zilongwang/ReadingBank huggingface dataset:
Torres Strait Fisheries Regulations 1985. Condition 2: The Protected Zone Joint Authority to inform the Department of the Environment of any intended amendments to the management arrangements that may affect the criteria on which EPBC Act decisions are based. Not yet required. The fishery has continued to operate existing management arrangements Condition 3: The PZJA to produce and present reports to the Department of the Environment and Energy as per Appendix B of the Guidelines for the Ecologically Sustainable Management of Fisheries - 2nd Edition. This submission, as requested by the Department of the Environment and Energy, adheres to the Guidelines as the ‘Standard’ level of information required for assessment outlined under ‘Option 1’. This report contains all the information required for assessment as described within Appendix B of the Guidelines. PROGRESS AGAINST PREVIOUS EPBC RECOMMENDATIONS (DELETE IF NOT APPLICABLE Recommendation 1: The Protected Zone Joint Authority to: implement strategies to improve estimates of commercial (community) harvest from the Torres Strait Bêche-de-mer Fishery; and develop and implement appropriate strategies to obtain improved estimates of all removals from sea cucumber stocks. AFMA continues to monitor catch levels of Beche de mer harvested in Torres Strait through docket books and through talking to fishers and processors about current levels of activity. has developed draft harvest strategies for Beche de mer and trochus with two communities (Erub and Warraber) These harvest strategies include developing objectives and performance measures. The Torres Strait Scientific Advisory Committee has recently approved a project utilising smart-phone technology to collect fine-scale catch and effort data from fishers operating within the Torres strait Finfish Fishery. It is expected that the outputs from this project will have positive implications for the betterment of catch monitoring processes in Torres Strait fisheries management. AFMA is also planning to formalise fish receiver licenses throughout the Torres Strait which due to be implemented for the start of the 2018 season.
Australian Fisheries Management Authority to continue and encourage further co-operation with other relevant jurisdictions to pursue increased knowledge and complementary management of sea cucumber resources across fisheries and across jurisdictions. The PZJA has been supportive of the closure to the Beche-de-mer fishery in PNG since 2009 and has continued to encourage PNG to continuing the moratorium. However, the PNG Government’s recent decision to lift the moratorium is cause for concern in relation to the management of Australian stocks and risks of illegal fishing by PNG licenced boats. Australia has offered assistance in conducting surveys of de Mer stocks on the PNG area of Warrior Reef to assist PNG in monitoring the impact of the fishery closure. PNG NFA are members of the Torres Strait Scientific Advisory Committee. The aim of this forum is to improve on a collaborative approach to research. Attachment 1
Figure 8: The hospital where the Officer Lewis has to be taken to for treatment of her wounds. b. Control Summary W – Move forward A – Move left S – Move backwards D – Move right Space bar – Jump Mouse movement – Look around E – Zoom Esc – Pause menu Tab – Switch camera between first and third person views Left click – Shoot 1 – Switch weapons (AK47) 2 – Switch weapons (MP5) P – Resize message Hud Alt C – Toggle between camera/player pageup – Page message Hud up pagedown – Page message Hud down c. State Transition Diagram A simple state transition diagram showing the movement between menus, game play, and the interaction of checkpoints. Figure 9: State diagram d. Design Rules The main design rule of the game is to make it easy for the user to control the player due to the fact that this game will have a associated with it. The game keys are setup in such a way that the player doesn’t have to move his fingers off the keyboard to reach other keys. The timer in the game was added so that players don’t get bored shooting enemies but also move quickly to get the mission done. 4. Artificial Intelligence a. Opponent AI
Fayard, A. and Weeks, J. (2011). “Who Moved my Cube?” Harvard Business Review, July/Aug 2011. In class: Debrief group design exercise Th November 5 Leadership in Teams Part 1 Read: Pearce, C.L. and Barkus, B. (2004). “The Future of Leadership: Combining Vertical and Shared Leadership to Transform Knowledge Work.” The Academy of Management Executive, 18: 47-59. In-class: Tanagram exercise T November 10 Leadership in Teams Part 2 Read: Walton, R. and Hackman, J.R. (1986) “Groups under contrasting management strategies”. Ch. 5 in Designing Effective Work Groups (Goodman P. and Associates, Eds). Jossey-Bass Publishers. Hackman, J.R. (2002) Expert Coaching. Ch 6 in Leading teams: Setting the stage for great performances, Boston: Harvard Business School Press. LL: Chapter 9 In-class: Debrief Tanagram exercise Th November 12 Teams under uncertainty Read: Bechky, B. and Okhuysen, G. (2011) “Expecting the Unexpected? How SWAT officers and film crews handle surprises.” Academy of Management Journal, 54: 239-261. Weick, K., Sutcliffe, K., and Obstfeld, D. (2000) “High Reliability: The power of mindfulness.” Leader to Leader, 17: 33-38. In Counterterrorism task force exercise Part 4: Managing Teams in the Digital Age T November 17 Organizations and technology Read: Edmondson, A.E. (2003) “Framing for Learning: Lessons in Successful Technology Implementation,” California Management Review 45: Turkle, Sherry (2012) The Flight from Conversation, New York Times, April 21, 2012.
Teaching Refresher Developing Teachers You will be looking forward to leading learning in your classroom, creating a remarkable learning environment where magic happens You will be keen to develop your teaching and learning skills even further and gain some additional ideas and skills for demanding roles which drive school improvement Vision, Values and Teaching & Learning Principles Lesson Planning and Delivery Evaluative Lesson Observations and Feedback Monitoring progress of students through a range of evidence Heads Session – Q&A Leadership v Management of Teaching and Learning Positive use of data to inform effective teaching strategies Motivating your team – keeping teaching and learning rockin’ Effectively dealing with difficult conversations Heads Session – Q&A The Teaching Refresher and Developing Teachers run side by side but with separate sessions for each. The Heads Q&A session will be held jointly with both groups able to ask a range of searching questions. Both streams are challenging, focused and enjoyable. Designed to test delegates’ level of skill in a range of teaching and learning tasks, these programmes are thought provoking, using intensive methods to aid learning. The conference is also suitable for non teaching pastoral staff leaders. Contact Nicki Flynn becnjf@beckfoot.org The event cost £300 per delegate - including meals and overnight accommodation
have many environmental risks in common. Recall, prior studies had shown that most of the variation in the victim-offender overlap was due to genetic factors. Second, in line with past developmental research comparing single risks to an accumulation of risks for other, non-crime, outcomes, our findings showed that childhood risk for the victim-offender overlap is cumulative in nature. Non-offending or not being victimized was associated with few or no risks. Being both a victim and an offender was associated with the largest accumulation of risks. Being either a pure victim or a pure offender fell in-between, and was associated with a modest number of risks. Prior studies of the victim-offender overlap often reported that risk factors had little or no effect on the overlap, but this may have arisen from testing one risk factor at a time. Third, we studied risk factors prospectively assessed during childhood, and our results illustrate that a developmental approach is useful for predicting the victim-offender overlap. Victim-offender overlap research can be further advanced through tests of other life course theories (e.g., the age-graded theory of crime) and through the use of longitudinal methods. This focus does not detract from the value and importance of research on the situational determinants of the victim-offender overlap. Many of the factors that we analyzed could easily predispose victims and offenders to switch roles during a single incident, or within a few days or weeks. This research aims to highlight the relevance of a longitudinal view of the overlap and highlight its developmental etiology. Current theories of crime over the life-course should be augmented to consider victimization as an outcome predicted by similar risks as offending and an outcome likely to occur simultaneously with offending in the presence of an abundance of risk. In line with meta-analyses on the heritability of antisocial behavior (Rhee and Waldman 2002), our twin models supported our hypothesis that both genes and environmental factors
Finding Detail: •The State Agency (SA) cannot verify the School Food Authority’s (SFA)'s compliance with the Nonprofit School Food Service Account (NSFSA) requirements. •The SFA has not provided the requested documentation needed to review the Resource Management of the Food Service Operation. Other Finding Detail: COMMENDATIONS F. Recognition of Accomplishment •The served were very appealing. •The food service were very accommodating.
Estate Inspection Report (E2) Name of block: Date: Location Action required Reference Target Housing Management Attending Officer Joanne Jones Contact Details 020 8753 4808 Becklow Gardens Stickering of bicycles causing an obstruction Housing 19/04/2016 complete Repairs Attending Officer Brendan Brophy Contact Details 0800 023 4499 / 0207 2050400 Becklow Gardens Near flat 5 Renew manhole cover and frame 237691 11/05/2016 Side of flat 9 Renew gully grids 237691 11/05/2016 Askew road entrance Block A to remove steel fence, take down and rebuild brick pier and reinstate fence 237699 11/05/2016 Wall to 43 Askew Road Quote Take down and rebuild wall 237703 11/05/2016 Guttering above sheds nos.1 - 17 Renew complete Renew fascia board and renew downpipe 237706 11/05/2016 Near no.129 Repair road tarmac 237710 11/05/2016 Near no.163 Refix electrical steel ducting 237711 11/05/2016 Near no.189 Renew cast iron downpipe 237713 11/05/2016 Near no.142 Overhaul door 237713 11/05/2016 Near no.251 Renew chute door and frame PPM TBC Coningham Road Near nos.144 - 158 Rebed coping stones to brick piers 237716 11/05/2016 Cleaning / caretaking Attending Officer James Henderson Contact Details 0800 059 9925 No issues arising Planned/Cyclical h&f department Property Services Contact Details 020 8753 3105 No issues arising Grounds Maintenance h&f department: Estate Services Contact Details: 0800 996 1751 No issues arising Other (e.g. street lighting, highways, planning…) h&f department: Environment Contact Details: 020 8753 1081 No issues arising The next Estate Inspection at Becklow Gardens and Coningham Road will meet on Becklow Road on 14/07/2016 at 2pm.
Have you ever been found guilty of an offence punishable by fine or imprisonment? If yes, provide details below: Yes No I certify that the information given above is true and accurate. Signature Date Syndicate 8 Have you ever previously been registered as an owner, trainer, attendant, spokesman, bookmaker or bookmaker’s key employee? If yes, state in which capacity you were registered and by whom below: Yes No Are any of the named greyhounds held on lease by you? If yes, state name(s) of greyhounds and owner(s) below: Yes No Have you ever been disqualified, suspended, warned off, fined or listed as a defaulter by any racing authority? If yes, provide details below: Yes No Have you ever been guilty of an offence punishable by fine or imprisonment? If yes, provide details below: Yes No
Beaver Tales Catalog – 9-11-17 Mike Bergen Beaver Creek Oil $395 17x21 Zoo - cafe Mike Bergen Bucky Acrylic $495 25x21 Zoo - cafe Mike Bergen Leave it to Beaver Oil $350 Zoo- cafe Paul Brent Woodland Beaver Oil $495 17x15 Fairweather Mike Brown Light Beaver Silhouette Vase Wood inlay $1100 10x14 tall Fairweather Mary Burgess Alder Nosh Water color $650 31x23 Zoo -cafe Eldon Conder Beaver in Stone $600 16x18 Zoo - cafe Susan Curington Beaver in Winter Acrylic with maple frame $1000 49x25 Zoo – ed cntr Boni and Dave Deal Batik Raku Wall Platter Ceramic 17” diam Zoo - cafe
Raku Tile Framed in Barn Wood $150 Marcella Henkels Beaver Portrait Raku Tile Framed in Barn Wood $150 2 available 11x11 Zoo- cafe Laura Hopper One Cute Guy Mixed media $165 20x20 Hold - Bvtn Patti Isaacs The Family Business Silk $650 25x22 Zoo- ed cntr Jana Johnson Swimming Acrylic $675 20x10 Zoo- cafe Sheryl LeBlanc Adapter and Adaptable Fabric applique on hand-dyed cotton, hand-knit beaver with leather nose $750 14x40 est. Returned to artist 9/6 Available for Bvtn 11-1 Karen Lewis Beaver Lake Oil $500 18x20 Hold- Bvtn Karen Lewis Beaver Dam Willows Oil $350 18x20 Hold - Bvtn Mariana Mace Coat of Arms, Tail, Tracks, and 22x28 Zoo- cafe
Acrylic $400 Larry and Sharon Rosenkoetter Manicure $300 28x22 Zoo-backup Larry and Sharon Rosenkoetter Stretch to Success $300 22x28 Zoo- ed cntr Larry and Sharon Rosenkoetter Twosome for $300 28x22 Zoo- ed cntr Larry and Sharon Rosenkoetter Profile with Reflection $300 28x22 Zoo - backup Judy Shaw Beaver Dam Oil $377 18x14 Zoo- cafe Judy Shaw Beaver Lodge on Cotton Grass Lake Oil $345 Zoo - cafe Nora Sherwood North American Beaver with Skull Details Water color, colored pencil, pen $275 Zoo-cafe Bill Shumway Benson Pond Beaver Project Malheur Refuge Acrylic on panel 40x30 Zoo-ed cntr
$950 Bill Shumway Beaver Dam at Benson Pond Acrylic on panel $950 40x30 Zoo- ed cntr Sandy Visse Best Dam Worker Ceramic $600 21x11x17 high Liz Walker Creature of Habitat Acrylic marbling on paper $600 28x22 Zoo – ed cntr Shannon Weber Water Messages Birch panel, asemic writing with oil stick, woven encaustic object embedded with fish bones, wax linen thread, stones and beaver chewed sticks $850 14x14x5 deep Fairweather Lisa Wiser Lodge Above Dillon Falls Acrylic $475 12x24 Hold for Bvtn Lisa Wiser Deschutes Beaver Lodge Acrylic $425 15x18 Hold for Bvtn Lisa Wiser Beaver Marsh Acrylic $450 Hold for Bvtn Marnie Ernst Zoa Green Beaver Acrylic on canvas $250 18x24 Zoo- cafe
If you speculate that the unyielding driver has a legitimate motive for her behavior (in contrast to the inflammatory, personality-based approach) you will be able to avoid flooding with anger and adrenaline. It’s likely you won’t shift into the medulla, the fight-or-flight center of the brain. Instead, you’ll utilize the cortex, the source of creativity and problem-solve a resolution. Thinking reflectively, from the cortex, allows situational possibilities to surface. It’s similar to asking, “Why a reasonable person have her attention on the back seat? In this case, it turned out that she had a baby in the backseat that was choking. Conflicts and people’s behaviors often have hidden realities (babies in the backseat.) “Clarify, don’t vilify.” – Nancy Clemens (82) Reciprocity “Is there one word that can guide you for your whole life? Yes. It is reciprocity. “ – Confucius In formal studies of international conflict, reciprocity is considered one of the most reliable predictors of human behavior. (140) In a of reciprocity by Dr. John Gottman, a psychologist at the University of Washington, lasting more than 20 years, biofeedback data was collected on couples discussing hot-button issues in their relationships. Gottman was able to predict the outcome of tense conversations with 96 % accuracy. If the initiator opened the conversation with a harsh setup, his or her partner flooded with 96 % reliability. When the initiator opened the conversation with appreciation and warmth, the conversation ended on that note, almost invariably. (Warm assertiveness)
Acknowledgments Excerpts from the English translation of The Roman Missal © 2010, International Commission on English in the Liturgy Corporation (ICEL); excerpts from the English translation of The Order of Celebrating Matrimony © 2013, ICEL. All rights reserved. Published with the approval of the Committee on Divine Worship, United States Conference of Catholic Bishops Table of Contents Introduction page 1 The of Celebrating Matrimony within Mass page 2 The Order of Celebrating Matrimony without Mass page 3 The of Celebrating Matrimony without Mass (with Communion) page 4 The Order of Celebrating Matrimony between a Catholic and a Catechumen or a Non-Christian page 5 Liturgy Preparation Forms page 36
During communion, a hymn (or hymns) may be sung by the people. Alternatively, the choir or cantor may sing or there may be instrumental music. It is recommended that this music express joy, wonder, unity, gratitude, and praise, and/or reflect the liturgical action (eating and drinking the Body and Blood of Christ, journeying together, becoming one). Choices: Hymn(s): Solo or Choir: Instrumental: Comments: Usually, there is silence after communion. Alternatively, a hymn of praise and thanksgiving may be sung by everyone. Choices: Silence Hymn: Comments: Recessional The recessional accompanies the couple, rest of the wedding part, and ministers as they leave the sanctuary and exit the church. A hymn (for example, expressing joy or the theme of mission) or instrumental music may be chosen. Choices: Hymn: or Instrumental: Comments: PARTICULAR TEXTS: Marriage between a Catholic and a Catechumen or a Non-Christian
Information for Hospitals The Department of Health recognises that patients, their families and staff in public hospitals and healthcare institutions have a basic right to spiritual care and to access Chaplaincy and Pastoral Care Services. A Memorandum of Understanding has therefore been signed between the NSW Department of Health and the Civil Chaplaincies Advisory Committee. The Memorandum of Understanding defines how chaplaincy services are provided to hospitals in New South Wales. Download here. The Department of Health has a centralised arrangement with the Buddhist Council to cover the costs of Buddhist chaplains visiting hospitals. This means that the appointment of a new Buddhist chaplain does not financially impact the hospital that chaplain will visit. The Buddhist Council is looking to appoint to hospitals more Buddhist chaplains who have completed the introductory course in Clinical Pastoral Education (5 day CPE course). A hospital may contact the Chaplaincy Team at the Buddhist Council of NSW by . Hospital Emergencies While hospitals are free to contact Buddhist chaplains that they already know (especially for emergency or crisis situations), the BCNSW can be contacted to find a Chaplain in an emergency. The BCNSW will endeavour to assist in finding a chaplain of a particular Buddhist tradition, language, or cultural group, if requested. The emergency number is 0458 996 658.
vii) prepared to undertake training to fulfil the role of a Governor; 7. Individuals must not possess any association or links likely to provide a conflict of interest in the role of Governor. Eligibility Statement The Standing Orders adopted by the Governing Body state: All Governors must confirm their eligibility by way of a signed declaration on appointment and then annual confirmation. The declaration shall be recorded in the Corporation Members’ Register of Interests. A member shall NOT be eligible if he or she: i) is under the age of 18 (unless nominated as a student member); is a member of or a student, with the exception of those nominated and elected to serve as members; has been adjudged bankrupt, or is the subject of a bankruptcy restriction an interim bankruptcy restrictions order or a bankruptcy restrictions undertaking within the meaning of the Insolvency Act 1986a, or has made a composition or arrangement with creditors, including an individual voluntary arrangement; in the event of becoming so disqualified, the member must give immediate written notice of their situation to the Governance Advisor; has within five before his or her appointment been convicted in the United Kingdom or elsewhere, of any offence and has received a sentence of imprisonment, whether suspended or not, for a period of three months or more, without the option of a fine; has within the previous 20 years before his or her appointment been convicted in the United Kingdom or elsewhere, of any offence and has received a sentence of imprisonment, whether suspended or not, for a period of more than two and a half years, without the option of a fine; has at any time been convicted in the United Kingdom or elsewhere, of any offence and has received a sentence of imprisonment, whether suspended or not, for a period of more than five years; has within the last ten years been removed from membership of an FE Corporation or the office of charity trustee or trustee for a charity by an Order made by the Charity Commissioners or the High Court on the grounds of any misconduct or mismanagement nor am I subject to an Order under section 7 of the Law Reform (Miscellaneous provisions) (Scotland) Act 1990, preventing me from being considered in the management or control of any relevant organisation or body;
Updated 15 January 2018 MAJORS #12 from Group 2 for First Major (at least #6 at level 3). #12 from Group 2 for Second Major (at least #6 at level 3, and courses comprising the second major must also meet the Group 3 and General Elective program requirements and courses must not overlap with first major). Business and Industry # #12 (at least #6 at level 3) 2 ECON2060 2 ECON2320 2 ECON2410 2 ECON2540 2 ECON2800 2 ECON3010 2 ECON3020 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3400 2 ECON3430 2 ECON3440 Economics and Public Policy # #12 (at least #6 at level 3) 2 ECON2460 2 ECON2560 2 ECON3010 2 ECON3020 2 ECON3200 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3440 2 ECON3450 2 ECON3510 2 ECON3520 International Trade and Finance # #12 (at least #6 at level 3) 2 ECON2200 2 ECON2500 2 ECON3010 2 ECON3020 2 ECON3200 2 ECON3210 2 ECON3350 2 ECON3360 2 ECON3510 2 ECON3520 2 FINM2401 2 FINM3401 2 FINM3403 Natural Resources and Environment # #12 (at least #6 at level 3) 2 AGRC3027 2 ECON2320 2 ECON2560 2 ECON3010 2 ECON3020 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3700 2 ECON3710 2 ENVM1512 2 ENVM3523 2 POLS3115 (POLS2115) Quantitative Methods # #12 (at least #6 at level 3) 2 ECON2050 2 ECON2320 2 ECON3010 2 ECON3020 2 ECON3060 2 ECON3320 2 ECON3330 2 ECON3340 2 ECON3350 2 ECON3360
MAJORS #12 from 2 for one Major (at least #6 at level 3). Business and Industry # #12 (at least #6 at level 3) 2 ECON2060 2 ECON2320 2 ECON2410 2 ECON2540 2 ECON2800 2 ECON3010 2 ECON3020 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3400 2 ECON3430 2 ECON3440 Economics and Public Policy # #12 (at least #6 at level 3) 2 ECON2460 2 ECON2560 2 ECON3010 2 ECON3020 2 ECON3200 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3440 2 ECON3450 2 ECON3510 2 ECON3520 International and Finance # #12 (at least #6 at level 3) 2 ECON2200 2 ECON2500 2 ECON3010 2 ECON3020 2 ECON3200 2 ECON3210 2 ECON3350 2 ECON3360 2 ECON3510 2 ECON3520 2 ECON3820 2 FINM1415 Previously FINM2401 2 FINM2415 Previously FINM3401 2 FINM3403 Natural Resources and Environment # #12 (at #6 at level 3) 2 AGRC3027 2 ECON2320 2 ECON2560 2 ECON3010 2 ECON3020 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3700 2 ECON3710 2 ENVM1512 2 ENVM3523 2 POLS3115 (POLS2115) Quantitative Methods # #12 (at #6 at level 3) 2 ECON2050 2 ECON2320 2 ECON2333 2 ECON3010 2 ECON3020 2 ECON3060 2 ECON3320 2 ECON3330 2 ECON3340 2 ECON3350 2 ECON3360 2 ECON3370
in activities. However, there is a recognition that not all students will be able to compete. Use voting system to engage Some schools use this as a standard strategy, but it is more prevalent in classrooms learners are disengaged or have a low attention span. Develop links to extra-curricular activities Important to capitalise on learner strengths and interests. Capitalising on own strengths leads to attitude change in classroom. 1 (continued) Strategy Standard practice With low With under Comments Authentic working Make the content relevant to learners’ own experiences Relevance to own experience captures understanding and engagement; useful for all students but essential for the distracted and disaffected. This is the underpinning principle of nurture rooms.
Alternative curriculum / qualifications, for example, BTEC rather than traditional syllabus Targeted at low achievers struggling with traditional curriculum and underachievers not interested in academic learning. Relevance to everyday practice and topics with real-world relevance, e.g., diploma students. Writing frames with start of sentence given Tend to be useful with the extreme low achievers or those who face difficulties starting curriculum tasks in time frame. This could be seen as more of a primary school strategy. Table 1 (continued) Strategy Standard practice With low With under Comments Personalisation (continued) Develop autonomy over developing appropriate learning styles Enables learners to choose their own style of learning; different ways of working or using tools may allow low achievers to meet objectives without the standard methods, eg, A-Level art sessions and digital technologies. Behavioural techniques to maintain Techniques to help the individual develop positive behaviours
Degree Tick English 1 Maths 2 Science 3 ICT 4 Geography 5 History 6 Art 7 8 Other (please specify) 9 Q3. What subject/s do you Degree Tick English 1 Maths 2 Science 3 ICT 4 Geography 5 History 6 Art 7 Technology 8 Language 9 10 Other (please specify) 11
A. Q. Why do you use ICT? A. Q. What did you find worked well? A. Q. What was the benefit of using technology in the lesson? A. Q. What the technology has added that it was not possible without it? A. Q. What you would like to do if you had the resources? A. Appendix E Name:.… Graham Pricket …. School: …Secondary………… Interview Time and Date: …19:00 Wednesday 08/10/08…………………… Interview Carried Out By: ……Aristidis Protopsaltis……………………. Interview Duration: 23:35 min Section 1 – Basic Biographical Info Q1. age range are you in? 25 – 34 … .. 35 – 44 …… 45 – 54 … (50)… 55+ ……
Site Coordinator and Host, 11th Annual Service Academy Student Mathematics Conference, April 2001. Local Organizer, Hudson River Undergraduate Mathematics Conference. Department Representative, Service Academy Student Mathematics Conference. Selected Presentations “Object Identification in Greyscale Imagery using Fractal Dimension,” Third IFIP Conference on Fractals in the Natural and Applied Sciences (“Fractal 95 Conference”), Marseille, France, 7-10 February 1995. Digitization of the Battlefield—Problems and Issues,” Fourth US Army Conference on Applied Statistics, Las Cruces, New Mexico, 18-20 October 1999. Complexity, and International Relations,” International Studies Association 41st Annual Convention (“ISA 2000 Conference”), Los Angeles, CA, 14-18 March 2000, with J. Parker and B. Simpson. “A Linear to Support USSOCOM’s Strategic Planning Process,” 68th MORS Symposium, USAFA, Colorado Springs, CO, 20-22 June 2000, with S. Horton. “A Problem in Optimization and Simulation in Army Personnel Forecasting,” 72d MORS Symposium, Naval Postgraduate School, Monterey, CA, June 2004. “An Optimization for Army Personnel Forecasting,” 10th Annual Korea-US Military Analysis Conference, Seoul, Korea, April 2003. “Army Enlisted Personnel Management,” 7th Annual British-American Forecasting Exchange,” Stratford-on-Avon, UK, June 2003. in Quadratic Systems,” University of Missouri, Kansas City, Department of Mathematics Expository Talk Series, 31 March 1995. “Chaos in More than One Dimension,” USMA Department of Mathematical Sciences Math Awareness Day Keynote Lecture, 7 April, 2000. “Chaos and Fractals,” USMA Department of Mathematical Sciences Mathematics Forum Invited Lecture, 24 October 2000. “Big Data and Analytics in Business,” Rotary Club of University Hills, 2014. “Data and Analytics in Sports,” Rotary Club of University Hills, 2015. 14
a brief questionnaire completed by teachers to summarise digital creativity activity (see Appendix 4) field notes from researcher visits, summarized and sent back to teachers for verification a tracking document which recorded and classified all communications via the project forum. Appendix 1 – Characteristics of project schools Pupil Roll Age range (years) Residential or Day and location Operating Platform Staff involved in project Mode of introducing to Mode of introducing to pupils Avocet 6 male 8-16 Residential Rural Mac 3 Already using resources Resources used in curriculum and 24/7 access outside school day Beormund 35 male and female 4-11 Day PC 2 Informal discussion After-school club Clifford Holroyde 52 male 11-16 Day Urban PC 1 Resources not introduced to other staff Resources used in optional curriculum and outdoors activity Cuckmere 45 male and female 5-16 Day Urban PC 3 Informal discussion Resources used in curriculum and work placement Coxlease 50 male 8-16 Residential and Day. Rural PC 5 Four inset sessions after school at Apple RTC for four members of staff Resources used in curriculum and free time
Lady Jane Franklyn 60 male 11-16 Day Rural PC and Mac 5 Staff one day INSET Resources used in curriculum and free time Muntham 52 male 10-18 Residential (43) and Day (9) Rural PC 3 one day INSET Resources used in curriculum time and In-reach activity with mainstream Notton House 55 male 9-16 Residential Rural PC 2 Informal discussion Resources used in curriculum Wandle Valley 80 male and 2 female 5-16 Day PC 2 One day INSET bought in Resources used in curriculum and free time William Henry Smith 62 male 8-16 Residential Rural PC 2 Informal discussion Resources used in after school club Appendix 2 – Project Schools’ ICT development (based on Becta’s self-review framework) School name Teachers' planning, use & evaluation Learning with ICT Leadership of learning & teaching Overall Learning & Teaching level Avocet House 2.00 2-3 2 2 Beormund 2-3 2-3 3 2-3 Coxlease 4 3-4 3-4 3-4 Lady Jane Franklin 2 1-2 1-2 1-2 Muntham House 3 2 3 2-3
Learning objective(s) Software / hardware used Mode of use (group, individual, pair) (what they were doing) Outcomes – pupil response & product Appendix 4 – Digital creativity questionnaire School: …………………………………………………. Teacher's name: …………………………………………….. Please tick (√) as many boxes as you need. All responses are confidential. 1. Can you access the Internet from school? Yes No Nottingham Gateway Site Yes No Your Mac account Yes No Briefly summarise your difficulties: ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………
PCs and Practice: The area was like a circuit course for the children to rotate and change activities when they liked. Technology therefore, was being used to provide a variety of learning opportunities within a multisensory learning environment. The diversity appeared to sustain interest among the class one pupils and the choice of activities allowed the children to practice the areas most needed (eg letter identification/ tracing /sounding). Interactive Board: use of a pointer to select colours and trace a large letter ‘U’ so as to familiarize themselves with the shape of the letter for writing. They can alter the width of the line to challenge their accuracy and animation and song (‘u-u-u-umbrella’) was also used. Remote control car: once the child has successfully sounded a wooden letter, they match it to the written letter by driving it there in a remote control car. RM Tablets: playing on an Internet game, if a target letter appears (eg one learnt that lesson) the student touches the letter with the pointer and a well-done message appears (underwater scene) (Primary, Key Stage 1) The potential for technology to motivate and maintain interest was recognised at a second primary school: "The teachers all felt that much of the children’s work was better when a smartboard was used for teaching. They reported higher motivation and levels of interest. They gave examples of individual children such as L, who usually needed extension activities to stretch him, easily done on a computer. Using a computer gave the opportunity of presenting one idea in a wide variety of ways, this way the teachers were able to ensure practice without the children feeling that they were doing the same thing every time." (Primary, Key Stage 1) However, other schools use the technology in a more communal way as in this next example: "The school uses software called ‘question wall’ which is used outside of lessons to support understanding. For example, in a project on religion a question wall was set up on which pupils can pose questions, answer other peoples’ questions, share resources etc. Teachers monitor it and also pose additional questions." (Secondary, school wide) Virtual Learning Environments A detailed analysis of the use of Virtual Learning Environments (VLEs) within the sample schools will be addressed in the upcoming Impact 2008 report. The main finding from the data here is that although VLE development is in its infancy, this technology is seen as central to the personalising of learning. Indeed some
Williams, D., Coles, L., Wilson, K., Richardson, A. and Tuson, J. (2000), ‘Teachers and ICT: Current use and future needs’, British Journal of Educational Technology 31(4), 307–320. Windschilt, M. and Sahl, K. (2002), ‘Tracing teachers’ use of technology in a laptop computer school: the interplay of teacher beliefs, social dynamics, and institutional culture’, American Educational Research Journal 38, 165–205. Website references NUMU Radiowaves
Sims, E. (2006), ‘Deep Learning’ – 1. Pamphlet in series A New Shape for Schooling?, London: SSAT (Specialist Schools and Academies Trust), Sutherland, R., Robertson, S. and John, P. (2004), ‘Interactive Education: Teaching and Learning in the Information Age’, Journal of Computer Assisted Learning, Special Issue, Vol. 20, pp 410-412. Sutherland, R., Robertson, S. and John, P. (2009), Improving classroom learning with ICT, London: Routledge. Weber, S, & Mitchell, C. (2008), ‘Imagining, Keyboarding, and Posting Identities: Young People and New Media Technologies’, in: Buckingham, David (ed), Youth, Identity, and Digital Media, The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning, Cambridge, MA: The MIT Press. Weigel, van B. (2001), Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education, London: Wiley.
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as they describe the flexible and independent learner who will succeed in a changing society. A clear understanding of deep learning is needed to explore the possible benefits to the learner and to the wider community. Although there is no single specific definition, Simms (2006) gives the following working definition: “Deep learning is secured when, through personalisation, the conditions for student learning are transformed.” This is useful as it highlights the importance of the conditions for deep learning and its association with personalisation. The emergence of the term ‘personalisation’ reflects the shift towards a much more learner-centred and inclusive education system. The focus on the individual found in deep learning makes this a potential source of personalisation. Simms (2006) also gives a description of a learner engaged in deep learning: “An articulate, autonomous but collaborative learner, with high meta-cognitive control and the generic skills of learning, gained through engaging educational experiences with enriched opportunities and challenges, and supported by various people, materials and ICT linked to general well-being but crucially focused on learning, in schools whose culture and structures sustain the continuous co-construction of education through shared leadership.” Structure of the report This report contains the findings from a small scale-study funded by Becta into deep learning experiences among 14- to 19-year-old learners. It was carried out by researchers from the Universities of Warwick and Bristol between October 2008 and April 2009. Although operating as a joint team, the researchers from the two universities utilised different research approaches. The Warwick group carried out a literature review of deep learning and co-ordinated a series of action research projects, which are available to view online in both and format. This report contains details of the various action research projects, key findings and recommendations. The summary of findings section outlines the work of the action researchers who, between them, report on a total of 13 projects related to deep learning and ICT. (For more information on the methodology of this project, please refer to Appendix 1.) Although the action research group is relatively small, these projects are best seen as a series of exploratory studies examining the implications of adopting strategies intending to enhance deep learning and the potential that ICT offers in achieving this with learners aged 14-19. Accordingly, the findings address the relevance of a notion of deep learning to the practitioners involved and the ways in which using ICT can achieve deep learning. Perspectives on the nature of deep learning trial
Visual Arts, and Design Visual Arts Certificate II (CUV20111) Aboriginal or Torres Islander Cultural Arts Certificate II (CUV20211) SOA towards Visual Arts Certificate III (CUV30111) Design Fundamentals Certificate III (CUV30311) Work placement recommended Exclusions apply CUV20211-01V01 CUV20211-01V01 CUV30111-01V02 Visual Arts and Contemporary Craft (2U x 1yr) 120hr 43426 (2U x 2yrs) OR 43435 (4U x 1yr) 240hr Design Fundamentals 43741 (2U x 1yr) 120hr 43742 (2U x 2yrs) or 43743 (4U x 1yr) 240hr 43746 (1U x 1yr) 60hr SS Endorsed Wall and Ceiling Lining (CPC31211) SBA Exclusions apply 45905 (2U x 2 yrs) 240hr Endorsed Warehousing Operations (TLI21610) Work placement recommended (120hr) SBT (240 hr) Exclusions apply TLI21610-01V02 65506 (2U x 1yr) 120hr 65505 (2U x 2yrs) or 65507 (2U x 4yr) 240hr Endorsed Water Operations (NWP20107) SBT only NWP20107-01V03 (2U x 2yrs) 240hr Endorsed Wine Industry Operations (FDF20411) Work placement mandatory Exclusions apply 59401 (3U x 1yr) and 59402 (2U x 1yr) 300 hr Endorsed Wool Clip Preparation (AHC33013) Work placement recommended AHC33013-01V01 40181 (3U x 1yr) and 40186 (2U x 1yr) 300 hr Endorsed Workplace Communication (10089NAT) Must also be enrolled in another VET course 10089NAT-01V03 40910 (2U x 1yr) 120hr & another VET course (2U x 2yrs) 240hr & another VET course Endorsed
We use a combination of methods that include; Gel treatment, fumigation, spraying and flushing of all cracks & crevices. Guaranteed – you wont see a cockroach again. Trust High Glen Pest Control professionals to get rid of cockroaches—to the last one—from your house and prevent their reentry. Fleas Spreader of disease in both humans and pets, fleas should be dealt with immediately if present inside a home. These wingless bugs normally feed on animals, but can feed on us too. You can tell a flea infestation if you see: your pets scratch, lick, or bite their fur more than normal dot-like insects on the fur of your pets fleas hopping onto your carpet, furniture, or drapery Flea removal involves different methods of treatment for not only your house but also your pets. High Glen Pest Control professionals thoroughly inspect your home and effectively eradicate fleas from it Mice The presence of mice in your home or often means trouble. Besides being a nuisance, mice can damage your house. But their biggest danger is that they carry diseases, including a few fatal ones. Rodent bites, though not common, can cause serious illnesses. Food contaminated with mice too is a health hazard and can cause diseases like Tularemia, Leptospirosis, etc. One can also fall sick if one inhales air or dust tainted with mice droppings or urine. The most common telltale sign of a mice infestation is feces. Warning bells should start ringing head if you see rodent feces, dark, shiny pellets that are of the size of a rice grain and grayish in color when not fresh. Small holes chewed through the flooring or walls is another common sign in houses infested with rodents. Eliminating mice is a two-step process: catch existing mice and ensure new mice don’t enter the house. High Glen Pest Control professionals have of experience of exterminating mice and preventing a reentry. Our experts will remove the present mice, identify all the likely sources outside, and eradicate the paths rodents have used in the past or can use in the future to enter your home Termite
SWORN AFFIDAVIT- COMPANY B-BBEE STATUS – VENDORS, SUPPLIERS, CONTRACTORS I, the undersigned, Full name and Surname Identity number Hereby declare under oath as follows: The contents of this statement are to the best of my knowledge and belief, a true reflection of facts. I am a member/ director/ owner of the following enterprise and am duly authorised to act on its behalf (“enterprise”): Enterprise Name Trading Name Registration Number Enterprise Address I hereby declare under oath that: The enterprise is % black owned The enterprise is % black woman owned Based on the latest management accounts and other information available on the financial year, the income did not exceed ………………………… ( million rands) Please confirm on the table below the B-BBEE level contributor, based on either this EME verification, or the attached verified Scorecard rating BBBEE Scorecard Level Sector – i.e Generic (DTi codes), Construction, Financial , Transport etc Company Size, i.e EME, QSE, QME or Large Recognition ( % ) i.e.100%, 110%, 125% etc Scorecard Expiry Date Verification Agency Name (where applicable) The enterprise is an empowering supplier in terms of the Department of Trade and Industry Codes of Good Practice on Black Economic Empowerment (“Codes”) Access to the following documents has been granted to me (these are available at www.wbho.co.za) the Codes;
Diagnostic    Interactive     Tightness Unbalanced  / Balanced     Narrow  /     Compensation Incentive pay     Incentive determination Unbalanced  / Balanced    Cultural Social control     Consistency 0.87 0.88 0.89 0.88 Raw coverage 0.37 0.41 0.26 0.26 Unique coverage 0.01 0.04 0.01 0.01 Overall solution consistency 0.87 Overall solution coverage 0.42 Black circles () refer the presence of a control attribute and circles with a cross () designate the absence of an attribute. Core attributes are represented by large circles whereas small circles denote a peripheral attribute. Blank spaces indicate that the attribute may be either present or absent.
Bedfordshire MSK Service Scope The scope of the MSK service is: Adults - Patients aged 18 and over MSK related physiotherapy (including SPD/back pain in pregnancy but not continence issues) MSK podiatry (non MSK podiatry goes direct to provider e.g. in growing toe nails, corns and diabetes) Community MSK (ESP and GPSI) clinics Orthopaedics (trauma is out of – essentially any pathway that began in A&E – once they are discharged or if the GP does the referral it is in scope) Spinal surgery (undertaken by Neurosurgery/ Orthopaedic spinal surgery) Podiatric surgery (except for that relating to toe nails! -that should go straight to the provider) Rheumatology Chronic pain (MSK related) Out of scope includes: Under 18s –refer direct to acute trust provider Orthotics- should be referred direct to acute orthotics department (podiatry only provide simple insoles) Suspected cancer should be referred on 2 week wait pathway Suspected cauda equina should be referred directly to A&E. Neurology, falls or continence related physio – should be referred direct to provider Trauma (see above) Neurosurgery relating to neurology conditions, tumours, surgery etc.
of Contents Best attempts have been made to ensure all questions are answered in this Standard Operating Procedure. However, it is recommended that you consult your service drill and ceremonies manual SECTION 1 – EVENT OVERVIEW THE BEDICHEK MIDDLE SCHOOL DRILL TEAM COMPETITION (CCDC) SOP. CATEGORIES/COMPOSITION/RESTRICTIONS OF DRILL TEAMS SECTION 2 – GENERAL EVENT SPECIFICATION ENTERING THE EVENT DEADLINES AND REFUND POLICY COMPETITION DISCIPLINE & CONDUCT COMMANDER’S CALL AWARDS CEREMONY SECTION 3 – COMPETITION AREA SPECIFICATIONS A. DRILL AREA SPECIFICATIONS SECTION 4– COMPETITION RULES ELIGIBILITY & PERFORMANCE UNIFORM & RANK REGULATIONS SECTION 5 – SCORING & TIMING EVENT TIMING SCORE SHEETS OVERALL SCORING & TIE-BREAKING SECTION 6 – KNOCKOUT DRILLS GENERAL INFORMATION JUDGING & SCORING SECTION 7 – CCDC TROPHIES & AWARDS
Total REPORT BOUNDARY VIOLATIONS TO THE HEAD JUDGE REPORT ALL DROPPED RIFLES TO HEAD FLOOR COVERAGE TOOL SOLO / DUAL ARMED EXHIBITION DRILL SCHOOL NAME _______________________________________ Judge Item: Description of Judged Item Point Range Score Coverage Drill activity occurring on % of entire floor 2 4 6 8 10 12 14 16 18 20 Overall Impression of entire routine as presented 2 4 6 8 10 12 14 16 18 20 Military Flavor Proudly befits a military JROTC competition 2 4 6 8 10 12 14 16 18 20 Movement Difficulty Routine required much practice 2 4 6 8 10 12 14 16 18 20 Movement Precision Exacting team and/or solo work 2 4 6 8 10 12 14 16 18 20 Routine Showmanship Snap and concentration in the routine 2 4 6 8 10 12 14 16 18 20