III Designs Ms. Sadhvi C. Kanth 3.00 p.m – 3.15 p.m Question and answer 3.15 p.m – 4.15 Session IV Practice and procedure for obtaining Patent, Patent Cooperation treaty (PCT) Mr. S.K. Murthy, 4.15 p.m – 4.30 Question and answer 4.30 P.M – 5.00 Valedictory Session AND Distribution of Certificate
ACTIVITY SCHEDULE IN THE HYTHE CENTRE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AM 10.45 TO 12 EXERCISE TO MUSIC READING/DISCUSSION GROUP MEN IN SHEDS ART GROUP COMPUTER TRAINING SINGING 4 FUN (Last Tue month) CHAIROBICS WALKING GROUP COMPUTER TRAINING COMMUNION (1st Wed month) COOKERY CARD MAKING CRAFT GROUP (1st Tue month) OUTING GROUP (Starts at 10.30) MEN IN SHEDS PM 1.30 TO 2.30 ART FOR BEGINNERS 13.30-15.30 REMINISENCE (8 week program starts January) TAI – CHI 2.00-3.00PM CONVERSATIONAL GRP KNIT & KNATTER BINGO SEWING GROUP UKULELE GROUP COMMUNITY CAPTAINS (Term time only) MUSICAL BINGO (School holidays) SCRABBLE AND CARDS Activities are subject to change and at short notice, please phone first or ask at reception for any changes. Other activities are also available at all other times to suit those in attendance, these include: quizzes, group crosswords, wobbly knockers, musical bingo, cookery, scrabble & board games. LYMINGE CENTRE MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The following information is collected to help us create equal opportunities for individual’s resident within our local communities. We use this information anonymously to identify if the diversity of the people accessing our services fully reflects the communities we serve. When it doesn’t this information helps us to make new links with services and organisations, support equality and diversity and promote equal access to our services. Ethnicity White British Black African Asian Indian Irish Caribbean Pakistani Other Other Bangladeshi Other Mixed White and black Caribbean White and black African White and Asian Other Other Chinese Prefer not to say Other: (please specify) Gender Female Non-binary Trans female Male Trans male Prefer not to say Sexuality Heterosexual Lesbian Gay Bisexual Pansexual Other Prefer not to say Other: (please specify) Glossary of Terms Non-binary refers to individuals who don’t see themselves as either male or female. Individuals identifying as non-binary may ask you to use gender neutral pronouns such as they/their rather than he/she. Please do not ask non-binary individuals the sex or gender assigned to them at birth as this is irrelevant. Trans male/female refers to individuals who are transitioning to the gender they identify with.
Please complete Experience Type (see below) Experience Name Start Date End Date Total Hours Repeated? (Did you do this more than once?) Organization name Contact’s name and email Brief Description of duties and what you gained from the experience 1. 2. 3. 4. 5. 6. Examples of what to write for Experience Type: Community Service non-medical, Community Service medical or health-related, Shadowing or observation, research or lab, paid employment (indicate medical or non-medical), award or honor, hobby, intercollegiate athletics, conference, leadership not listed elsewhere, publication, military service
Halloween 10/31 Tuesday +Afternoon show by Mad Science Parents to take photos in courtyard at drop-off. Lunchtime: class parents to organize buffet; parent volunteers to provide food & set-up, serve & breakdown. Please note: the buffet is for the students only. NOVEMBER Thanksgiving Food Drive Benefits L.A. Food Bank 11/1 to 11/17 Food Donations needed. Only food accepted. Veteran’s Day (Observed) 11/10 Friday NO CLASSES Thanksgiving Buffet 11/16 Thursday K2 11:30AM CP 12:15PM Class Parents to organize buffet. Thanksgiving Holiday 11/20-11/24 NO CLASSES Classes Resume 11/27 Monday Return from Thanksgiving holiday Holiday Classroom Decorating 11/29 Wednesday -after classes end (3PM, 3:15PM) Class parents to organize volunteers. K2 Parent-Teacher Conferences Parents Only 11/30 Thursday 12/01 Friday 3:30PM to 6:30PM K2 Parents meet w/French & English teachers. Sign-up at DECEMBER CP Parent-Teacher Conferences Parents Only 12/04 Monday 12/05 Tuesday 3:30PM to 6:30PM CP/1st grade Parents meet w/French & English Teachers. Sign-up at Holiday Toy Drive Benefits Fire Dept.’s Spark of Love Program 12/1 to 12/13 Local firemen come to visit CC campus to kick off the program and educate children on Spark of Love. Collection bins on campus.
Tears of Joy Puppet Show – Theater Raymond Kabbaz 12/06 Wednesday Students will attend a show at the school’s theater in the morning of class. Details at http://www.theatreraymondkabbaz.com. No parents needed; event takes place during school time. Movie Night 12/08 Friday 5:00PM to 7:00PM Students stay after school to watch a movie! Popcorn, pizza and drinks will be served. Registered students can stay after class until event starts. Pick-up at 7PM. $25/student. Registrations start on 11/29 at the office. Holiday Show/Buffet at TRK !!! This year, both K2 and CP students will perform on the same day !!! 12/13 Wednesday Show: 10:00AM to 11:30AM Childcare (optional) after the show. Small buffet to follow in the TRK courtyard. Winter Break 12/18/2016 – 1/2/2017 NO CLASSES JANUARY Classes Resume 1/3 Wednesday Return from Winter Break Galette des Rois 1/5 Friday No volunteers needed Martin Luther King, Jr. Birthday 1/15 Monday NO CLASSES Staff Day: Classes are happening at Century City Campus! 1/16 Tuesday CLASSES TAKE PLACE ON OUR CAMPUS. Day off starting 2nd grade only. FEBRUARY Crêpes de la Chandeleur Ingredient Drop Off: Afternoon before the day for the class Crepe Making (Parents): 12:45-1:40PM K2 Parents 1:40-2:15PM CP Parents 1/30 K2B CP2 1/31 K2A CP1 2/ 1 K2D CP3 2/ 2 K2C CP4 Class Parents to organize donations of ingredients and parent volunteers to cook the crepes. Teachers make the batter in the morning with students. 3 Parents per class are needed to make crêpes.
Person Specification Key Criteria Essential Desirable Qualifications and Training To hold a full driving licence Educated to degree level Suitable ualification in Sport and Physical Activity or suitable equivalent To hold a recognised national governing body qualifications Educated to NVQ Level 3 or euivalent as a minimum Competence Summary (knowledge, abilities, skills, experience) Experience of organising and delivering of multiple activities/events at the same time Facilitation Skills Prepare and present regular reports detailing your ongoing work and future plans Experience of volunteering and consultation Experience of working in partnership with and communicating with Voluntary & Community, statutory and commercial Sectors Experience of training and ensuring that programme outcomes and full training cycle is met Experience of operating within and managing budgets Experience of managing sessional staff Up to date with relevant current affairs and Youth issue’s Computer and multi media literate Experience of adapting and delivering new and innovative activities to a diverse and dynamic target group Other Work Reuirements A working knowledge of sporting/Arts infrastructure at a local and national level Aware of national and local strategies and accreditation To be reliable, punctual and have effective time management skills Ability to identify and access national, regional and local funding streams Ability to work on your own or as part of a team Experience of marketing and promotion Enthuse and motivate others Some experience of working offsite with young people in a residential setting To have access to a car for business use To work flexible hours including regular evenings and weekends This post is subject to an Enhanced DBS, the Right to Work in the UK, satisfactory References and probation period
Month 7 Infections Webinar (x3) C: Clinical pharmacy Month 9 Complete Audit or Medicines Use Evaluation (MUE) Task D: Clinical governance / patient safety Month 13. Patient Safety May have been done as a PRPS trainee. Modules D: Clinical governance / patient safety Month 14 Patient Safety Webinar D: Clinical governance / patient safety Month 14 Operating Procedure: Need to actually write or review a SOP Webinar D: Clinical governance / patient safety Month 15 Risk Management Task D: Clinical governance / patient safety Month 17 Risk assessment or complaint/incident. Task D: Clinical governance / patient safety Month 18 Cost effective use of medicines. Application of theory of procurement and introduction of new medicines, SMC website, Evidence base – that’s what we do recording. Task E: Cost effective use of medicines Month 20 Introduction to leadership Webinar A: Personal Competencies Month 5 or month 17 A Taste of Leadership Course /webinar A: Personal Competencies Assessment Familiarise with assessment info on VT pages of NES website. Dates for portfolio assessment and final assessment, Prepare your Own work declaration Form and prepare for the final assessment.
Activities plan: Regular and irregular plurals * Activity Instructions Me Teacher Plural forms*: Activity Book, p. 7, no. 10–12 Do the exercises. Then show them to your teacher. Regular plural forms* (Kopiervorlage 1.2a) Check with the key. Partner dictation  Dictate your partner 10 nouns. She/he writes down their plurals. Regular and irregular plural forms** (Kopiervorlage 1.2b) Check with the key. CD-ROM* Vocabulary 02 Work on the computer. Write 10 sentences** Write 10 sentences with nouns in the plural form. Then read them to a partner.
ATHLETICS SPORT (Position) AWARDS RECEIVED GRADES TIME COMMITMENT Indoor Track and Field Team (Sprinter / Jumper) Varsity Captain (11,12); Most Improved Player (9); Coaches Award (11) Varsity – 10, 11, 12 Junior Varsity – 9 14 hrs/wk, 12 wks/yr Outdoor Track and Field Team (Sprinter / Jumper) Varsity Captain (12); Most Valuable Player (11, 12); State Qualifier in Long Jump and Triple Jump Varsity – 9, 10, 11, 12 14 hrs/wk, 12 wks/yr MISCELLANEOUS EXPERIENCE DESCRIPTION DURATION DATE Brown University Summer Program I was accepted into the Brown summer program, during which I enrolled in “Intro to Macroeconomics – How a Nation’s Economy Works” 3 weeks; 8 hours/day July 2012
*with acknowledgements to Dr Seuss. This is Roger Waddell’s modification of the Barry Law/Bert McConnell Possum Picnic experiential game and, like the latter, is based on ‘add-on tag’. Introduction: This activity is designed to introduce or recap the impact of introduced species – in this case Man to the marine ecosystem, but can be used to elucidate ecological concepts including: the difference between biotic (living) and abiotic (non-living) factors. the influence of biotic and abiotic factors on a community. the interconnectedness of living things within a community, particularly with respect to feeding relationships, energy flows and nutrient cycles. Aim: To reach a level of sustainable fisheries. Resources: gym/tennis court/playing field. 4+ area markers (cones) or a long rope. 10+ ice-cream container lids. 2+ nerf/sponge balls. picture of a trawler and an albatross. hula hoops or loops of rope (for simulated marine reserves). arm bands. pegs. Description: EXPERIENTIAL LEVEL 4 - 8 WHAT TO DO: Define the playing area – approximately half a netball court for 20 pupils. Non-players (illness, disability) can be easily accommodated as judges and marshals. Everyone is a fish but these fish can walk (and ONLY walk!). If a fish leaves the playing area then they become trawlers. Pick two volunteers – they are the trawlers - they wait outside the playing area (“in port”) The trawler chases the fish and tries to “tag” them. Tagged fish then become a trawler. Trawlers must hold hands/link arms and together pursue the other fish. START THE GAME: Usually the game will only last 2-3 minutes till there are no more fish left. Stop the game and regale the participants (with a suitably horrified tone): “Look what you have done?!! You have just made all fish life extinct!!! How are you going to feed your families or provide for your town/city? We have no biodiversity now! The oceans are now deserts!! This is not sustainable! How can we change the rules of this game so that we are more sustainable?” Participants come up with suggestions such as:
Learning intention: Students will: Reflect on camp experiences. Develop writing, PowerPoint and communication skills. Develop confidence presenting in front of an audience. Description: In pairs students develop a short presentation about their camp experience. Students present these in assemblies and parents are invited to the school for a ‘camp night’, where the students share their stories. As well as students reflecting on their experiences and gaining confidence in public speaking, parents gain a more comprehensive understanding of camp and the learning experiences students have. Safety considerations: Clear access to venue. An event of this nature falls into the activity type of “on site – in the school grounds – lower risk environment” (EOTC Guidelines, 2010, pp 26-27). Check the requirements of your own school policies when planning such a learning experience. See the for further information. Equipment: Seating for everyone. Data projector and any other equipment needed for the students’ presentations. Location: Appropriate school building. Student processing/reflection: The activity requires students to reflect on a camp experience. This can be directed with some supporting questions, e.g. highs/lows of camp; most significant learning and why; examples of helping others or of being helped by others. Students can then reflect on their presentation. Visit TKI, for further resources to enable students to identify criteria to assess their presentations. Possible adaptations: Broaden out the guiding questions for reflection to focus on more than personal learning and include content knowledge, e.g. tips for camping and specific activity skills, environmental care, historical or ecological information about the area. Group presentations used with larger classes to avoid repetition. Students produce posters to support their presentations. Students present short dramas to illustrate a key learning experience. A personal self-reflection section that is not shared in a group and may or may not be shared with the teacher. Students produce advice for next year’s students so that the students get the most out of their camp experience.
SQUEEZING WATER GIVEN: Liquid water experiences an isothermal compression where the pressure increases by 100,000 psia. The value of the isothermal coefficient of compression remains constant during this process. FIND: The percent decrease in the volume of the water for this process. SOLUTION: From v = v(p,T) and the definition of  and , we know that, Since the process is isothermal, dT = 0. Therefore, The value of k is considered to be constant (given in the problem statement). Therefore, the integration of the above equation between any two states is, The percent decrease in the volume due to the increased pressure can be found by, From Table 3.2,  = 2200 x 10-11 ft2/lbf. Therefore the percent decrease in the water volume is, REFLECTION: Wow! The water experiences a significant decrease in volume. However, when we consider the excessive pressure increase (100,000 psia ~ 6800 atm), this seems reasonable. If the pressure increase were smaller, say 100 psia, then the percent decrease in the water volume turns out to be 0.032%. This tells us that if
• increase of fire and explosion hazards • may cause combustibles to explode or react violently will not rust or oxidize Class D Division 1 • may be fatal if ingested or inhaled • may be absorbed through the skin • small volumes have a toxic effect • avoid breathing dust and vapours • avoid contact with skin or eyes • work in well ventilated areas Class D Division 2 • may cause permanent injury or death • may cause birth defects or sterility • may cause cancer • may be sensitizers causing allergies • avoid direct contact • wear appropriate personal protection • use hand, body, face and eye protection Class D Division 3 • may cause anaphylactic shock • includes viruses, yeasts, molds, bacteria, and parasites that affect humans • includes fluids that contain toxic substances • includes cellular components • special training required to handle these materials • avoid forming aerosols • avoid breathing vapours • avoid contamination of people and work area Class E • may irritate eyes and skin on exposure • may cause severe burns to tissue upon longer exposure • may damage lungs if inhaled • may cause blindness if contact with eyes • may cause serious environmental damage as a result of fumes • avoid all direct body contact Class F • may react with water • may be chemically unstable • may explode if exposed to heat or shock • may release toxic or flammable vapours • may vigorously polymerize • may burn unexpectedly • handle with care, avoiding vibrations, shocks, and sudden temperature changes • store in appropriate containers • ensure storage containers are sealed Part 2 – Making WHMIS work Name 2 of the Information Categories that must be on the supplier label 1. 2. Who is responsible to ensure that all products have an appropriate label on them and MSDS?
the ‘literature’ label, the more distracting it can start to seem. Thinking about a Shakespeare play you’ve studied, how far would you agree with the following extract from Dylan’s Nobel acceptance speech? I was out on the road when I received this surprising news, and it took me more than a few minutes to properly process it. I began to think about William Shakespeare, the great literary figure. I would reckon he thought of himself as a dramatist. The thought that he was writing literature couldn’t have entered his head. His words were written for the stage. Meant to be spoken not read. When he was writing Hamlet, I’m sure he was thinking about a lot of different things: ‘Who’re the right actors for these roles?’ ‘How should this be staged?’ ‘Do I really want to set this in Denmark?’ His creative vision and ambitions were no doubt at the forefront of his mind, but there were also more mundane matters to consider and deal with. ‘Is the financing in place?’ ‘Are there enough good seats for my patrons?’ ‘Where am I going to get a human skull?’ I would bet that the farthest thing from Shakespeare’s mind was the question ‘Is this literature?’ Task 3 Remember, Germaine Greer said that if a poem was set to a musical accompaniment, ‘its own internal music would be overlaid by another music that neutralised it’. By contrast, Joshua Clover said, ‘It’s not just that Dylan’s words happen to go with music; it’s that their greatness is in how they go with it.’ What they agree on is that some words aren’t made for music, while others are. An example of some that are comes from the start of ‘Subterranean Homesick Blues’ (it might be worth watching the start of the video again to remind yourself: ). Written down, the words start: Johnny’s in the basement, mixing up the medicine. I’m on the pavement, thinking about the government. Write down five ways that seeing these lines written down is different from hearing them sung, with music. To get you started, here are a few things to think about: The song’s chord structure is a simple blues, which means the first four bars of the verse are basically all on one chord, and Dylan sings almost everything at the same pitch. In the lines above, only the ‘-ment’ in ‘pavement’ and
CCR Anchor Standard 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12 CCSS W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. CCR Anchor Standard 9. Draw evidence from literary or texts to support analysis, and research. Grade 6 Grade 7 Grade 8 Grades 9-10 Grades 11-12
On the back of the last ticker tape label it TRIAL 3. Part 2: Marking the Ticker Tape Draw a line through the first dot on the ticket tape and label it t=0.0s. From the t=0.0s line, count six dots and draw a line through the sixth dot. Since the recording timer produces 60 dots per second, these six dots would represent a time interval of 0.1s. Label the line you just drew t=0.1s. Count another six dots from the t=0.1s line and mark with dot t=0.2s. Continue to mark your ticker tape with way until you mark up to 1.0s. Do this with all three ticker tapes. Measure the displacement between each of the time intervals for each ticker tape and record the measurements into the tables below. TRIAL 1 TRIAL 2 TRIAL 3 Time Interval (s) Displacement (cm [forward]) Time Interval (s) Displacement (cm [forward]) Time Interval (s) Displacement (cm [forward]) 0.0-0.1 0.0-0.1 0.0-0.1 0.1-0.2 0.1-0.2 0.1-0.2 0.2-0.3 0.2-0.3 0.2-0.3 0.3-0.4 0.3-0.4 0.3-0.4 0.4-0.5 0.4-0.5 0.4-0.5 0.5-0.6 0.5-0.6 0.5-0.6 0.6-0.7 0.6-0.7 0.6-0.7 0.7-0.8 0.7-0.8 0.7-0.8 0.8-0.9 0.8-0.9 0.8-0.9 0.9-1.0 0.9-1.0 0.9-1.0 Using the data from your data tables graph all 3 car trials onto the grid below as a Position-Time Graph. Be sure to label the axes and include units. Use 3 different colours to plot a ‘best-fit’ line for each.
glycolysis cytoplasm electrons protons glucose NAD NADH ADP P i ATP pyruvate ethyl alcohol (or lactic acid) substrate-level phosphorylation Be sure your model of cellular respiration includes and explains the actions and roles of the following: glucose oxygen carbon dioxide pyruvate acetyl CoA NAD NADH FAD FADH2 ADP P i ATP water electron transport chain mitochondria inner mitochondrial membrane outer mitochondrial membrane H electrons (e) chemiosmosis ATP synthase (proton pumps) cristae proton gradients oxidative phosphorylation substrate-level phosphorylation oxidative phosphorylation
Use your models to answer the questions. 1. The summary formula for cellular respiration is C6H12O6  6 O2  6 CO2  6 H2O  Energy a. Where is each of the reactants used in the overall process? b. Where is each of the products produced in the overall process? C6H12O6  6 O2  6 CO2  6 H2O  Energy Glycolysis Oxidative phosphorylation Pyruvate  Acetyl CoA and Krebs cycle Oxidative phosphorylation ATP/glucose Glycolysis (2), Krebs (2 GTP), oxidative phosphorylation (up to 34) 2. In cellular respiration, the oxidation of glucose is carried out in a controlled series of reactions. At each step or reaction in the sequence, a small amount of the total energy is released. Some of this energy is lost as heat. The rest is converted to other forms that can be used by the cell to drive or fuel coupled endergonic reactions or to make ATP. a. What is/are the overall function(s) of glycolysis? b. What is/are the overall function(s) of the Krebs cycle? c. What is/are the overall function(s) of oxidative phosphorylation? Oxidation of glucose to 2 pyruvate. Generates 2 ATP and 2 NADH per glucose. Oxidation of pyruvate/acetyl CoA to carbon dioxide. Generates 2 GTP, 6 NADH, and 2 FADH2 per glucose. Oxidation of NADH and FADH2to H2O (and NAD or FAD). Generates H ion concentration gradient and therefore ATP. 3. Are the compounds listed here used or produced in: Glycolysis? The Krebs cycle? Oxidative phosphorylation?
my child. I realise and accept that in the event of my child’s behaviour adversely affecting the safety of the activity, the organisers reserve the right to return my child home. Name ________________________ Signature _________________________ Date___/___/___