zilongwang/ReadingBank huggingface dataset:
S/NO SUB-ZONE SCHOOL 1 CHUKA CHUKA BOYS HIGH SCHOOL 2 “ CHUKA GILRS HIGH SCHOOL 3 “ MAGUMONI GIRLS HIGH SCHOOL 4 “ MAGUMONI MIXED DAY 5 “ OUR LADY OF MERCY MAGUNDU GILRS 6 “ KIBUMBU SECONDARY 7 “ KIERENI HIGH SCOOL 8 “ SA KANGORO SECONDARY 9 “ ST NJAINA SECONDARY 10 MARIMA KAJIUNDUTHI HIGH SCHOOL 11 “ MURAGA SECONDARY SCHOOL 12 “ MUTHAMBI GIRLS HIGH SCHOOL 13 KIRIANI KIRIANI BOYS HIGH SCHOOL 14 “ KIRIANI SECONDARY 15 “ NGERU SECONDARY SCHOOL 16 “ KIAMAOGO MIXED DAY SCHOOL 17 CHOGORIA KIEGANGURU SECONDARY SCHOOL 18 “ KIMUCHIA MIXED SECONDARY SCHOOL 19 “ MAKURI HIGH SCHOOL 20 “ IRUMA GILRS HIGH SCHOOL 21 “ GAKUUNI GIRLS SECONDARY 22 “ CHOGORIA BOYS HIGH SCHOOL 23 “ CHOGORIA HIGH SCHOOL 24 “ THIGAA SECONDARY SCHOOL 25 EGOJI MIRURIRI HIGH SCHOOL 26 “ MIRURIRI BOYS HIGH SCHOOL 27 “ ST MARYS GIRLS EGOJI 28 “ EGOJI TEACHERS COLLEGE 29 “ KANYAKINE BOYS HIGH SCHOOL 30 “ GIKURUNE GIRLS SECONDARY 31 “ GIKURUNE BOYS HIGH SCHOOL 32 “ KIRIA MIXED DAY 33 NKUBU ABOTHUGUCHI SECONDARY 34 “ NKUBU HIGH SCHOOL 35 “ NKUBU MIXED DAY 36 “ ST PAULS SEMINARY NKUBU 37 “ IGOKI BOYS HIGH SCHOOL 38 “ KATHANTHATU MIXED DAY 39 “ NYOMBA YATHI SECONDARY SCHOOL 40 “ NTHARENE SECONDARY SCHOOL 41 GIKUMENE GIKUMENE GIRLS
42 “ NTAKIRA MIXED DAY 43 “ KOTHINE DAY SECONDARY 44 “ GITHONGO BOYS HIGH SCHOOL 45 “ KATHERI BOYS HIGH SCHOOL 46 “ KIRIGE SECONDARY SCHOOL 47 THARAKA GATUNGA BOYS HIGH SCHOOL 48 “ MUKOTHIMA GIRLS HIGH SCHOOL 49 “ MUKOTHIMA MIXED HIGH SCHOOL 50 “ MWIRU TURIMATWERU HIGH SCHOOL 51 “ NGONYA DAY HIGH SCHOOL 52 “ THARAKA BOYS HIGH SCHOOL 53 “ ABC NKONDI GIRLS MIGORI A; DR. LORDVICUS OLANGA
Table of Contents A Retrieved Reformation by O. Henry…………………………….…..….......... 3 Button, Button by Richard Matheson………………………………………….…… 9 The Sniper by Liam O’Flaherty……………………………………….……........... 17 Lamb to the Slaughter by Roald Dahl……………………………….……........... 21 The Lottery by Shirley Jackson……………………………………………........... 30 The Scarlet Ibis by James Hurst………………………………………….......... 38
Two (2) points for every regional, national, or international event. Section 12: Competitive 4-H Exhibits List name of competition, level, location, and year. Points Allowed Points Earned One (1) point for every three (3) club or unit events. 10 One (1) point for each area, district, state, or national exhibit. Section 13: Blue Danish Ribbons (4-H) List the competition, level or location, and year. One (1) point for every two ribbons you achieved. Points Allowed Points Earned 4 Section 14: 4-H Awards & Recognition at Club or Unit Level List the award, the competition or 4-H club/unit, and year. One (1) point for each club, city/county and area award. Points Allowed Points Earned 6 Section 15: 4-H Awards & Recognition at Area, District, State, National, International Level List the award, the competition or 4-H club/unit, and year. Points Allowed Points Earned One (1) point for each area or district award. 6 Two points for each state/national/international award. Section 16: 4-H Interstate Exchange Travel or Hosting List the exchange program or club, city and state, and specific dates. One (1) point for each. Points Allowed Points Earned
Lesson 8 Halloween songs with tone bar instruments Lesson 9 II. Old Mr. Rabbit III. Cumberland Gap IV. and Gold - read V. Seminole Duck Dance – snake skin VI. Rattlesnake – put on the staff Lesson 10 II. Cumberland Gap III. See the Rabbit IV. Horses, Horses -- read the rhythm and learn the song V. Old Mother VI. Old Mr. Rabbit – felt staves with child piano Lesson 11 II. See the Rabbit III. My Mother Baked A Nice Seedy Cake, chant IV. Captain, Don’t Side Track Your Train (syn – co – pa and whole note) V. Seminole Duck Dance – read rhythm, read melody, play game VI. Cumberland Gap – felt staves with child piano Lesson 12 II. My Mother A Nice Seedy Cake III. Captain, Don’t Side Track Your Train -- read the rhythm and the melody IV. Alabama Gal – read the rhythm V. Alabama Gal VI. See the Rabbit – Felt staves, tone ladder “The skip between do and la, in music is called a minor third.” Lesson 13 II. Captain, Don’t Side Track Your Train III. Fed My Horse CSP=A – read melody IV. Let Us Chase the Squirrel – canon – show the music with a half rest before part II begins V. Fed My Horse in a Poplar Trough CSP=A VI. (See II) Lesson 14 II. Fed My CSP=A – read melody III. Sailing on the Ocean IV. Horses, Horses – conduct in 4/4, also Old Mother – read rhythm and melody V. The Car Song VI. Captain, Don’t Side Track Your Train
All-State Orchestra April 8-11, 2015 Kallista Karastamatis – 11 Talley – 11 Bennett Poorman – 11 James Apple - 11 Kiley Wilson -10 James Williams - 10 Joshua Chen – 10 Veronica Pehlivanov - 10 Yumin Lee – 9 Martinez – 9 Vivan Lee – 9 Ethan Neil - 9
15 The difference between Margot and the immigrants from the text is that A. Margot's family was forced to come to Venus. B. The immigrants were forced to come to the US. C. Margot had no choice in her immigration. D. The immigrants had no choice but to move to the US. 16 reading both passages, what can we infer about moving to a new land? A. With the stress comes opportunity. B. You will always be miserable. C. It is a wonderful thing to do. D. You will get a great job and live happily. 17 Why would an immigrant tell the officer the town they lived in when asked their name? A. They didn't want anyone to know their real name. B. They were scared they'd get deported. C. It was considered patriotic to be named after your town. D. They were confused by the rapid questioning. 18 What is one of the reasons that people immigrated? A. America is beautiful. B. They were fleeing wars. C. They were bored. D. They were on vacation. 19 According to the text, why did it get easier for people to come to the US? A. Steam powered ships made crossing the ocean much faster. B. The restrictions were lowered allowing more people to move here. C. Children were now allowed to come. D. The of tickets increased. 20 What did price wars do to the cost of a ticket? A. made the price sky rocket B. nothing C. decreased the price D. all of the above
The expectation will be that all parties will agree to enter into the initial stages of the mediation process (i.e. the individuals meeting with the mediator(s), separately in the first instance). If mediation is successful and all parties are satisfied with the outcome an action plan will be written at the end of the joint meeting which is agreed by, and confidential to, the parties unless actions by others are required and/or the parties agree to this being shared. The process is then closed. If the issue(s) is/are considered to be unsuitable for mediation by the mediators or if the joint mediation session fails to resolve the matter, the issue will be referred back to the line manager who will hold meetings with all parties to reconsider the allegations (staff side representatives may also attend). The outcome of meetings may be appropriate management action (supported by Human Resources), e.g. the temporary transfer of either party to another team/department if reasonable and practicable, change of hours (to minimise contact between both parties), coaching, counselling, clarification of workplace rules in respect of expected standards of behaviour. Documented feedback will be provided to all parties. The process will be deemed to be completed. informal attempts to resolve the matter have failed, or are inappropriate because of the particular circumstances, the individual may raise the matter formally under Public Health Wales Grievance Procedure where applicable at Stage 2. In those circumstances, the manager will decide whether any steps are necessary to manage any ongoing relationship between the parties. The process also applies to issues raised by a group of individuals against a particular person. APPENDIX 1 What is bullying and harassment? Bullying is harder to define than harassment, as there is no specific legal definition or prohibition.
Pay Band: _____________________________________________________ Number of posts: ________________________________________________ Section 2 RRP Proposed: tick as appropriate New RRP Review of existing RRP Short Term RRP – Length of time: ________________________________ Long Term RRP – Length of time: ________________________________ Proposed ________________________________________________ Is this due to: Difficulties in recruiting staff Difficulties in retaining staff Both Section 3 (Please provide documented evidence) Statement of need and evidence – factors to include: results of exit interviews, response to adverts, information on market rates, turnover, external non NHS rates of pay, etc.
AWS Services and Resource Types That Support Tags (as of December 28, 2017) AWS service Resource types Distribution AMI Customer Gateway DHCP Option EBS Volume Instance Internet Gateway Network ACL Network Interface Reserved Instance Reserved Instance Listing Route Table Security Group - EC2 Classic Security - VPC Snapshot Spot Batch Spot Instance Request Spot Instances Subnet Virtual Private Gateway VPC VPN Connection ManagedInstance Filesystem Cluster Assessments BatchPrediction DataSource Evaluation MLModel Cluster Database instances Database option groups Database parameter groups Database security groups Database snapshots Database subnet groups Event subscriptions Read replicas Reserved database instances Domains Healthchecks HostedZone Bucket WorkSpaces Auto Scaling group Certificate Stack CloudTrail Endpoints Replication instances Replication Directory Gateways Virtualtapes Volume Loadbalancer TargetGroups
Unit 2 Websites Where used Web site address Last checked Investigation 1 Algebra Arrows Click on applets then algebra arrows 8/5/12 Investigations 2 and 3 Virtual scale balance with positive coefficients Library of Virtual Manipulatives 8/5/12 Investigation 3 Virtual scale balance with negative coefficients . Library of Virtual Manipulatives 8/5/12 Investigation 4 Pan balance with graph NCTM Illuminations 8/5/12 Investigation 4 Practice with Multistep equations 8/5/12 Investigation 4 Videos for students needing extra help 8/5/12 Investigation 5 Solving Literal to Power Point 8/5/12
Fill in the tables below: x f(x) –3 –2 –1 0 1 2 3 x g(x) –3 –2 –1 0 1 2 3 x h(x) –3 –2 –1 0 1 2 3 Describe any patterns you see in the table above. Does f(x) mean “f x”? Explain.
RISK ASSESSMENT FOR: Grass Sledging Hazard Identified Likelihood Severity Risk Who is at risk? Control Measures Slips, trips and falls 2 2 4 Participants Participants instructed not to run at any time. Hand injuries 1 2 2 Participants Participants must keep hands on handles. Lifting or back injury 1 3 3 Participants Participants instructed to lift sledges in pairs. Sledges to be used properly. Striking objects 1 3 3 Participants Only use on land with good space for stopping. Equipment failure 1 3 3 Participants Supervisors to inspect equipment before use. Monitoring: Centre staff/volunteers to check equipment quarterly for damage and wear and tear. RISK ASSESSMENT FOR: Orienteering Hazard Identified Likelihood Severity Risk Who is at risk? Control Measures Slips, trips and falls 2 2 4 Participants Ensure group is aware of terrain and risks. Team or individual becoming lost 1 3 3 Participants Ensure teams remain together. Explain boundaries. Instruct participants to head downhill if they become lost which will take them to the village of Cranham. Monitoring: Centre staff/volunteers to check equipment quarterly for damage and wear and tear.
RISK ASSESSMENT FOR: Tree Climbing Hazard Identified Likelihood Severity Risk Who is at risk? Control Measures Slips, trips and falls 2 1 2 Participants & Instructors Participants instructed not to run in activity area and to take care on uneven ground. Falls from height 1 3 3 Participants Participants secured by safety rope. Equipment failure 1 3 3 Participants Equipment checked by instructor before and after use. Instructor regularly checks that harnesses and helmets are worn correctly and safely by all. Rope burns 3 2 6 Participants & Instructors Instructor must have been trained before belaying. Where participants are belaying, close supervision is provided by instructors at all times. Falling objects 2 2 4 Participants & Instructors Tree regularly checked by qualified arboriculturalist. Belayer error 2 3 6 Participants & Instructors Instructor must have been trained before belaying. Where participants are belaying, close supervision is provided by instructors at all times. Use of Gri-gri means that belayer error causing a major accident is reduced. Entrapment of body part in equipment 3 2 6 Participants & Instructors Participants instructed to remove jewellery, tie hair back and remove any dangly items of clothing (e.g. neckers). Monitoring: Instructor to visually inspect all equipment before and after use. Centre Manager/Deputy to carry out quarterly inspections. Bi-annual tree inspection by qualified arboriculturalist.
When: Saturday, January 7, 2017 - 8:00am until 12:00pm SPC Clearwater Campus, 2465 Drew St. Clearwater FL 33765 (ES Building) Agenda 8:00 – 8:30am: Coffee/Light Breakfast, sign-in, & meet and greet in ES 104 8:30 – 8:35am: Welcome message from Heather Roberson, CETL 8:40 – 9:50am: General Session: Managing Challenging Behaviors in the Classroom, Nancy Kelley, Associate Provost, Health Education Center 10:00 – 10:50am: Workshop Session I Topic Facilitator Room # Description CourseFit I Tech Team ES 203 Faculty are invited to drop in to our CourseFit session, where our Instructional Design & Development Team will be available for help preparing your course for the new semester, practicing with specific MyCourses tools, and troubleshooting issues you have run into. SParC OLS Team ES 220 This session will discuss the new SParC tool that tracks student information and allows faculty to share notes about student performance and challenges. Have a planned absence? Let Career Services come to your classroom! Rosaria Pipitone ES 123 Gain knowledge about what career services are offered to students at SPC. This session will include a look at the Career Services Menu and cover how career services can substitute classes for upcoming planned absences. Accessibility Services Aimee Stubbs ES 125 During this session, participants will be able to ask questions and gain information about Accessibility Services. This will include student eligibility, services available, and the benefits to both student and instructor. Turnitin Jennifer Haber ES 127 This session will discuss how the plagiarism detection software called Turnitin can be used as a tool for student success. 11:00 – 11:50am: Workshop Session II
Assumption High School’s ALL-CLASS PARENT April Knight Gift Gathering Party! (We’re all in this together!) THURSDAY, OCTOBER 25th · 6-9 PM Held at: 315 Pershing Ave ˑ Davenport 52801 Hosted by: Augusto & Nelly Anzola · John & Donna Bush · Chris & Jamie Caspers · Ryan & Erin Dolan · Dan & Stacie DeVries · Doug & Jamie Grenier · Marié-Catherine & Pierre Guyot · Doug & Sue Jennings · Ben & Melissa Jobgen · John & Sarah Leinart · Chad & Beth Manternach · Thomas & Lorie Melchert · George & Carrie Menke · Ed & Susan Merschman · Kevin & Bridget Murphy · Jason & Bethany Nelson · Will & Kathryn Nigey · Brian & Jenny Preston · Greg & Jennifer Ruggles · Randy & Sandra Timmerman · Kurt & Kristyn Tjaden · Dan & Trish Turner · Brian & Kathy Rolf · Tim & Mary Walsh · Steve & Jen Weitz · More Hosts Welcome! BBQ & BEER & BASIC FUN! · Pork, chicken or vegan bbq sandwich with slaw, house pickle, signature sauces OR any burrito. · Featured beer and wine provided, and cash bar Please RSVP to susie.foster@assumptionhigh.org YOU MUST RSVP TO EAT! Suggested donation $20 per person. Checks may be made payable to AHS
44 31 Principal Shravana Institute of Speech and Hearing College, Infanter Road, Opp Philomina School, Ballari-583104. 45 32 Principal Vishnu Pantha Nanavate Degree College, Kumarswamy Colony, 2nd Sandur583119. 9880071988/9880072070 46 33 Principal Unnati Degree College, Kampli-583132. Ph.no-9986211991/08394-250808 akmaheshkumargvt@gmail.com 47 34 Principal Sadvidya Arts & Commerce College, Smayoda Colony, A.P.M. C HiMbaga, Sandur-583119. 9731524870 48 35 Principal Exelent Degree College, N.E.K.R.T.C Bus Stop Back, Couc, Siruguppa-583121 9901621756-9449654405 globaleducharitrust@gmail.com 49 36 Principal Sri Sayi Baba Arts, Commerce &Science College, Ramanagara 1fist Cross, Renuka Nagara, Ballari-583101 50 37 Principal N.B. UG Diploma (Fire & Industrial Safety) College, Near Power Shteshn, Ujjini Rode, Kotturu-583134 9036563409 51 38 Principal Vishwajyothi Degree College, Vijayanaga, Siruguppa-583121 9900100555/8310613497 srivishwajyothi@gmail.com 52 39 Principal Sri Netaji Subhash Chandra Bose Degree College, 3rd Ward, Ballari(D) 94491359999535241577 Cc181pucgmail.com 53 40 Principal Nandi Institute of Management & Science College, Raghavendra Kaloni, 2nd Flore, Patel Nagar, Ballari-58115 54 41 Principal Bhagwati Evening Commerce & Management College, Ballari-583103 8951000099/8951111000 Koppal District UG Colleges (govt College)
87 3 Principal Kottureshwara Degree College, Kottur-583134 08391-226249/8050151948 88 4 Principal Sri Nageshwara Rao Gangaiah Govt.First Grade College, Koppal(D) 08533-231100/9379124080 89 5 Principal Vijayanagara College, Hospet-583201 08394-228431/9945794288 90 6 Principal Sri Gavisiddeshwara Arts, Science & Commerce Degree College & P.G.Centre, Koppal-583 231. 08539-220214/9448973391 91 7 Principal Veerasaiva College, Cantonment, Bellary-583101. 92 8 Principal SSA Govt First Grade College,(Autonomous) SN Pet, Ballari-583103. 08392274654/9448001612 93 9 Principal Kumari G Sudha Shankara Gouda Memorial Theosophical College of Management, Hampi Road, Hosapet-583201 94 10 Principal N.B. PG Diploma (Fire & Industrial Safety& PG Diploma in Solar Renewable energy) College, Near Power Shteshn, Ujjini Rode, Kotturu-583134 9036563409/9902958462 95 11 Principa Satyam College of Technical Education Ballari- 7795559666 MBA College 96 1 Principal Allum Karibasappa Institute of Management, V.S.College Campus, Airpost Road, Cantonment, Bellary-583104. 08392-242600/9845283633 M. S. W. Colleges 97 1 Principal N. B. College of M.S. W. Near Banshankari Temple, Kottur, Kudligi Tq., Bellary Dist. 9945832933 98 2 Principal Jyothi College of Master in Social Work Near TVS Show Room, 2nd Main Road, Parvathi Nagar, Bellary 583 101. 08392-267701/9535021308
“Yes, although possibly less easily to settle quickly only attending once a week, but that’s our choice. Absolutely fine now.” Question 11:- If you would make any changes, what would you like them us to do? “More fundraising! Happy to help!” “Provide hot meals, but you are fab at being able to microwave and serve hot meals provided.” “Be able to pay monthly” “It would be nice to see the children do a play or sports day. I know of other playgroup’s who do this and I think it’s a great idea, also be good for parents to get involved.” “Perhaps a little more attention to cleanliness and hygiene within the setting. Otherwise, nothing.” “More correspondence by email. Move to Swalcliffe!” Question 12:- Generally are there any other comments you would like to make? “Thank you for being so flexible. I don’t think I would manage without your ability to be so flexible. You all work so hard and I really appreciate all that you do!” “My only very mild concern is that, in my daughters final year at playgroup, will her educational needs be met?” “I am very pleased with playgroup and glad that both my children have been able to attend. My only concerns are the fees. I know I have mentioned fundraising to get money, as having two children in playgroup is very expensive, hence I have to send ‘T’ to a childminders 2 days a week which can be inconvenient.” “We have loved playgroup since our daughter started two years ago. She has learnt so much and playgroup has helped her get a great start before going to school in September. The flexibility and support has been excellent!” “We are thrilled to have had the opportunity for our little ones to attend the setting. Thank you HNPPG!” “It’s fantastic, as staff are all great and 100% genuine! My friends are very jealous of the facility!”
Kyle Muller - TE 2015 Patrick Briningstool - QB Stefan Claiborne - DB Jimmy Czarnik - WR Nicco Moroso – DL Darrick Gibson - DL Stanley Williams - DB Zach Olvera - OL Deantae Young-Gulley - DB 2016 Darian Greeley - LB Maurice McBride – WR Steven Charles - RB Jacob Rybicki – WR Brian Schieweck – LB Tommy Schuster – QB Zabith Wilson - K 2017 Andre Chenault – RB Ellis - WR Ja’Von Kimpson - DB Marcel Lewis - LB Jon’Naize Owens – TE Tommy Schuster - QB Krasniqi – DL Jacob Rybicki – WR Brian Schieweck - DB Don Wesley – OL Donnie Estell - LB 2018 Andre Chenault – RB Ryan Cyrowski - OL David Ellis – WR Ja’Von Kimpson – DB Marcel Lewis – LB Tommy Schuster – QB (Player of the Year) Marty Bunting - WR Courtney McGarity – LB Charles Wesley – OL Donovan McBride - OL
Commonwealth of Massachusetts MassHealth Provider Manual Series All Provider Manuals Subchapter Number and Title Appendix W. EPSDT Services Medical and Dental Protocols and Periodicity Schedules Page W-7 Transmittal Letter ALL-219 Date 07/01/14 The Dental Schedule The Dental Protocol and Periodicity Schedule (The Dental Schedule) consists of procedures arranged according to the intervals or age levels at which each procedure is to be provided. The Dental Schedule is based on the Preventive Pediatric Oral Health Care recommendations from the American Academy of Pediatric Dentistry (AAPD) Reference Manual 2007-2008. See 130 CMR 450.140 through 450.150 for more information about Early and Periodic Screening, Diagnosis and Treatment (EPSDT) services and Preventive Pediatric Health-Care Screening and Diagnosis (PPHSD) services. Recommendations for Preventive Pediatric Oral Health Care (AAPD Reference Manual 2007-2008) 6 - 12 Months 12 -24 Months 2 – 6 Years 6 - 12 Years 12 - 20 Years Clinical oral examination (1, 2) x x x x x Assess oral growth and development (3) x x x x x Caries-risk assessment (4) x x x x x Radiographic assessment (5) x x x x x Prophylaxis and topical fluoride (4, 5) x x x x x Fluoride supplementation (6, 7) x x x x x Anticipatory guidance/counseling (8) x x x x x Oral counseling (9) Parent Parent Patient/parent Patient/parent Patient Dietary counseling (10) x x x x x Injury prevention counseling (11) x x x x x Counseling for nonnutritive habits (12) x x x x x Counseling for speech/language development x x x Substance-use disorder screening x x Screening for intraoral/perioral piercing x x Assessment and treatment of developing malocclusion x x x Assessment for pit and fissure sealants (13) x x x Assessment and/or removal of third molars x Transition to dental care x
Handout 2: Welsh Government Definitions Abuse: Physical, sexual, psychological, emotional or financial abuse. Domestic abuse: Abuse where the victim of it is or has been associated with the abuser. “Gender-based Violence” (a) violence, threats of violence or harassment arising directly or indirectly from values, beliefs or customs relating to gender or sexual orientation; (b) female genital mutilation; (c) forcing a person (whether by physical force or coercion by threats or other psychological means) to enter into a religious or civil ceremony of marriage (whether or not legally binding) Sexual Violence: Sexual exploitation, sexual harassment, or threats of violence of a sexual nature Violence against women: The experience of gender based violence by women. “Ask and Act”: A process of targeted enquiry across the Welsh public service in relation to violence against women, domestic abuse and sexual violence and a process of routine enquiry within maternal and midwifery services mental health and child maltreatment settings. Client: Client is used here as a term to describe a person experiencing violence against women, domestic abuse and sexual violence. The term encompasses the terms “victim”, “survivor”, “service user” and “patient”. Different partners use different words to define their relationship to the person at risk and so the guidance reflects this. In practical terms it is suggested a person experiencing violence against women, domestic abuse and sexual violence selects the term they prefer, where a term is required. It should generally be possible to use a client’s name rather than other descriptive terms. Victim/Survivor are terms used interchangeably, however, the voices and materials used in this pack are those of self-identified survivors. International Definitions: General Recommendation No. 19 on VAW (GR 19) of Convention for the Elimination of Discrimination Against Women describes GBV as “violence that is directed against a woman because she is a woman or that affects women disproportionately”. Further, GBV is defined as including “acts that inflict physical, mental or sexual harm or suffering, threats of such acts, coercion and other deprivations of liberty.” The UN declaration on violence against women (1993) defines violence against women as “any act of gender based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life.”
8) Is there a philosophy like the Golden Rule from your culture? Discuss it with neighbors. 9) Now that stds have organized thoughts, have them write each culture’s version of The Golden Rule on a wedge shaped piece of paper. The Golden Rule should only be one sentence long. The wedge shapes can be fitted together to make an interconnected circle. Extra spaces in the circle can be filled with drawings that symbolize the rules. 10) Display the poster and point out the cultural similarities. 11) Follow-up Look at the poem again. What rules did you forget as you grew-up and you had to deal with life issues? What do other people do that annoys or upsets you?
instead of CantSeek). Optionally, you can also prefix Boolean properties with “Is,” “Can,” or “Has” but only where it adds value. Non-public Field camelCasing or _camelCasing Noun or Adjective. Do be consistent in a code sample when you use the '_' prefix. private string name; private string PascalCasing Verb or Verb phrase Do give events with a concept of before and after, using the present and past tense. Do not use “Before” or “After” prefixes or postfixes to indicate pre and post events. // A close event that is raised after the window is closed. public event WindowClosed // A close event that is raised before a window is closed. public event WindowClosing Delegate PascalCasing Do add the suffix ‘EventHandler’ to names of delegates that are used in events. Do add the suffix ‘Callback’ to names of delegates other than those used as event handlers. Do not add the suffix “Delegate” to a delegate. public delegate WindowClosedEventHandler Interface PascalCasing ‘I’ prefix Noun public interface IDictionary Constant PascalCasing for publicly visible; camelCasing for internally visible; All capital only for abbreviation of one or two long. Noun public string MessageText = "A"; private string messageText = "B"; public double PI = 3.14159...; Parameter, Variable camelCasing Noun int customerID; Generic Type Parameter PascalCasing ‘T’ prefix Noun Do name generic type parameters with descriptive names, unless a single-letter name is completely and a descriptive name would not add value. Do prefix descriptive type parameter names with T. T, TPolicy
Unit Planning - KDU CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questions to support inquiry with students: Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
brand (such as ‘appropriate education’ in the Netherlands) or even as inclusive education (for instance ‘inclusive education centres’ in Romania).” As such, perhaps the most critical clarification in General Comment No.4 is as to the the need to distinguish between “exclusion”, “segregation”, “integration” and “inclusion”. Paragraph 11 sets out important definitions: “Exclusion occurs when students are directly or indirectly prevented from or denied access to education in any form.” “Segregation occurs when the education of students with disabilities is provided in separate environments designed or used to respond to a particular or various impairments, in isolation from students without disabilities.” “Integration is a process of placing persons with disabilities in existing mainstream educational institutions, as long as the former can adjust to the standardized requirements of such institutions.” “Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. In this regard, it is important to note that the same phenomenon is observed in Australia where special education organisations such as the Australian Special Education Principals Association continue to advance the position that “inclusion is not a place” and that “special schools” and other segregated models can be legitimately characterised as forms of inclusive education, a position that cannot be reconciled with Article 24 of the CRPD, General Comment No.4 or any logical concept of social inclusion. In his recent report, the European Commissioner also noted the tendency for “vested interests” to preserve the status quo and resist inclusive education: "Professional groups involved in special education, such as teachers, psychologists and testing centres frequently oppose desegregation in to protect vested interests.” [pp 10-11] A correct understanding and application of these concepts is critical to implementing a genuinely inclusive education system. We believe that government should take a leading and active role in addressing the misuse of “inclusive education” and the rebranding of segregated education as “inclusive”.
Here are the vocabulary words: What do you think is going to occur next? 1. 2. 3. What just happened in this scene? 1. 2. 3. What do the stage directions add to the scene? 1. 2. Other 1. 2.
Phonics and picture Graphemes and key words Sound and picture Graphemes and key Sound and picture Graphemes and key words s s- sun ss- dress ce- centipede ci- circle cy- cycle ce- dance se- house sc- scissors -st- whistle l l- lion ll- hill ee ee- eel y- happy ea- eat e- me e-e – compete ey- donkey ie- shield i- sardines a a- apple ul le- bottle el- parcel pencil al- hospital igh igh- knight y- cry ie- pie i- find i-e - ice t t- teddy tt- letter ed- dropped j j- jug dge- bridge ge- orange g- gentleman g- giraffe g- gym oa oa- goat ow- bow o- old o-e – rose ough- dough oe- toe eau- plateau p p- pan pp- puppet v v- van ve- oo (short) oo- cook oul- should u- push i i- insect y- crystal w w- web wh- wheel u- penguin oo (long) oo- spoon ue- glue ew- screw o- move ou- soup ough- through u-e – flute ui- fruit u- n n- net nn- funny kn- kneel gn- gnaw ks- x- fox cks- ducks ks- books ar ar- arm a- father al- palm m m- man mm- hammer lamb mn- column gz- x- exam or or- fork aw- yawn our- four au- laundry al- walk oar- oars oor- door ore- sore augh- caught ough- bought ar- wardrobe ar- quarter a- water d d-dog dd- puddle ed- rained y y- yo-yo purse er- herbs ir- brid
ear- earth or- worm g g- gate gg- juggle gu- guitar gh- gherkin gue- catalogue z z- zip zz- buzz s- fries se- cheese ze- breeze ou ow- owl ou- mouth ough- plough o o- octopus a- watch a- quad a-salt kw Qu- queen oi oi- oil oy- toy k c- cat k- key ck- duck ch- school qu- mosquito que- antique ch ch-chick tch- hatch eer eer- deer ear- ear ere- sphere ier- skier e e- egg ea- bread chu ture- picture air air- hair are- scarecrow ear- bear ere- there u u- umbrella er- builder o- onion our- flavour ou- touch ough- thorough re- centre sh sh- ship ch- chef ti- potion ci- musician ssi- expression sci- unconscious yoo ue- rescue ew- newspaper u- uniform u-e – cube eu- feud r r- rabbit rr- wr- wrist rh- rhinoceros th th- this th- thumb yoor ure- pure h h- hat ng ng- ring zh s- treasure si- television ge- collage b b- bone bb- bubble ngk nk- ink f f- fish ff- cuff ph- phone gh- cough ai ai- aim ay- tray a- angel a-e – cake ae- sundae eigh- eight ey- grey ea- break
to the woman about the abuse and has discussed safety, then they have made a difference. They have not failed in their job nor has the woman failed to do what she should do. Stage 6: Ending the Violence Ending a relationship does not always lead to the end of the violence. Leaving can be a particularly dangerous time. It is when women are most likely to be killed by a partner/ex-partner. The woman has no control over whether the violence ends. That is entirely the perpetrator’s decision. Too much of a focus and too much pressure on a woman to leave, though often well intended, is misplaced. Gains and losses to leaving exercise – this can be done in groups with feedback or a whole class exercise dependent of time. It gives a further understanding into the preconceptions that people hold about victims who don’t leave, when they believe that they should. Divide the flipchart into two sides and put Gains to leaving on one side and Losses to leaving on the other. If you are doing it as a whole group ask what does a victim gain from leaving the relationship? Then follow with what do they gain? If you are doing this in groups. Split the groups into gains and losses and ask them to come up with the respective suggestions. Examples: Gains Losses Free from abuse Loss of home/finances and support Rebuild social networks Leave area where friends and family are Perform better at work Liam has to change schools Child will not witness abuse Change all social details Build back lost relationships Life Safer Immigration – Right to stay Special Needs Support Points to make Many of the losses are practical and material. Most of the gains are concepts and rarely happen straight away. A victim’s journey to safety is a dangerous one and it can take a long time before any of the gains are possible (8 months to a year. The losses are immediate The losses are certain the gains are not The most important gain – free from abuse and therefore safer has to be balanced with the fact that leaving is extremely dangerous and the time when most homicides occur. are threatened by their abusers with loss of their children. There is no certainty for their safety and usually one of the first things that abusers do when their partners have left them is apply for contact/residence. Children
Fallon 365 Care Reliant Medical Group in partnership with Fallon Health 1-855-508-3390 Beacon Health Options 1-888-877-7182 Wellforce Care Plan Wellforce Care Plan in partnership with Fallon Health 1-855-508-4715 Beacon Health Options 1-888-877-7183 Be Healthy Partnership Baystate Health Care Alliance in partnership with Health New England 1-800-786-9999 Massachusetts Behavioral Health Partnership (MBHP) 1-800-495-0086 My Care Family Merrimack Valley ACO in partnership with Neighborhood Health Plan (NHP) 1-800-462-5449 Beacon Health Options 1-800-414-2820 Tufts Health Together with Atrius Health Atrius Health in partnership with Tufts Health Plan (THP) 1-888-257-1985 Tufts Health Together with Atrius Health 1-888-257-1985
Commonwealth of Massachusetts MassHealth Provider Manual Series Subchapter Number and 2. Administrative Regulations (130 CMR 450.000) Page 2-44 All Provider Manuals Transmittal Letter ALL-220 Date 06/16/17 This page is reserved.
Commonwealth of Massachusetts MassHealth Provider Manual Series Subchapter Number and 3. Billing Regulations (130 CMR 450.000) Page 3-14 All Provider Manuals Transmittal Letter ALL-220 Date 06/16/17 This page is reserved.
Computer/Software Proficiency Programs Level of Proficiency Level 1 – Basic 2 – Intermediate 3 – Advanced Employment *Add more employers as necessary Employer *(Most recent Employer) Period (i.e 1 May 2012 – to 30 July 2017) Position Held Place of Work Duties and Responsibilities Reason for leaving *Add more bullets if necessary Employer *(Previous Employer) Period (i.e 1 2008 – to 30 April 2012) Position Held Place of Work Duties and Responsibilities Reason for leaving
• Can you explain what support would be helpful? ………………………… • What is the best way to send you information? …………………………….. • What communication support we provide for you? ………….……… ………………………………………………………………………………………. Name: ……………………………………. Date of birth: ………………………. If you have a carer do they need communication assistance? Yes No If ‘Yes’ what is your Main Carer’s name: …………………………………….. Do you consent to the practice contacting your main carer regarding your care? Yes No What is the best way to contact them?................................................................. Signed: ………………………………………………………………… Date: ………… Please post or hand this form in to the surgery – thank you.
The Headteachers of local secondary schools. Headteachers of local primary and special schools, particularly those primary schools that are members of the MAT. Years providers. Other services and agencies for children including social care, health care and the police. Key Responsibilities and Accountabilities The following duties are to be carried out in consultation with as appropriate, the Local Governing Board, the MAT’s Board of Directors, MAT Executive Leadership Team and Central Team, the Diocese of Bath and Wells Officers, the staff and parents. A. Strategic Direction and Development Develop a strategic view for the school within its Church community, identifying and determining its philosophy, overall aims and targets. Create and develop a strategic plan for the school, which is underpinned by sound financial planning and management, identifies priorities and targets aimed at raising achievement and is critical to sustaining school improvement. Consult, develop, implement, monitor, review and evaluate policies for the delivery of the overall aims and objectives, ensuring take account of national and global trends, local and school data, and inspection and research findings. Create an ethos which provides a collaborative educational vision of excellence and direction which secures effective teaching and successful learning and achievement for pupils including sustained improvement in their spiritual, moral, cultural, mental and physical development. Ensure the commitment of all those involved in the school to its vision, aims and objectives. Ensure that the management and organisation of the school supports its vision and aims and objectives. B. Learning and Teaching Determine, organise and implement a diverse, flexible appropriate curriculum for the school and implement an effective assessment framework. Create and maintain an environment and code of behaviour which promotes and secures good teaching, effective learning, high standards of achievement, good behaviour and discipline. Secure and sustain effective teaching and learning throughout the school by monitoring and evaluating the standards of learning and teaching, ensuring that appropriate standards of professional performance are established and maintained and that underperformance at all levels is challenged and addressed. Assess, monitor and evaluate the curriculum in order to identify and act upon areas for improvement and to develop a personalised learning culture within the school which promotes independent learning.
VACATIONS Please do not schedule any vacation plans for the Christmas or February (Also April School breaks for Summit teams). If you are new to the program and have already scheduled vacations, please tell the coaches at your next practice. Vacationing in the summer months is allowed, but you must give your coaches those dates at the start of the season. No athlete can miss more than 2 weeks of practice during the summer months. TEAM MOMS Each team at East Celebrity Elite will be assigned a “team mom” by the owners. The function of the team mom is to help disseminate information, collect forms, organize team functions, meet teams at competitions and assist athletes to be completely ready for coaches to take them into warm ups etc. You will be notified of your team mom once teams have been selected. CONTACTS Please feel free to contact Buffy or Jeanine at the gym (781) 556-5379 or (781)264-6005 (Jeanine cell) with any of your needs throughout the season. You can email us at any time at .
Event Date Evening Activity Things To Take Likely Costing 14th October Bowling Concession Card $35 28th October Fremantle Concession Card $35 11th November John Green Centre (DVD Night) Concession Card $35 25th November Mini Golf Concession Card $35 9th December Xmas Lights Concession Card $35 16th December EXTRA OUTING Christmas Get Together TBC Concession Card $35 23rd December Xmas / New Years Break 14th October 2017 to 23rd December 2017 Likely Costing amount is at clients own expense (NOTE: Outings are subject to change)
Marshlands Academy (to be renamed Phoenix Academy on 1 January 2017) Newhaven Academy (to be renamed High Cliff Academy on 1 January 2017) White House Academy Please tell us whether you support, do not support or are unsure if you support the following proposed changes, and give your reasons for your view: 1. In relation to changes to the oversubscription categories, giving priority to children attending the academy’s nursery who are eligible for Early Years Pupil Premium: Support ☐ Not sure ☐ Do not support ☐ Not relevant: ☐ Please use the below to tell us your reasons, the impact the proposed change may have and/or any alternative suggestions: 2. In relation to changes to the oversubscription categories, changing these for all newly joined East Sussex academies to bring them into line with all other STEP academies: Support ☐ Not sure ☐ Do not support ☐ Not relevant: ☐ Please use the space below to tell us your reasons, the impact the proposed change may have and/or any alternative suggestions:
Please provide the following information about yourself: I am a: Parent: ☐ Headteacher: ☐ member: ☐ Governor: ☐ Local Authority: ☐ Student: ☐ Resident: ☐ Other: ☐ ___________________ Thank you for completing this questionnaire. Please now send it to: Mrs C Gilbert STEP Academy Trust Gonville Road THORNTON HEATH Surrey CR7 6DL Email: All completed questionnaires must be received on or before 30 January 2017.
GUIDELINES FOR DIGITAL AND HARD COPY SUBMISSIONS DIGITAL Submission Guidelines HARD COPY Submission Guidelines Please follow the links for each specific submission area. All digital submissions must be received by the stated deadline. DANCE MUSIC POSTER SCIENCE IN THE ARTS THEATRE VISUAL ART All hard copies must be received no later than the stated deadline for the submission area. Unless otherwise noted, mail hard copy submissions to: Dr. Raymond Lowther West Virginia Department of Education Office of Middle / Secondary Learning Building 6, Room 603 1900 Kanawha Boulevard East Charleston, WV 25305-0330 SUBMISSION DEADLINES AT A GLANCE Area Deadline/Acceptance Notification Contact Person
Dance February 17, 2017 Notification 3/3/2017 Donald Laney Poster January 20, 2017 Notification 2/2/2017 Dr. Raymond Lowther Music March 3, 2017 Notification 3/17/2017 William Cosby wcosby@k12.wv.us Pre-Kindergarten March 10, 2017 Rhonda Fisher Science in the Arts April 7, 2017 Sizemore Theatre March 17, 2017 Notification 3/31/2017 Michael Stiles Visual Art YAM February 18, 2017 Arts Alive! February 17, 2017 Notification 3/15/2017 Joe Semple FOR YOUR INFORMATION ARTS 2017 Friday, April 28, 2017 at the Clay Center 6:00 p.m. Art Showcase 7:00 p.m. Performance Arts Alive! 2017 will be live streamed.
Norfolk & Norwich festivaL SUPPORTER LEVELS Charity No. 1164424 Please select Directors circle – suggested contribution: £3,000+ All Producer benefits New commissioning credit and deep insight into commissioning process Personally tailored acknowledgement package Producer Supporter – suggested contribution: £1,500 (£125 pm) First refusal of all special events Invite to meet the artists for two Invite to the May Opening Reception for two Invite to Meet the Festival Team event for two Invite to the February Programme Launch for two Invite to Supporters’ Supper additional cost applies Invite to Garden Party Weekend drinks reception for two Invites to special year round supporter VIP events additional cost applies Priority Booking – First Announcements & Main Programme Hot Tickets: Access to purchase tickets for “sold out” performances* Advance Brochure postal mailing & E-mailed programme link Regular NNF e-bulletins ENSEMBLE Supporter – suggested contribution: £360 (£30 pm) Invite to Meet the Festival Team event for two Invite to the February Programme Launch for two Invite to Supporters’ Supper additional cost applies Invite to Garden Party Weekend drinks reception for two Invites to special year round supporter VIP events additional cost applies Priority Booking – First Announcements & Main Programme Hot Tickets: Access to purchase tickets for “sold out” performances* Advance Brochure postal mailing & E-mailed programme link Regular NNF e-bulletins Cast Supporter – suggested contribution: £180 (£15 pm) Invite to Supporters’ Supper additional cost applies Invite to Garden Party Weekend drinks reception for two Invites to special year round supporter VIP events additional cost applies Priority Booking – First Announcements & Main Programme Hot Tickets: Access to purchase tickets for “sold out” performances* Advance Brochure postal mailing & E-mailed programme link Regular NNF e-bulletins DONATION I would like to make a/an additional donation: £____________ Please return the completed form to: Laetitia Webb, Director of Development, Norfolk & Norwich Festival, Augustine Steward House, 14 Tombland, Norwich, Norfolk, NR3 1HF THANK YOU FOR YOUR SUPPORT -
I want to look into your eyes and erase how I see her, in there, laughing at me. I want you. You. Only you. You without her. I am staring at her and hurting. I am staring at her and thinking about all the parts of me I changed, to give us a chance, so you love me better. I am staring at her and wondering how you can me make myself into someone I barely recognize, Just so you can choose who I used to be.