zilongwang/ReadingBank huggingface dataset:
PSNC Update Garry Myers, Regional PSNC Representative Judicial Review Update GM No 11.30 am NHS Sheffield CCG Dr Marion Sloan (Alastair Mew) – Review of Urgent / On the Day Care - discussion MS / (AM) Yes (powerpoint) 12.00 noon Lunch Break for Lunch Refreshments N/A N/A 12.30 pm Finances Financial Update and Plan for the Next Year GC To be tabled 1.00 pm Sexual Health Amy Buddery, Sexual Health Redesign - discussion AB No 2.00 pm Current Issues for discussion / decision Discussion / Decision: Tobacco Control Consultation - Bid Update / Provider Company Hospital Discharge Information Community Pharmacy 2016-17 and Beyond / Contractor Support HLP – Update on Support MAR Charts QIPP AGM (12 September) Planning Flu Service Data CT CT / DR CT / DR / TB SC DR DR CT DR/GC No Yes (tabled) No No No No No No 2.30 pm CPS Work Plan Work Plan / Self-Evaluation DR/CT/ Tabled 3.00 pm Market Entry Update / Responses to Applications DR/SC Yes (C)(D) 4.00 pm AOB Please highlight to the Chair at the beginning of the meeting if items to include 5.00 pm Meeting review Governance, behaviours, format, content, decisions on future DR No Close Meeting Dates 2017: 20 June 21 November 12 September (inc AGM) NB: All excepting the AGM to be held at Jordanthorpe Health Centre, 1 Dyche Lane, S8 8DJ
Community Pharmacy Sheffield Meeting Agenda (A) Tuesday 26 April 2016 Venue – Upstairs Meeting Room, Jordanthorpe Medical Centre, Dyche Close, Sheffield S8 8DX 9.30 am – close by 5.00 pm Item Purpose Lead Paper Indicative Time Welcome & Introductions Standing item Observers: Jon Whitelam (Boots) DR No 9.30 am Committee Membership / Appointment of Officers To appoint the following Officers: Chair Vice Chair Treasurer To consider overall membership numbers DR No 9.30 am Apologies Standing Item: Ravi Mohan, Terry Relf, Shammi Khosla, Paul Mason, Martin Bennett, 9.45 am Minutes Minutes of the last meeting held on 9 February 2015 DR Yes (B) 9.50 am Matters arising not on agenda/review of action points Standing item DR Minutes (B) 9.55 am CPS Strategy Review Action Plan CT Tabled 10.05 am Officer Reports Matters of report: Chair Chief Officer Treasurer Any other officer meetings DR CT GC CB Reports to be Tabled 10.25 am
DH Proposed Funding Cuts Update on Pharmacy Campaign PSNC Response to the Pharmacy Integration Fund (PhIF) Consultation DR/CT CT No Yes (C) 10.45 am PSNC Update Update from Garry Myers, Local PSNC Representative GM No 11.00 am Decision Topics Matters for Decision: Consultation on Professional Standards – see link Amendments to the Human Medicines Regulations 2012 – see CT CT See links 11.30 am Market Entry Update / Responses to Applications CT Yes – tabled 12.00 noon Current Issues Matters for Discussion (TBC after lunch): The Committee is asked to note the developments and discuss: NHS Sheffield CCG Primary Care Strategy Medicines Optimisation Scheme in Care Homes Proposal 2017 – see links for and video Prescription Ordering Line (POL) Service – Update / Feedback Smoking Cessation Updated PGD / SLA issued PMCF C&D Awards Finalist Media Support Local Medical Committee (meeting 2 March) - Feedback Appointment of Head of Medicines Management – NHS Sheffield CCG Public Health Priorities CT CT CT CT CT CT DR/CT DR CT Yes (D) No – see links No Yes (E) Yes (F) No No No No 12.10 pm
Conflict of Interest - A new requirement on providers in the 2016/17 NHS Standard Contract to maintain and publish a register of gifts, hospitality and conflicts of interest. In line with best practice, this move will ensure that there is greater transparency in place. Age UK – Sheffield Integrated Pilot STH / MAR Charts Planning for CPS AGM – Tuesday 13 September 2016 CT CT CT DR/CT No Yes (G) No No LUNCH Light Sandwich Refreshments Available Between 12.30 pm & 1.00 pm NHS Sheffield CCG Update on CCG / LPN Issues PM/RO No 2.30 pm Current Issues To be continued from above (if necessary) DR No 3.00 pm AOB Please highlight to the Chair at the beginning of the meeting if items to include 3.30 pm Meeting review Governance, behaviours, format, content, decisions on future DR No 4.30 pm Close 4.30 pm Meeting Dates 2016: Tuesday 21 June Tuesday 13 September (inc AGM – venue TBC) Tuesday 29 November
Community Pharmacy Provider Company - Update following Chair & Secretary’s Meeting DR/TB No Sub-Committee Meetings Governance and Performance Performance Framework Finance and Administration Financial Year 2015/16, Accounts Hallam FM Funding Development and Support Prime Ministers Challenge Fund / Pharmacy Joint Working Pilot Feedback from the Sub-Groups (TB/ (BM) SK (see PO link & status doc) Yes (D) Yes (E) / (Ei) 10.30 am Market Entry Update TB Yes (F) 11.15 am Current Issues Matter for Discussion: The Committee is asked to note the developments and discuss PMCF / Contractor Engagement Summary Care Records Flu Vaccination in Pharmacy EHC (inc ellaOne) Re-Branding Exercise Progress Report Medication Policy and MAR Charts Progress Report Hallam FM & Magic AM Proposal Progress Report DR/TB DR/TB TB/SC TB/SC TB/SC TB TB/SC Yes (E) As above No Yes (G)(Gi) Yes (H) No No Yes (I) 11.20 am
South Yorkshire / Regional Meetings Registration Authority & NHS Smartcard – latest position TB/DR TB/SC Yes (J) LUNCH Light Sandwich Refreshments Available Quest Speaker – Liz Woodworth re Smokefree Mums ‘Time for Me” No 1.00 -1.30 pm PSNC Update Report from Garry Myers PSNC Representative GM No 2.00 pm Officer Reports Matters of report: Chair Interim Chief Officer Treasurer Any other officer meetings DR TB BM Yes (K) Yes (L) Yes (D) 2.30 pm Meeting with NHS Sheffield CCG Representatives See Separate Agenda 3.00 pm Meeting Dates for 2016 To decide meeting dates and venue for the coming year RM/SC No 4.30 pm Any Other Business Outstanding from previous Agenda Items or raised by members DR No 4.45 pm Meeting review Governance, behaviours, format, content, decisions on future DR No 4.50 pm Close 4.50 pm Meeting Dates 2015: (Tuesday 22 September – inc AGM – venue TBC) Tuesday 24 November
The students decided on the purpose and the intention of undertaking this topic. They decided; Goal – end product community information session inform our wider school community of the topic suggest things that we can do in our lives to help the problem have posters make and hand out brochures make and show a TV advertisement The students created a timeline; Project steps research bees species of bees bee habitats roles and jobs of bees conduct multiple school observations record and analyse results make posters/brochures/ad invite bee expert to talk to the students visit local community members with hives hold community information event Content see detailed weekly overview Teaching, learning and assessment Student designed assessment task at completion of unit. See attached document weekly overview. Resources overview Internet for research and YT local bee enthusiats Suzie Deyris Crabbes Creek resident Warren
Bees weekly learning experiences Week 2 Focus question What is our area of study? Topic Questions English selection of topic – review the process formulating our driving question mind maps of areas of interest writing questions – How to write a deep open ended question that is personalised to our school and its students. Science mind maps of areas of interest formulating our driving question Week 3 Focus question What is our goal – our end game? Topic Bees and our focus
Science follow up bee observation in school grounds. fill out observation record sheet. identifying bees in our school grounds Geography finding out where bees – particularly the ones in our school are found. Week 5 Focus question How can we effectively share information? Topic brochures English looking at brochures. What features does an effective brochure use (colour, space, design techniques)? annotate and critique existing brochures emphasis intention! Science bee research Technology research – talk about effective/reliable Websites/plagiarising etc. Week 6
Focus question How is the sugar bag bee hive constructed? How can posters be used effectively to raise awareness and give information? Topic design English continue/finish off brochures look effective use of posters What features does an effective poster use? (space, colours, design techniques) annotate and critique existing posters emphasis intention! Mathematics properties of a hexagon parallel lines, angles, congruent lines and angles, sum of angles = 720 degrees. measurement – cm, millimetres construction Science bee hives – how are they constructed? YouTube channel – Geoff from Buderim – watch his sugar bag bee hives, watch him transfer a sugar bag bee hive Engineering make a model of a sugar bag bee hive design a prototype which is then critiqued by the class and one prototype chosen for the whole class to use. Week 7 Focus question How can we most effectively use film for awareness raising? Topic film making – Vox Pop
Week 9 Focus question How can we prepare for an effective community? Topic editing film and preparing presentation English film post production editing information session prepare slides and what each speaker will say for each slide Science walking excursion to Warren’s house. Local Crabbes Creek resident with bee hives Technology film post production editing Mathematics time – seconds, minutes, adding time calculating how long. Engineering continue hive model Week 10 Information session Wed 29th June 9am and assessment
References Blenkinsopp, Joseph. (2011). Creation, un-creation, re-creation : A discursive commentary on Genesis London: T & T Clark International. (accessed March 3, 2012) Brueggemann, W. (1985). Genesis. In P.J.Achtemeier (Ed.), Harper’s Bible Dictionary (pp.336-338). San Francisco: Harper Collins. Chinn, A. (2002). Together as one. (CD) Sydney: Butterfly Music. Clifford,R.J., & Murphy, R.E. (1989). Genesis. In Brown,R.E., Fitzmeyer,J.A., & Murphy, R.E (Eds.), The New Jerome Biblical Commentary (pp.8-43). New Jersey: Simon & Schuster. Frymer-Kensky, T.S. (1985). The Flood. In P.J.Achtemeier (Ed.), Harper’s Bible Dictionary San Francisco: Harper Collins. Hazen, B.S. & Muldrow, D. (1969). Noah’s ark. New York: Golden Books. (accessed 12 February 2012) (accessed 3 March 2012) Kerner, D & Rettino, E. (1981) Kid’s praise 2: The joyfulliest noise. (CD) Calvary Chapel: Maranatha Music. Mays, J.L. (1988). The HarperCollins Bible commentary. New York: HarperOne. Mills, W.E. & Wilson, R.F. (1998). Mercer commentary on the Bible: Pentateuch/Torah. Georgia: Mercer University Press Rosenberg, J.W. (1985). Noah. In P.J.Achtemeier (Ed.), Harper’s Bible Dictionary (pp.709-710). San Francisco: Harper Collins. The story of Little Golden Books. Retrieved from (accesses 5 March 2012) Wenham, G.J. (2003). Genesis. In Dunn, J.D. & Rogerson, J.W. (Eds.) Eerdmans commentary on the Bible. Retrieved from
allows the birds to choose when they are sprayed. For both of these husbandry behaviors we use their pelleted diet for the reinforcers. Conclusion Through positive and differential reinforcement we train and maintain desired behaviors in the face of different challenges that we encounter while free flying 20 plus macaws at a time. By setting the stage for success, we have been able to overcome the challenges listed in this paper. Our macaws have control over their environment in all aspects of their day. Through stepping up, weighing, flying in show, interacting with enrichment, and husbandry procedures each bird can decide whether they participated or not. We constantly have looked for ways to improve each aspect of their day so we can provide the safest, best environment for the birds. Animal welfare is a top priority at NEI and we want our birds to enjoy their job as much as we enjoy ours. References Chance, P. 2003. Learning and Behavior 5th Edition Friedman, S.G., 2014, Haug L., From parrots to pigs to pythons: Universal principles and procedures of learning
We begin our analysis by regressing a firm's dividend yield on the extent of pensions, as measured by compensation leverage and inside debt of the CEO and for all top executives. All dividend and pension measures are adjusted to industry averages. We control for compensation components that can affect dividend payments incentives: salary and bonus and stock-options value, and for additional variables that are found in prior studies to affect dividend policy. These include size, book-to-market ratio, leverage ratio, prior year capital expenditures, cash flow from operations, distance-to-default (calculated via the Merton-KMV framework; see Crosbie and Bohn (2002)), firm age, past stock return, liquidity constraint (measured by a binary variable that equals 1 if a negative operating income was posted for that year), and tax loss (a binary variable that equals 1 if the firm reported a net tax loss carry forward during that firm-year). As the regressions rely on time-series firm-level data, we also control for year fixed effects, and use robust standard errors clustered by firm to correct for heteroskedasticity and serial correlation. The regression results in Table 3 strongly support our hypothesis. All four models indicate that the extent of pension is associated with lower dividend payments. The results are especially strong when compensation leverage is used, for both CEO only (second column) and all top executives (fourth column); the t-statistics are -7.28 and -8.70), respectively. While not as strong, results are also significant for inside debt (t-statistics of -2.09 and -1.74). This difference may emphasize the importance of pensions in the manager's compensation package, which is captured by the compensation leverage. The results in the table thus provide a first indication that managers with large pension plans appear less likely to commit to high dividend distributions. We recognize that the relation between pension size and dividend policy, observed in Table 3, could involve endogeneity bias. That is, firms that typically maintain a lower level of dividends have larger internal funds available, and therefore can direct more cash into executive pension
0.70 INTERIORS PROJECT TO MATCH EXISTING CONDITIONS $0.00 $0.00 $0.00 $0.00 $0.00 6.02% 7.07% 8.05% 9.10% 10.08% 0.80 NOT REQUIRING MULTIPLE BASIC SERVICE TASKS $0.00 $0.00 $0.00 $0.00 $0.00 6.88% 8.08% 9.20% 10.40% 11.52% 0.90 NOT REQUIRING ONE BASIC SERVICE TASK $0.00 $0.00 $0.00 $0.00 $0.00 7.74% 9.09% 10.35% 11.70% 12.96% 1.00 STANDARD BASIC SERVICE CONTRACT $0.00 $0.00 $0.00 $0.00 $0.00 8.60% 10.10% 11.50% 13.00% 14.40% 1.10 SCOPE IN EXCESS OF STANDARD BASIC SERVICES $0.00 $0.00 $0.00 $0.00 $0.00 9.46% 11.11% 12.65% 14.30% 15.84% 1.20 PROJECT REQUIRING SIGNIFICANT DETAILING TO MATCH ADJACENT ARCHITECTURAL VOCABULARY $0.00 $0.00 $0.00 $0.00 $0.00 10.32% 12.12% 13.80% 15.60% 17.28% 1.30 PROJECT WITH MULTIPLE PHASES OR DOCUMENTATION NEEDS $0.00 $0.00 $0.00 $0.00 $0.00 11.18% 13.13% 14.95% 16.90% 18.72% 1.40 SMALL COMPLICATED PROJECT $0.00 $0.00 $0.00 $0.00 $0.00 12.04% 14.14% 16.10% 18.20% 20.16% 1.50 ICONIC BUILDING $0.00 $0.00 $0.00 $0.00 $0.00 NOTE: The fee is calculated automatically from the Construction Subtotal (HARD COSTS ONLY INCLUDING DESIGN CONTINGENCIES). Soft costs are not included; e.g. design fees, owner & construction contingencies, FFE, etc.
One person goes first and says his card, and then says another card. That person then says his card and then someone elses card. Play continues until someone makes a mistake by not responding quickly enough, or not saying another card. 4. The person making a mistake gets a point. (Lowest points wins.) The person making a mistake then begins the next round by saying his card and then another card. 3% Increase (1.03)x 30% Increase (1.3)x 3% Decrease (.97)x 30% decrease (.7)x 5.3% Increase (1.053)x 5.3% Decrease (.947)x 15% Tip (1.15)x 15% Discount (.85)x 7% Tax (1.07)x 7% Discount (.93)x Slope Activity Matching (SOLUTIONS)
Construction Capers – 6M STEM Stage 3 Term 2/3 2016 Big ideas/why does the learning matter? Enable the local community access to recreational sites more efficiently. Built Environments (BE) – students develop their understanding about places and spaces, and their uses. People create, construct and modify their surroundings for a wide range of purposes. The environments people build are an important part of our communities and culture. Driving questions How can we improve accessibility to recreational areas at Penrith Lakes? Central syllabus ideas/concept Science – Built Environments, Technology Apps, Spread sheet, Graphs, ICT – Research – © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012 Mathematics – Numeration, Measurement & Geometry – © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012 Geography – Place – © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2015 English – Writing (Letter, Report, Explanation) – © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012 Creative Arts – Design artwork – © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2006 Hook/entry event Excursion to Nepean River and Penrith Lakes Scheme.
students will be given the opportunity to reflect on their gathered evidence in relation to: the process used to gather, process and analyse their data and information their own prior knowledge as well as accepted scientific explanations their own and others' conclusions Topics to investigate Basketball skills, health, nutrition, sports medicine, strength, agility, beep test Prowl. practical Science investigation – reports written and hypothesis rejected or accepted. plans (sketches) completed plans (drawings) fitness diaries fitness plans New South Wales Department of Education Learning Tools Selector web application – Post Student work is made public by presenting it to people beyond the classroom. Students present ideas and designs for the improvement of the wall ball area of the playground and fitness findings. Students are asked to publicly explain the reasoning behind choices they made, their inquiry process, how they worked, what they learned and how Science and Technology influenced their decisions. Emu Heights collaborative STEM exhibition – invite community and media present to school community and Panthers on the Prowl their findings through 21st Century based technologies. Introduce fitness program to Stage 2 classes.
English K-10 EN3-1A – communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012 Vocabulary sustainability physical conditions impacts survival living things conditions light energy restricted diagram climate characteristics environmental conditions commercial scale depth height processed consequence life cycle life span journey mapping scientific report renewable non-renewable environment living non-living infrastructure waste landfill expense repurpose data
South-East Basketball Playoff Schedule – Fall 2018 *South hosts (highest seed) Senior Girls A Playoff Varsity “A” Teams: Arthur Voaden (S), Glencoe (S), West Elgin, (S), Dorchester (E), Senior “A” Teams: W.C.I. (E) Date Games Location Tuesday, Oct. 30 Game #1 - V4 @ V1 (2:00) Game #2 - V3 @ V2 (2:00) Game #3 - Winners Game #4 - Losers *loser of game #4 eliminated for play-offs LDSS Dorchester Arena LDSS Dorchester Arena Thursday, Nov. 1 Game #5 - V2 @ V1 Game #6 - V3 @ Sr. 1 @ WCI Home teams Tuesday, Nov. 6 TVRA South-East finals Winner of Game #6 vs. Winner of Game #5 South Hosts (unless just East remains, higher seed hosts) Junior Girls A Playoff Teams: Central Elgin (S), WCI (E) Date Games Location Tuesday, Nov. 6 TVRA South-East finals E1 @ S1 WCI @ CESS South Hosts CESS “A” WOSSAA: Thursday, November 13 – LDA hosts (Jr. LDA champ will host at their school, Sr. champion to do the same)
Sleep is so important to Great Health! This blend of essential oils is perfect for calming the nerves or emotions at the end of a long day or in times of stress. As the body is able to relax, more blood is able to circulate to the brain. Use your Serenity Restful Blend in your regimen by: Applying 2-3 drops to Pillow, bottom of feet, back of neck, or in diffuser. Join me in a 30 day educational closed Facebook group “A Great Night’s Sleep” You will understand… How does Doterra oils help with Sleep. Good Sleep Hygiene. Recipe for Making your own Pillow Mist Spray. How aroma can help with rest. Invitation for essential oil gift. Sleep is so important to Great Health! This blend of essential oils is perfect for calming the nerves or emotions at the end of a long day or in times of stress. As the body is able to relax, more blood is able to circulate to the brain. Use your Serenity Restful Blend in your regimen by: Applying 2-3 drops to Pillow, bottom of feet, back of neck, or in diffuser. Join me in a 30 day educational closed Facebook group “A Great Night’s Sleep” You will understand… How does Doterra oils help with Sleep. Good Sleep Hygiene. Recipe for Making your own Pillow Mist Spray. How aroma can help with rest. Invitation for essential oil gift.
Supported Living Payment (SLP) Paid to people who are permanently and severely restricted in how much work they can do because of sickness, injury or disability. This is a base payment/benefit to which other payments are added. Accommodation Supplement A weekly payment, that helps people with their rent, board or the cost of owning a home. Helps to pay rent, board or mortgage in locations where the base payment does not cover the cost of accommodation. Disability Allowance (DA) Paid to people who have regular, ongoing costs because of their disability that are not fully covered by another agency. Each person is assessed individually based on the expenses they can prove. Doctor/specialist/hospital fees Prescription costs Travel to medical appointments Heating/electrical bills Medical alarm rental and monitoring Temporary Additional Support (TAS) A weekly payment that helps meet essential living costs. TAS payments may become ongoing in some cases. As with DA above, each person is assessed on the costs they can prove. Non-repayable supplement (in most cases) Rent payment over and above what’s covered by the Accommodation Supplement Hire purchase (fridge, TV, etc) Vehicle payments Credit card repayment Fines Special Needs Grants Grant Eligibility Examples of what may be covered Re-establishment Grant If you have lived in a residential home for six months or more, you may be able to receive rent and bond in advance and other assistance for furniture, appliances, connection of utilities and other personal requirements. Repayable grant (in most cases) Rent in advance Bond Non-repayable grant (in most cases) Furniture Appliances Bedding and towels Toiletries Clothing
session. Communicate with attendees on when and where the registration table will be via email. The table is usually staffed by Zoo Staff, Volunteers, and/or Docents, etc. Additional tables should be set-up in the conference meeting area for anyone who is considered a vendor, related conservation organization, and for the EMA merchandise committee to display and sell apparel and other items. These tables should be in the back of the session room. A/V Set-up and Abstract Preparations Doing a run through with the A/V equipment is advisable to ensure proper usage and understanding of all equipment by the host volunteer. Generally speaking there will be an A/V technician on the hotel staff but it is ideal to have another identified individual that can troubleshoot in case the technician isn’t available. This person will also need to load the Power Points presentations from the speakers as soon as possible and do a run though to ensure the content is functioning, such as pictures, audio and videos. A/V equipment can be very expensive, so discussing the option of bringing in your own equipment can be a benefit. Moderators will also be selected; generally it will be the EMA Board of Directors and hosting facility staff. The point of contact and the EMA President should confirm these details. The moderator will introduce the program presenters, watch for time deadlines, and provide general housekeeping information. Video taping and photography during the Conference can be coordinated between the hosting facility and the EMA. If video is being taken during the presentations by the hosting facility, a copy of the footage should be provided to the EMA President by the end of the Conference. Determine who is managing this task in advance. EMA Board of Directors Meeting The EMA Board of Directors Meeting takes place prior to the first formal day of presentations. A conference area needs to be set-up for this meeting which includes lunch, beverages, internet access and electrical outlets nearby. Please coordinate with the EMA President to determine the most appropriate time frame based on travel times. DURING THE CONFERENCE Staff the registration desk per the recommendations on page 10. Bring the binder or spreadsheet on a laptop with the alphabetically filed registrations. When someone insists they paid for such-and-such—you will have a record. It is very helpful to have a laptop and printer available. This also
Lists and Registers: Information held in registers required by law and other lists and registers relating to the functions of the authority. The Services we Offer: Advice and guidance, booklets and leaflets, transactions and media releases. A description of the services offered. Information in all seven of those categories is discussed in this guide and is available either via the Commission's in its Annual Report and Accounts or on request in writing to the Commission (see the final section for contact details for the Commission) . We will not usually make any charge for providing information included in the publication scheme. The information available from the CCRC under this publication scheme is subject to regular review by the Commission's Head of Communication. It was last updated in December 2015. Anyone wanting published information in a paper format, or at a different size, should contact the Head of Communication. Assistance in a language other than English will be considered. Contact details for the Commission can be seen in the final section of this guide. If you need information concerning a criminal conviction in Scotland you need to contact the Scottish Criminal Cases Review Commission. See General information about the CCRC, its role and powers The Criminal Cases Review Commission is the independent body set up to investigate miscarriages of criminal justice in England, Wales and Northern Ireland. Our vision and purpose is: To bring justice to the wrongly convicted by referring cases to the appellate courts. To identify, investigate and correct miscarriages of justice in a timely manner. To act independently in the interests of justice and to use our unique knowledge and experience to improve the criminal justice system and to inspire confidence in the integrity of the criminal justice process. Our aims are: To investigate cases as efficiently and effectively as possible with thoroughness and care. To work constructively with our stakeholders and to the highest standards of quality. To treat applicants, and anyone affected by our work, with courtesy, respect and consideration. To promote public understanding of the Commission’s role.
1.1b Please give an example of when such systems of communication have had a positive change on health and wellbeing in school: 1.2 The school has a lead member of staff with responsibility for: select all that apply Personal, Social Health and Economic education (including relationship and sex education (RSE) & drug education) Physical Activity Emotional Health and Wellbeing Healthier Eating Child Protection / safeguarding Pupil Welfare Citizenship Other (enter below) Please enter any additional areas linked with health and wellbeing: 1.3 The school Governor with responsibility for health and wellbeing (including PSHEe) is? (Add name below)
Welcome to the Health and Wellbeing (HWB) Review Tool – the first stage or Bronze Award of the Health in Schools Programme (HiSP) for South Gloucestershire. The diagram below shows the process of completing the tool before moving on to the next stage of the programme, Health in Schools Programme Plus (HiSP+) Silver Award If you experience any problems please contact: Sarah Godsell 01454 868380 The tick box questions in the review are designed to give a quick overview of health promotion activity in your school. The open text format is designed to encourage self-review and capture excellent practice in your school. The completed review will provide a record of your school's provision of health and wellbeing for children & young people and all staff and demonstrate how your school is fulfilling its duty to promote Pupil Wellbeing across the school community. It is intended that a Health in Schools group is established at the start of this process so that the workload to complete the review can be shared and expertise from across the school is utilised. This group could include representatives from: senior leadership; Governing body; non-teaching staff; parent association; school catering staff; pupil council; community leader. Text from other documents can be copied and pasted or referenced to minimize repetition. Once registered your school will be entitled to a half-day support session to provide advice and guidance (and time) to go through the HWB review. The date for this will be arranged once you have registered to take part. The review is organised under the following headings: 1. Leadership, management and managing change 2. Policy development 3. Learning and teaching; curriculum planning and resourcing 4. School culture and environment 5. Giving Children and young people a voice
A Never Quit Attitude “I was not prepared for the demands of corporate-level leadership…the criticism from some the franchisees and regional owners was sometimes brutally direct. I was the center of these discussions because people were looking to me for answers. When I had none…they were not happy with me. There were days I had to remind myself that I had made a commitment, and regardless of the criticism and adversity, I had to persevere, but it was far from easy. ” Mo Anderson What is your attitude? Do you have a never quit attitude? In what ways do you demonstrate a never quit attitude? “It’s hard to beat a person who never gives up.” – Babe Ruth “Many people quit when they are up against adversity, but it wasn’t my nature.” - Mo Anderson
Active Leisure Charity Family Fun Day in conjunction with Down Syndrome Cork’s Field of Dreams @ Ballincollig Rugby Club on Sunday April 23rd 2017 from 2pm-5pm Active Leisure will host a Charity Family Fun Day from 2 to 5pm on Sunday, April 23rd in Ballincollig Rugby Club, in conjunction with Down Syndrome Cork’s Field of Dreams. The Field of Dreams is a horticultural and social farming initiative by Down Syndrome Cork which will provide meaningful work and life skills development opportunities for adults with Down Syndrome. On the day, activities will include bungee trampolines, train rides, bouncing castles and slides, face painting and much much more. Admission is €20 per family (two adults and up to three children) or €5 per person and all rides and entertainment be included in the admission price. Rory O’Sullivan, the event organizer from Active Leisure Entertainment, said that this will be a large-scale family fun day extravaganza, which will feature activities and entertainment for all ages, and that anyone attending will be supporting this very worthy cause. Family tickets are available at the gate of Ballincollig Rugby Club on the day. For further information please contact Active Leisure on 087 2795848.
General; Liaises closely with Academic Advisors, the Career Centre, faculty, staff and other stakeholders at Trent University. Maintains professional development through membership and active participation in relevant organizations (e.g. NACADA, CACUSS, CACEE). Sits on relevant committees and runs relevant special projects upon request. Education Masters Degree specializing in higher education administration, academic advising, student affairs/services, or related field, or equivalent experience. Additional experience and credentials in counselling and suicide prevention is an asset. Experience Required A minimum of three years academic advising experience in a post-secondary setting. Demonstrated understanding of post-secondary structures, academic policies, procedures and regulations, and student needs and supports. Demonstrated communication and interpersonal skills in individual and group settings; active listening skills; teaching/presentation skills; strong writing skills are all required. Demonstrated ability to work effectively with a diverse student body in a cross-cultural environment. Demonstrated ability to work independently in a multi-tasking environment that requires a high level of adaptability, combined with excellent teamwork. High level of organizational skills. Strong computer skills including familiarity with Microsoft Office suite, student databases. Willingness and ability to periodically work flexible hours. Responsibility for the Work of Others Indicate whether the incumbent is directly or indirectly responsible for the work of others. Provide the title of the position(s) as well as an example of how the incumbent is responsible for the work of others on a daily basis. Specifically, indicate whether the position has responsibility for hiring and supervision of student workers. Direct Responsibility Student Employee(s)
What to do now? Compulsory tasks: complete pages 2-12 Non-compulsory tasks: complete page 13 If you have any questions regarding the course or require any of help please don’t hesitate to email: Pupil Background Information Name School where you sat your GCSEs GCSE results Why you chose to study Physics at A-level? What are you most looking forward to about studying A-level Physics? What are you most apprehensive about studying A-level Physics? What areas of physics interest you the most?
El Paso County Hospital District Policy and Procedure Committee Chairperson Date President and Chief Executive Officer Date Board of Managers Chairperson Date Review/Revision History: P&P Committee Legal Review Administrative Team Board of Managers 07/10 07/10 09/13 09/10 09/13 09/13 10/13
Mark Scheme for Q3 AO4: Explore connections across texts, informed by linguistic concepts and methods. Students will… Students at this level might be… 17-20 evaluate the significance of connections found across texts evaluating effects of contemporary/ historical contexts on language use, representations and meanings evaluating effects of technological contexts on language use, representations and meanings evaluating effects of social contexts on language use, representations and meanings 13-16 explore connections between texts by linking language and context exploring historical contexts and language use exploring technological contexts and language use exploring social contexts and language use 9-12 make connections across texts by identifying similar or different uses of context contrasting use of address contrasting use of sentence types and functions comparing and contrasting vocabulary used to describe the issue comparing and contrasting other uses of language 5-8 make connections at a literal level comparing topics comparing purposes contrasting audiences/users contrasting writers/producers 1–4 discuss relevant aspects of texts without making connections explicitly making one/two explicit connections making implicit connections
Je resterai trois semaines en colonie, puis je passerai une semaine chez ma tante qui habite dans la région. Michel Dupont a quinze ans. Il passera dix jours en Angleterre chez son correspondant/ Tu voyageras en avion, Michel ? Non, je prendrai le train. Mon correspondant habite près d’Ashford dans le Kent, donc avec l’Eurostar, c’est très pratique. ACTIVITY 3: read the text and underline the verbs in the future tense: ACTIVITY 4: Réponds aux questions: Ex. Quand partiras-tu?(3 août) Je partirai le 3 août. où iras-tu en vacances ? (La Rochelle) ______________________________________ Où iras-tu ? (Hôtel)______________________________________________________ Tu prendras le train ? (non… voiture) _______________________________________ Que feras-tu ? (promenades à vélo) ________________________________________ Quand reviendras-tu ? (18 août) ___________________________________________ ACTIVITY 5: Fill-in the messages: Nicole a telephone. Elle est malade, alors elle n’_________ pas au concert demain soir. (aller)
Date am / pm Subject Syllabus / Module Nos Length Mon 5 June am French Yr 12 BTEC Applied Science - Unit 1 FREN1 31617H 2 hours 1 hr 30 pm Geography 6GE03 2 hr 30 Tues 6 June am English (re-sit only)GCSE ENG1F/H 2 hr 15 pm Biology (AS) Paper 2 7401/2 1 hr 30 Wed 7 June am Maths + Yr 12 Maths Media Studies MS1B MM03 MEST3 1 hr 30 1 hr 30 2 hours pm Psychology (new) Paper 1 7182/1 2 hours Thurs 8 June am Maths GCSE (re-sit only) Paper 2 1MA0 2F/H 1 hr 45 pm Physics (AS) Paper 2 Sociology (new) Paper 1 7407/2 7192/1 1 hr 30 2 hours Fri 9 June am History (new) unit group 3 D&T: Product Design Y319/01 PROD3 2 hr 30 2 hours pm Chemistry (AS) Paper 2 Geography 7404/2 6GE04 1 hr 30 1 hr 30 Mon 12 June am pm Business St (new) Paper 1 Biology (new) Paper 1 7132/1 7402/1 2 hours 2 hours Tues 13 June am pm Chemistry (new) Law 7405/1 LAW03 2 hours 1 hr 30 Wed 14 June am English Lang (new) Maths Maths 7702/1 MPC3 MFP1 2 hr 30 1 hr 30 1 hr 30 pm Psychology (new) Paper 2 7182/2 2 hours Thurs 15 June am English Lit (new) Paper 1 Physics (new) Paper 1 7712/1 7408/1 3 hours 2 hours pm Sociology (new) Paper 2 7192/2 2 hours Fri 16 June am History (new) unit group 1 Physical Education Y110/01 G453 1 hr 30 2 hr 30 pm Law Maths LAW04 MPC4 2 hours 1 hr 30
Date am / pm Subject Syllabus / Module Nos Length Mon 19 June am Music Business St (new) Paper 2 Chemistry (new) Paper 2 French 6MU06 7132/2 7405/2 FREN3 2 hours 2 hours 2 hours 2 hr 30 pm Health & Social Care Religious Studies F921 G581 1 hr 30 1 hr 30 Tues 20 June am Biology (new) Paper 2 English Lang (new) Paper 2 Maths 7402/2 7702/2 MM1B 2 hours 2 hr 30 1 hr 30 pm Sociology (new) Paper 3 7192/3 2 hours Wed 21 June am History (new) unit group 2 Physics (new) Paper 2 Y219/01 7408/2 1 hour 2 hours pm Thurs 22 June am English Lit (new) Paper 2B 7712/2B 2 hr 30 pm Psychology (new) Paper 3 7182/3 2 hours Fri 23 June am Drama and Theatre Studies Maths DRAM3 MD01 2 hours 1 hr 30 pm Business (new) Paper 3 7132/3 2 hours Mon 26 June am Biology (new) 7402/3 2 hours pm Maths + Yr 12 MM2B 1 hr 30 Tues 27 June am Chemistry (new) Paper 3 Religious Studies 7405/3 G582 2 hours 1 hour 30 pm Wed 28 June am pm Thurs 29 June am Physics (new) Paper 3 7408/3 2 hours pm Results due Thursday 17 August
5) 4a + 3b = 22 6) 3p + 3q = 15 5a – 4b = 43 2p + 5q = 14 Chapter 4: FACTORISING Common factors We can factorise some expressions by taking out a common factor. Example 1: Factorise 12x – 30 Solution: 6 is a common factor to both 12 and 30. We can therefore factorise by taking 6 outside a bracket: 12x – 30 = 6(2x – 5) Example 2: Factorise 6x2 – 2xy Solution: 2 is a common factor to both 6 and 2. Both terms also contain an x. So we factorise by taking 2x outside a bracket. 6x2 – 2xy = 2x(3x – y) Example 3: Factorise 9x3y2 – 18x2y Solution: 9 is a common factor to both 9 and 18. The highest power of x that is present in both expressions is x2. There is also a y present in both parts. So we factorise by taking 9x2y outside a bracket: 9x3y2 – 18x2y = 9x2y(xy – 2) Example 4: Factorise 3x(2x – 1) – 4(2x – 1)
12/03/18 AS Exchange and transport systems 21.4 Locating genes Topic 7 – Genetics, populations and evolutions Topic 2A – Cell structure 14/03/18 Go through misconceptions from mock exams 21.5 Genetic fingerprinting 14/03/18 AS Exchange and transport systems Go through misconceptions from mock exams 16/03/18 Chapter 14 Response to stimuli Chapter 11 Photosynthesis Review 20/03/18 Chapter 14 Response to stimuli Chapter 11 Photosynthesis Review Topic 4A DNA, RNA and protein sysnthesis Topic 2B – Cells and immunity 21/03/18 Chapter 15 Nervous coordination Chapter 12 Respiration Review 21/03/18 Chapter 15 Nervous coordination Chapter 12 Respiration Review 22/03/18 Chapter 16 Homeostasis Chapter 13 Energy and ecosystems Review 23/03/18 Chapter 16 Homeostasis Chapter 13 Energy and ecosystems Review
17/04/18 Chapter 19 – Populations in ecosystems How to answer the 15 mark essay style questions Topic 4C Diversity and Classification Topic 5 - Energy Transfer 18/04/18 How to answer the 15 mark essay style questions Revisiting practical skills from 1st year and exam questions. Revision for Paper 2 Revision for Paper 2 18/04/18 Revisiting practical skills from 1st year and exam questions. Revisiting practical skills from 2nd year and exam questions. Revision for Paper 2 Revision for Paper 2 19/04/18 Revisiting practical skills from 2nd year and exam questions. AS DNA – Mind maps and revision techniques Revision for Paper 2 Revision for Paper 2 20/04/18 AS Cell structure – Mind maps and revision techniques AS Diversity – Mind maps and revision techniques Revision for Paper 2 Revision for Paper 2 23/04/18 AS Cell membranes – Mind maps and revision techniques AS Biodiversity – Mind maps and revision techniques Revision for Paper 2 Revision for Paper 2 25/04/18 AS Cells and the immune system– Mind maps and revision techniques Chapter 11 Photosynthesis – Mind maps and revision techniques Revision for Paper 2 Revision for Paper 2 25/04/18 AS Exchange and transport systems – Mind maps and revision techniques Chapter 12 Respiration – Mind maps and revision techniques Revision for Paper 2 Revision for Paper 2 27/04/18 Chapter 14 Response to stimuli – Mind maps and revision techniques Chapter 13 Energy and ecosystems – Mind maps and revision techniques Revision for Paper 3 Revision for Paper 3 1/05/18 Chapter 15 Nervous coordination – Mind maps and revision techniques Chapter 20 Gene expression – Mind maps and revision techniques Revision for Paper 3 Revision for Paper 3
6/06/18 Student-led revision for Section 7-8 Revision for Paper 1 Revision for Paper 1 7/06/18 Paper 1 Exam AM Revision for Paper 1 Revision for Paper 1 11/06/18 Paper 2 Exam PM Revision for Paper 2 Revision for Paper 2 13/06/18 Student-led revision for paper 3 Revision for Paper 3 Revision for Paper 3 13/06/18 Student-led revision for paper 3 Revision for Paper 3 Revision for Paper 3 14/06/18 Student-led revision for paper 3 Revision for Paper 3 Revision for Paper 3 15/06/18 Student-led revision for paper 3 Revision for Paper 3 Revision for Paper 3 18/06/18 Paper 3 Exam AM
OVERTON GRANGE SCHOOL - SUBJECT EXAM BOARDS 2017/18 Subject (Y13) Description Board Spec Code QN Number Art & Design GCEA Pearson 9FA0 601/4958/9 Biology GCE2YR OCR H420 601/4260/1 Business Studies GCE2YR Pearson 9BS0 601/4673/4 Chemistry GCE2YR OCR H432 601/5255/2 Citizenship GCEA AQA 2101 500/2586/7 English Language GCE2YR AQA 7702 601/4640/0 English Literature GCE2YR AQA 7717 601/5328/3 French GCE2YR AQA 7652 601/8727/X Geography GCE2YR AQA 7037 601/8940/X Gov & Politics GCEA AQA 2151 500/2480/2 History GCE2YR OCR H505 601/4701/5 Maths GCEA Pearson 9371 100/3412/2 Maths (Further) GCEA Pearson 9372 100/6014/5 Media GCEA OCR H540 500/2589/2 PE GCE2YR OCR H555 601/8322/6 Physics GCE2YR AQA 7408 601/4747/7 Psychology GCE2YR Pearson 9PS0 601/5573/5 Sociology GCE2YR AQA 7192 601/3994/8 Spanish GCE2YR AQA 7692 601/8732/3 Subject (Y12) Description Board Spec Code QN Number Art & Design GCEAS Pearson 8FA0 601/4957/7 Economics GCE2YR Pearson 9EB1 601/4767/2 German GCE2YR TBC TBC TBC Gov & Politics GCEAS Pearson TBC TBC Maths GCE2YR Pearson 9MA0 603/1333/X Maths (Further) GCEAS Pearson 8FM0 603/1345/6 Media GCE2YR Eduqas TBC 603/1149/6
A-Level French Year 12 (AS) TOPICS MEDIA Television Advertising Communication Technology POPULAR CULTURE Cinema Music Fashion/Trends HEALTHY LIVING & LIFESTYLE Sport & Exercise Health & Well-being Holidays FAMILY & RELATIONSHIPS Relationships in the family Friendships Marriage/Partnerships EXAM Listening, reading and writing 70% of AS-Level 2 hour written exam including essay Speaking 30% of AS-Level 35 minute test including 20 minutes preparation Year 13 (A2) TOPICS ENVIRONMENT Pollution Energy Protecting the planet MULTICULTURAL SOCIETY Immigration Integration Racism SOCIAL ISSUES Poverty and wealth Public order Science and technology CULTURAL TOPIC A French director or A French author or A French region or A period of French history EXAM Listening, reading and writing 35% of A-Level 2 ½ hour written exam Speaking 15% of A-Level 35 minute test
Independent Study: Principal resource: (group code diwxmf) – check daily for updates and activities over summer GRAMMAR Rogers, P. La Grammaire en Clair (Nelson Thornes) Crocker, M. Schaum’s Outline of French Grammar (Schaum’s) www.lepointdufle.com - an excellent grammar website. Tasks: Work your way through activities on the following grammar points: present tense pronouns – le/la/les perfect tense adjective agreement simple future tense verbs avoir and être VOCABULARY Humberston, P. Mot à Mot (Hodder Education) www.hellomylo.com / www.duolingo.com / www.quizlet.com / www.linguascope.com MEDIA & CULTURE Subscribe to my YouTube channel (monsieurpattinson) Le Zapping: - news and TV in brief Le Parisien: - a good French news website L’équipe: - world famous sports publication Ados: - popular culture website for young people FILM Amélie (2001) La Vie en Rose (2008) Coco Avant Chanel (2009) La Haine (1995) Molière (2007) Les Choristes (2003) Être et Avoir (2002) Jean de Florette (1986) Le Dîner de Cons (1998) Hors de Prix (2006) Les Visiteurs (1993) Un Long Dimanche de Fiançailles (2004) BOOKS Saint-Exupéry, A. Le Petit Prince Camus, A. L’étranger Goscinny, R. Le Petit Nicolas Maupassant, G. Short Stories Sartre, J. Les Jeux Sont Faits Sagan, F. Bonjour Tristesse Tasks: Watch two films and summarise them in French. Read an article a week and note down 10 pieces of vocabulary. Read along the lyrics to a song.
Q3 [5 Marks] Q4 ………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………
Section Five: Signature I declare that all information contained in this document and any attachments are true and correct. Signed for and on behalf of [ insert name of Intermediary ] Name (print) Position Signature and date _______________________ _ _______/ ________/ ________
(c) electron rich ring or benzene or pi cloud repels nucleophile/ammonia Allow • C–Cl bond is short/stronger than in haloalkane • C–Cl is less polar than in haloalkane • resonance stabilisation between ring and Cl 1 [13] 6. (a) M1 Ester 1 If Ester 2, can score M3 only. 1 M2 peak at δ = 4.1 due to When marking M2 and M3, check any annotation of structures in the stem at the top of the page. 1 M3 (δ = 4.1 peak is) quartet as adjacent / next to / attached to CH3 1 M4 Other spectrum quartet at δ = 2.1-2.6 (or value in this range) 1 (b) M1 Quaternary (alkyl) ammonium salt / bromide 1 M2 CH3Br or bromomethane Penalise contradictory formula and name. 1 M3 Excess ( CH3Br or bromomethane) Mention of acid eg H2SO4 OR alkali eg NaOH loses both M2 and M3. 1 M4 Nucleophilic substitution Can only score M3 if reagent correct. Ignore alcohol or ethanol (conditions) or Temp. 1 [8] (a) Reagent (1) P (ketone) S (2° alcohol) Acidified K2Cr2O7 no reaction (orange to) green Acidified KMnO4 no reaction (purple to) colourless I2 / NaOH Yellow ppt no reaction Named RCOOH with HCl or H2SO4 no reaction fruity or sweet smell Named RCOCl no reaction Misty fumes Allow names including potassium permanganate Wrong or no reagent CE = 0 Penalise incorrect formulae or incomplete reagent, such as K2Cr2O7 or acidified dichromate, but mark on. Allow no change or nvc but penalise nothing or no observation If 2 reagents added sequentially or 2 different reagents used for P and S then CE = 0 1 1 1 (b) Tollens’ (1) and silver mirror / solid (1)