zilongwang/ReadingBank huggingface dataset:
Post Graduate Govt. College for Girls, Sec-11, Chandigarh Department of Home Science Lesson Plan of B.A. I (Semester I) Session 2017-18 July-2017 Week Theory Practical 3rd week Introduction of the subject Meaning and Importance of Home Science Grouping practical of 4th week Functions of Home Home Scientist Entrepreneur as an Basic information regarding practical. August 2017 Week Theory Practical 1st week Agencies promoting Entrepreneurship- Commercial Banks, District Industries, Co- operative Societies. Introduction to Alpana and Rangoli Making of Alpana 2nd week Interior Decoration Elements of Art Making of Alpana Making of Rangoli 3rd week Interior Decoration Principles of Art Table setting and Table manners 4th week Characteristics of Colour Colour wheel Napkin folding. Monthly test during the third week of August 2017
September-2017 Week Theory Practical 1st week Colour schemes for different rooms Making a chart of colour wheel 2nd week Colour schemes for different contd. Preparation of colour schemes 3rd week Health, Hygiene, Infection, Sources, Carrier, Control and related definitions Immunity Immunization schedule Revision of Practical 4th week Revision of entire syllabus Checking of Practical files Monthly test during the third week of September-2017 October- 2017 Week Theory Practical 1st week Autumn break ----- 2nd week Midterm Semester Autumn break ----- 3rd week Causes & Spread of following diseases- Caused by insects – Malaria & Dengue Conveyed by ingestion – Enteric Fever, Cholera, Dysentery & Diarrhea Survey of 5 households to study Immunization schedule.
February-2018 Week Theory Practical 1st week Means of supplementing family Energy Management Fatigue – Types, Symptoms & Effects. Basic first techniques aid 2nd week Work Simplification (Mundel) Basic first techniques aid 3rd week Factors affecting furniture selection Furniture requirement for different rooms- Master Bedroom Drawing Room Basic first techniques aid 4th week Furniture requirement for different rooms- Dining Room Children’s Room Flower Arrangement Definition and Types Principles of art in flower arrangement Cleaning & Polishing of household metals: brass, copper and silver. Monthly test during the fourth week of February 2018 March-2018 Week Theory Practical 1st week Material and Essential equipment used in Flower Arrangement. Cleaning & Polishing of iron, aluminum and plastic
BA (Hons) SOCIAL WORK INDUCTION PROGRAMME 2016 Monday 26th of Sept, Tuesday 27nd September 2016 and Wednesday 28th of September. Date 9.30 – 12.00 12.00-1.00 1.00 – 2.00 2.00 – 3.00 3.00-3.30 Mon 26th Year One Introduction to Programme Meet the Team and students from year one and two. (M3.03) Break Campus Tours Intro to using the Library (M303) Student Union (M303) Late Enrolment (M303) Tues 27th 9.30-11.30 11.45-12.30 12.30-1.30 1.30 -3.30 Study Skills – Group A (M2.04) Student Services (M3.03) Break Study Skills – Group B (M3.08) Study Skills – Group C (M6.05) Wed 28th Year Two Re induction 10.00-12.00 (M3.03) Break Year Re induction 1.00-4.00pm (M3.03)
Senator Training (Southworth) – Chairman Dean Unfinished Business SB-18F-3313 – Nutrition Journal Club TR New Business SB-18F-3314 – Students for a Democratic Society TR Discuss Updating Fiscal Request Form Announcements Final Roll Call – Vice Chair Faklis Adjournment
4. What is Benedict’s “explosive mix”? “Making of a Rebel” 1. How would Hannah describe her brother? 2. How did politics affect Benedict? 3. How was Benedict described as a young man? 4. What was Benedict’s reaction to the Boston Massacre? What did he then want to do?
“Everything At Stake” What was the “bomb” that shocked André? How would Benedict and André communicate? André wanted Benedict to find a weak spot in the army for what purpose? “The Price of West Point” How much money did Benedict expect to receive for giving information?
Term1 Extended Research Project Security Studies (30 credits) THEN Either Globalisation Empire and Development (30 credits) Or and Terrorism (15 credits) Victimology and Restorative Justice (15 credits) Crime Prevention (15 credits) Terms 2/3 The War on Terror American Security Policy Since 2001 (15 credits) Applied Criminology (15 credits) Transnational Organised and Corporate Crime (15 credits) Award: BA Joint (Hons) (360 credits) Level 6 OR (for students who do elect to do either an Extended Research Project in Criminology or the module Working in Criminal Justice) Term 1 EITHER Extended Research Project Criminology (30 credits) OR Working in Criminal Justice (30 credits) Globalisation Empire and Development (30 credits) THEN Either Prevention (15 credits) Or Victimology and Restorative Justice Terms 2/3 And Either Applied Criminology Or Transnational Corporate and Organised Crime Support for Learning including Personal Development Planning (PDP) Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to meet those needs:
Beta Corporation is a Delaware corporation whose common stock is traded on the New York Stock Exchange. Arms-R-Us, a subsidiary of Beta, manufactures weapons and artillery shells. Arms-R-Us is profitable, but it is relatively small, so it accounts for a tiny proportion of Beta’s revenues, profits, and assets. Recent news stories have reported that some of the arms manufactured by Arms-R-Us have found their way into the hands of Sudanese guerillas who are fighting a violent, bloody civil war. Matak Maysaa owns about $5,000 worth of Beta’s common stock, less than 1/100 of 1% of the total outstanding. Matak is of Sudanese ancestry and is upset about the Arms-R-Us stories. He has written a letter to Beta’s CEO strongly urging him to get out of the weapons business, but the CEO has not responded. Matak would like to communicate with other Beta shareholders and urge them to do everything possible to get Beta out of the arms business. Discuss the different ways Matak may communicate his message to the shareholders and urge them to act, any potential legal issues with each possibility, and the relative costs and benefits of each. Question Three (15 Minutes) Amy Amber is the owner of Amy’s Antiques, a sole proprietorship. Amy recently hired Betty Barnett to manage the store. She told Betty, “You can set prices and decide how to display items, but don’t do anything else without my permission.” Shortly after she was hired, Betty decided that some of the store’s display cases needed to be replaced. On November 1, without telling Amy, Betty called Fred’s Furniture and ordered new display cases for $2,000.
DN530 BA Humanities Contact and Information Programme Manager Niall Dennehy: ; Ext 8601 Pathway Coordinators Music, Film & Drama: Assoc. Prof Wolfgang Marx (wolfgang.marx@ucd.ie) Classics, Art History & Archaeology: Dr Jo Day (Joanna.day@ucd.ie) Classics, English & History: Dr Edward Coleman (Edward.coleman@ucd.ie) Celtic Studies, Art History & History: Assoc Prof Lynda Mulvin (Lynda.mulvin@ucd.ie) : Prof Nick Daly (Nicholas.daly@ucd.ie) : Dr Paul Perry (Paul.perry@ucd.ie) : Assoc Prof Emilie Pine (Emilie.pine@ucd.ie) : Dr Sandrine Peraldi (sandrine.peraldi@ucd.ie) : Assoc Prof Derval Conroy (derval.conroy@ucd.ie) Link to Course Description, Assessment, Modules, etc Link to Stage One modules: these are active links so just click for the full details) DN530 Orientation Timetable
Post Graduate Govt. College for Girls, Sec-11, Chandigarh Department of Home Science Lesson Plan of B.A. I Fashion Designing (Semester 11) January-2018 Week Theory Practical 1st week Winter break ------- 2nd week Fiber fundamentals cotton basic samples- facing on round square V neckline 3rd week silk facing on shaped neckline binding on round square neckline 4th week wool binding on V shaped neckline Monthly test during the fourth week of January 2018 February-2018 Week Theory Practical 1st week polyester kurta placket blouse placket 2nd week Yarn construction One piece placket Zipper placket 3rd week Fabric construction weaves gathers into a band shirring 4th week weaves smocking Monthly test during the fourth week of February 2018
2016-17 SEMESTER 1 18 JULY- 23 JULY INTRODUCTION TO COMMUNICATION, PROCESS , MODELS, FUNCTIONS AND BARRIERS 25 JULY - 30 AUG CONCEPT OF MASS COMMUNICATION AND INTRODUCTION TO ITS DIFFERENT MEDIUMS 1AUG - 6 AUG ROLE OF PRINT , RADIO AND TV AS MEDIUM OF COMMUNICATION AND CONCEPT OF NETWORK SOCIETIES AND THE WORKING IN INDIA 08 AUG - 13 AUG WHAT IS NEWS AND FACTORS DETERMINING NEWS, STRUCTURE OF BULLETIN, SOURCES OF NEWS AND RELATED PRACTICALS AUG SOURCES OF NEWS, NEWS WRITING, AGENCY COPY, 22AUG - 27 AUG INTERVIEW: REPORTING SPEED AND ACCURACY, 29 AUG- 3 SEPT CONTACTS, BUILDING SOURCES ETC AND RELATED PRACTICALS 05 SEPT - 10SEPT PRESENTATION TECHNIQUES AND PRACTICALS 12SEPT - 17 SEPT ANNOUNCEMENTS FOR PROMOS: LANGUAGE AND STYLE, 19 SEPT - 24 SEPT SPEECH AND VOICE, VOICE TRAINING 26 SEPT – 29 SEPT RADIO COPY AND EDITING 18 OCT- 22 OCT TRAINING IN DEVELOPING ONE'S BEST VOICE 24 OCT-29 OCT CREATIVITY WITHIN TIME CONSTRAINTS AND PRACTICALS 31 OCT – 5 NOV PRACTICAL 07 NOV – 12 NOV PRACTICALS 14 NOV- 19 NOV COMMENTARY AND COMPERING WITH PRACTICAL 21 NOV- 26 NOV COMMENTARY AND COMPERING WITH PRACTICAL
beautiful. I>Wearing hijab as a young Muslim woman D2>ensures<D2 that people will respect me for my mind and not my appearance. <D1 <I There was just one problem; B1>no one ever told me that others will judge me based on my religious beliefs. G2> A2>Many times I wished that my divide was D2>invisible, <D2 but as I walk through the mall in my head cover, I sensed the divide. <A2 <B1<G2 I>At first I was D2>innocent; <D2 B2>I didn’t know how D2>to interpret the less than friendly stares. <D2 <I Then the comments began; “Aren’t you hot?” <B2 Lastly, the changes in behavior; B2>some people went from smiles to D2>disapproval. <B2<D2 B1>Sadly, discrimination is real. <B1
SEMESTER 4 4 JAN - 9 JAN INTRODUCTION TO THE LITERARY MOVEMENT OF 18TH AND 19TH CENTURIES 11 JAN - 16 JAN ST COLERIDGE--KUBLA KHAN, P B SHELLEY--OZYMANDIAS 18 JAN - 23 JAN S T COLERIDGE--THE RIME OF THE ANCIENT MARINER, P B SHELLEY--ODE TO THE WEST WIND, TO A SKYLARK 25 JAN - 30 JAN CONTD 01 FEB TO 06 FEB EMILY BRONTE--WUTHERING HEIGHT, THOMAS HARDY--TESS OF THE DÚRBERVILLES 08 FEB - 13 FEB CONTD. 15 FEB- 20 FEB CONTD. 22 FEB- 27 FEB CONTD. March Week 1 Wuthering Heights Tess of the D’Urbervilles continued Week 2 Continued Week 3 Ques and Answers, Model Test Papers, Oral and written assignments Week 4 Ques and Answers, Model Test Papers, Oral and written assignments April Week 1 Revision of full syllabus
433,92Mhz Sensitivity 1uV @ 1:100 BER Max no. of memory locations 21 Coding formats Binary, Trinary, French & Keeloq code hopping NOTES ON CONNECTION The neutral terminals are bridged underneath the connector so to provide a neutral in from supply and a neutral out to the load. The same applies to the live terminals. The relay contacts are potential free so simply connect from the live terminal to one of the relay contacts e.g. common. Then connect the load to either the N/C or N/O (depending on power up mode desired). CONNECTION INFORMATION RX (1CMMR & 1CEMMR) PROGRAMMING Code up the transmitter by changing any of the code switches. Power up the receiver. Be careful 220 volts in the circuitry Press the program button until relay LED lights and relay pulls in. Receiver is now set ready for programming. Decide on which memory locations you want to store the remote into. You have 21 locations to choose from. Press the button that you want to program into the receiver, at arm’s length away from the receiver and keep it pressed. Press the program button on the receiver with your other hand and keep it pressed.
Frequency of operation Available in 403,55Mhz or 433,92Mhz Sensitivity 1uV @ 1:100 BER Max no. of memory locations 21 Coding formats Binary, Trinary, French & Keeloq code hopping NOTES ON CONNECTION AND USE The relay contacts are potential free. The link on board provides the option of having the relay in pulse or latch mode. Link out is for pulse mode and link in for latch mode. The Data out terminal is only in the External Multitek receivers only and provides unprocessed data for other BSS receivers when long range is needed. CONNECTION INFORMATION MULTITEK RX (1CMR & 1CEMR) PROGRAMMING Code up the transmitter by changing any of the code switches. (Not needed with Code hopping remotes.) Power up the receiver. Press the program button until relay LED lights and relay pulls in. Receiver is now set ready for programming. Decide on which memory locations you want to store the remote into. You have 21 locations to choose from. Press the remote button that you want to program into the receiver, at arm’s length away from the receiver and keep it pressed. Press the program button on the receiver with your other hand and keep it pressed.
Different Theological Emphases of Each Narrative: . Matthew 1–2 Luke 1–2 Driving Force: Hebrew Scriptures are fulfilled (1:22-23; 15, 17-18, 23) Holy Spirit is at work (1:1, 35, 41, 67; 2:25-27) Jesus' Heritage: * Son of David, son of Abraham (1:1-17) * Legal son of Joseph, but child of the Holy Spirit * Son of God, son of Mary by the Holy Spirit * Heir to David's throne, over the house of Judah (1:32-33; 2:4) Names & Titles: * Messiah (1:1, 16-18; 2:4) * "For he will save his people from their sins" (1:21, 25) * Emmanuel: "God with us" (1:23) * King of the Jews (2:2) * "A ruler who is to shepherd my people Israel" (2:6) * Nazorean (2:23) * (1:31; 2:21) * Son of the Most High; Son of God (1:32, 35) * He will be great, holy, full of wisdom and grace (1:32, 35; 2:40) * "Of his kingdom there will be no end" (1:33) * A Saviour is born... who is Messiah and Lord (2:11, 26) * A light
i. How far do you the problems identified are actual problems to using the Bible as a source of wisdom and authority in daily life? j. Read the essay – highlight in one colour any arguments that suggest the Bible contains valuable teaching – in another colour highlight anything that doesn’t. k. Write up an evaluative essay plan ‘The Bible provides valuable teaching on the meaning and purpose of life’. Evaluate this view l. Read the – highlight in one colour any arguments that suggest the Psalms studied contain a guide to living – in another colour highlight anything that doesn’t. m. Write up an evaluative essay plan ‘The Psalms studied do not provide a useful guide to living’. Evaluate this view. o.
Testament accounts cannot be reduced to more basic philosophical, theological or anthropological propositions. (based on an article by Josh Reeves, 2005) Bibliography Barth, K. (1933). The Epistle to the Romans. New York, Oxford University Press. Bultmann, R. (1969). Faith and Understanding. Philadelphia, Fortress Press. 15. Support for Bultmann Bultmann’s challenge to the kerygmata Opposition to Bultmann He deals with the problem of faith in the modern era If he doubts the New Testament history he should also doubt the New Testament ________ Bultmann does not demythologise the whole Bible – he leaves in the idea that . . . Science
TEST Listening Comprehension – ‘1993 The Trojan Room Coffee Pot’ Example: This programme is from BBC Learning. BBC Radio 4. the BBC World Service. In 1991, Cambridge scientists were working hard at computer companies. in computer factories. on computer technology. In the Trojan Room were two or three racks of computers. stacks of computers. tacks of computers. Computer scientists need caffeine after lunch. any time. in the morning. Scientists next to the coffee pot were happy because they always saw when there was coffee. smelled the coffee. watched the coffee machine run. Scientists worked on a new program because they wanted to develop a fairer system. earn more money. study marketing. In 1993 these scientists developed a new version of Skype. an audio version of Skype. an early form of Skype. Paul Jardetzky* worked in video stores. on video storage. on video stories. Paul wrote software to grab cameras. film files. images. Quentin Stafford-Fraser* wrote software to display an image. play a video file.
point a camera. The image displayed was updated once every free minute. three minutes. two minutes. Now scientists had time to chat online. knew when to go for a cup. saw their colleagues at work. The new system was for all of the scientists. few of the scientists. most of the scientists. Martin Johnson* used server software to identify viruses online. show images online. write messages online. With Martin’s new software other computers could copy images from his server. of his server. on his server. Soon people knew how much the coffee was. how the coffee tasted. when the coffeepot was half full. In 1993, most web servers provided movies. sound. text. Martin’s software displayed different coffee cups. machines. quantities. At first, publishing images online was documented. exciting. ignored. The coffee pot interested people in Cambridge. Europe. the world. The Trojan Room became a café for tourists. popular with tourists. the tourist information centre.
PROFESSIONAL QUALIFICATIONS (eg Key Specialities, Administration, Management) Qualification/Key Speciality (eg Diploma level, in Adult Nursing branch / Recognised qualification in Mentoring/ teaching of clinical nursing skills) Name of Professional Body Date & Result Obtained Exams to be taken EMPLOYMENT HISTORY – PRESENT POST Are you currently registered with the UK Nursing & Midwifery Council or equivalent (eg SANC)? Yes With which Nursing & Midwifery Council are you registered? What is your Registration No? Expiry Date of Registration? No If No, have you applied for registration? Yes No Please note Appointment will be subject to confirmation of registration Employer Name: Period of Notice: Employer Address: Salary/Wage: Job Dept/Location:
OTHER PROVIDER FACILITIES IN COMMUNUNITY (Add lines as needed; if not available or not applicable, record N/A.) Type of Provider Name of Facility # Physicians / # PAs / NPs # Annual Visits # Patients per Day per Provider Specify if FQHC, RHC, CMC, CMHC Primary care Multi-specialty Behavioral health Psychiatrist Dental Chiropractic Podiatrist Optometrist Commercial lab Imaging center Retail pharmacy Respiratory therapy Physical therapy Occupational therapy Music therapy Dietician Behavioral health Durable medical equipment Local public health provider Other (specify) Other (specify) Comments:
State-Required Objective Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 1 Critical Thinking Skills 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results
2 Communication Skills * *Courses in the Communication Component must address all three types of communication (written, oral and visual). Written: Oral: 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Visual: 3 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement
Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement Student Learning Outcome Name Student Learning Outcome Assessment Method Data Collection Frequency Sem Results 3 Teamwork 1 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement 2 Artifact/Instrument: Criterion for Success: Related Documents: Fall Spring Fall Sample Size: Findings: Outcome: Acceptable Needs Improvement Spring Sample Size: Findings: Outcome: Acceptable Needs Improvement
COMMUNITY RESOURCES & SAMPLE TEMPLATES These resources are designed for parishes, administrators, teachers and other adult members of school communities. “For the promise is for you, for your children, and for all who are far away, everyone whom the Lord our God calls to him.” Acts 2:39 CATHOLIC EDUCATION WEEK MAY 6 – MAY 11, 2018
Specialised cell Function Adaptations 7. Red blood cell Carries oxygen. Large surface area. Contains haemoglobin. No nucleus to create more space. 8. White blood cell Destroys microorganisms. Irregular shape to get out of blood vessels. 9. Egg cell (ovum) Join with sperm cell and provide food for new cell formed. Large Contains lots of cytoplasm 10. Sperm cell and join with egg cell. Long flagellum (tail) for swimming Enzymes of head to into egg. 11. Nerve cell Carry nerve impulses to different parts of the body. Long Connections at each end. Carry electrical signals. 12. Muscle cell Move the body. Contain protein fibres that contract. Large numbers of mitochondria. 13. Ciliated cell Move mucus. Thin layer of tiny cilia (moving hairs). 14. Palisade cell Absorb sunlight for photosynthesis. Large surface area. Lots of chloroplasts. 15. Root hair cell Absorb water and minerals surface area. 16. Xylem cell Moves water through the plant. Made of dead cells. Thick, strengthened cellulose cell wall. Hollow lumen. 17. Phloem cell Moves food through the plant. Made of living cells. Connected by sieve plates to form a tube.
101 10.280% 03 sten 6.428% 104 6.428% 05 6.428% 106 I .280% 20 c 9.402% 203 9.108% 204 C le 05 les 9.402% 301 Bro 10.280% 02 6.428%
Think Fast! How fast of a blink can you see? Change both delay times to 1 millisecond. Can you still see it blinking? Change the number until you can just barely see it blinking. Now, slide the digital sandbox back and forth quickly while watching the LED. What do you see? What do you think is going on? Dot-dot-dot-dash-dash-dash… In the old days, people used dots and dashes to communicate to each other. A dot was a short blip and a dash was a longer blip. This is what is called Morse code. Compose a short message (maybe a single word) and write out the code needed to reproduce it. Hint: to create an “A”, the code snippet might look like: digitalWrite(4, HIGH); delay(200); digitalWrite(4, LOW); digitalWrite(4, HIGH); delay(600); digitalWrite(4, LOW); delay(600);
Professional Development Efforts Coordinated -School professional development plans organized around district initiatives and multi-tiered framework Yes, Partial, No Coaching -Professional development combined with coaching support Yes, Partial, No Annual Faculty/Staff Evaluations Include competence in knowledge and performance of innovations as part of annual evaluations. Yes, Partial, No Development of support personnel for secondary and tertiary interventions District personnel allocation, training and investment establishes specialists in behavior support, literacy and math Yes, Partial, No Horner, R. & Sugai, G. (2011) School and District Implementation of Multi-tiered Supports
Bleda, Mercedes; Valente, Marco. "Graded Eco-Labels: A Demand-Oriented Approach to Reduce Pollution". Technological Forecasting & Social Change. 2009. Web. Bloom, Paul N.; Hoeffler, Steve; Keller, Kevin Lane; Meza, Carlos E. Basurto. "How Marketing Affects Consumer Perceptions". MIT Sloan Management Review. 2006. Web. Bonini, Sheila, and Jeremy Oppenheim. "Cultivating the Green Consumer." Standford Social Innovation Review 2008. Web. Bonini, Sheila, Greg Hintz, and Lenny T. Mendonca. Addressing Consumer Concerns about Climate Change. The McKinsey Quarterly, 2008. Web. Davis, Joel J. "Consumer Response to Corporate Environmental Advertising". The Journal of Consumer Marketing. 1994. Web. Delafrooz, Narges, Mohammad Taleghani, and Bahareh Nouri. "Effects of Green Marketing on Consumer Purchase Behavior." QScience Connect 2014.5 (2014).Web. Department Report 2007. cm 7103 Vol. Department for Environment, Food and Affairs, 2007. Web. Fulmer, Melinda. "Eco-Labels on Food Called into Question; Marketing: With Few Rules and Lax Oversight, some Producers Put Unsubstantiated Claims on their Products." Los Angeles Times: C.1. Aug 26, 2001. National Newspapers Premier. Web. <>. Furlow, Nancy Engelhardt and Cynthia Knott. “Who’s Reading the Label? Millennials’ Use of Environmental Product Labels.” Journal of Applied Business and Economics 10.3 2009: 85-96. Web. Gaudelli, “The Greenest Generation: The Truth Behind Millennials and the Green Movement.” Advertising Age 2009. Web. GfK Roper Green Gauge (R) Study. New York: GfK Roper Consulting, 2007. Web. Griskevicius, Vladas; Tybur, Joshua M; Van den Bergh, Bram. "Going Green to Be Seen: Status, Reputation, and Conspicuous Conservation". Journal of Personality and Social Psychology. 2010. Web. Hartmann, Patrick; Ibanez, Vanessa; F. Javier Forcada. "Green Branding Effects of Attitude: Functional Versus Emotional Positioning Strategies". Marketing Intelligence & Planning. 2005. Web Head, Lee Ann. “Millennials are Greener! Really?” Shelton Group 2013. Web.
Information communication technology; and Council support; Good knowledge of supply chain management regulations and the Preferential Procurement Policy Framework Act, 2000 (Act No. 5 of 2000); Good governance; Labour Relations Act, and other labour-related prescripts; background and human capital management and Knowledge of coordination and oversight of all specialized support functions Minimum Competency Levels Core Managerial and Occupational Competencies as prescribed in the performance Regulations Financial and Supply Chain Management Competency Areas Strategic Leadership, human resource management strategic financial management & Financial Management Strategic Financial Management Operational Financial Management Governance leadership, Ethics and Values in Financial Management Financial and Performance Reporting Risk and Change Management Project Management Legislation, Policy and Implementation Stakeholder Relations Supply Chain Management Audit and Assurance Position: Senior Manager-Community Services Key Performance Arears:
TABLE OF CONTENTS SECTION 1 – BOARD GOVERNANCE and OPERATIONS 1.1 – LEGAL STATUS OF THE BOARD OF DIRECTORS 1 1.2 – BOARD ORGANIZATION 2 1.3 – DUTIES OF THE PRESIDENT 3 1.4 – DUTIES OF THE VICE-PRESIDENT 4 1.5 – DUTIES OF THE SECRETARY 5 1.6 – BOARD MEMBER VOTING 6 1.7 – POWERS AND DUTIES OF THE BOARD 7 1.8 – GOVERNANCE BY POLICY 8 1.9 – POLICY FORMULATION 9 1.10 – ASSOCIATION MEMBERSHIP 11 1.11 – BOARD MEMBER TRAINING 12 1.12 – COMMITTEES 14 1.13 – SUPERINTENDENT/BOARD RELATIONSHIP 15 1.14 – MEETING AGENDA 16 1.15 – TORT IMMUNITY 17 1.16 – DUTIES OF BOARD DISBURSING OFFICER 18 1.17 – NEPOTISM 19
Investigating ways of supporting and accommodating anxiety and depression in the workplace. (114942) Recognising reactions to post trauma stress. Explaining trauma debriefing and the referral process. Explaining possible support strategies. 5 PERFORM AND FIRST AID PROCEDURES (119567) Demonstrate an understanding of emergency management Demonstrate an understanding of elementary anatomy and physiology Assess an emergency situation Apply First Aid procedures to the life-threatening situation Treat common injuries AWARD: Upon successful completion of your studies, you will receive a Further Education and Training Certificate: Early Childhood Development NQF 4 SAQA ID 58761, which is awarded by the ETDP SETA. You will also receive your First Aid Level 1 Certificate after you have attended this two day workshop that is an additional benefit for our learners (It does not form part of the of the qualification). ACCREDITATION: The ETDP SETA granted CAL (Compass Academy of Learning) full accreditation for the Further Education and Training Certificate: Early Childhood Development NQF 4 SAQAS ID 58761 with 140
Click on “Upload and validate a new catalog” You will be prompted to enter a catalog name. Please use the following naming conventions: Contract catalog: companyname_contract#_eVAcatalog Example: Acme_40500_eVAcatalog Non-contract catalog: companyname_eVAcatalog Example: Acme_eVAcatalog Agency Specific catalog: companyname_agency#_contract#_eVAcatalog Example: Acme_A194_40500_eVAcatalog Enter a brief description about the catalog contents and click “Next”. Example: ‘Desk’s, shelves, and other office furniture’ THE “Add Commodity” SECTION IS NOT A REQUIRED STEP. PLEASE CLICK ‘Next’ IF YOU WISH TO SKIP THIS SECTION. Add Commodity section. Should you choose to fill out this section, select the commodities that are located within your catalog using the 8 digits UNSPSC code: select the first two digits in the Segment field; the second two digits in the Family field; the third two digits in the Class field; and the fourth two digits in the Commodity field. Click “ADD”. Repeat this step for other UNSPC codes. Otherwise click “Next” to continue. Select the file to upload by clicking on the “Browse” button. Locate the CIF file created earlier (Same filename in Step 4 above) and select it. Open and the file path ending with the filename should appear in the box on the web page. Select Upload and you will be returned to the list of Catalogs Currently Loaded. The Status column, just to the right of your uploaded catalog file on the Catalogs screen, should be set to “Validated”. If you receive any errors or the status does not read “Validated”, please call the AMS Hotline at 1-866-289-7367 for help.
Families in Cultural Transition groups run in included those for Sudanese, Sierra Leonean, Tibetan, Karen and Hazara people. Planned groups for 2007–08 include people from West and Central Africa, Iraq and other Arabic-speaking communities. There are more than 30 program-trained facilitators in New South Wales. They are currently located within STARTTS, among various refugee communities that STARTTS pays to run the program, and in the New South Wales Department of Education and Training. The Forum of Australian Services for Survivors of Torture and Trauma is a national network of eight specialist rehabilitation services that work with survivors of torture and trauma. Members of the forum in the Northern Territory, Queensland, the Australian Capital Territory, Western Australia, South Australia and Tasmania have taken up Families in Cultural Transition and modified the program to suit local conditions and specific needs. STARTTS has assisted other forum agencies implement Families in Cultural Transition in various ways including by training program teams in Darwin, Brisbane and Canberra and delivering the program training in Tasmania for counsellors and facilitators. Contact details STARTTS Carramar (Head Office) 152–168 The Horsley Drive Carramar NSW 2163 Phone: 02 9794 1900 Fax: 02 9794 1910 Website:
What are the most common reasons for applications to be rejected? Soldiers not signing the NGB Form 34-1, Units not signing the memorandums for the soldier. Missing or outdated documents: DA 705, PHA, Memorandums. When scanning packet, not scanning both sides of documents. Human Resources AGR Branch Points of Contact MSG Shanon Johnson – AGR Branch NCOIC – x 39654 Mrs. Geri Gaines – ANG Manager – x 37498 SFC Cindy Smart – AGR Branch NCO – x 37490 SSG Aaron Williamson – AGR Branch NCO – x 39757 OC Adam Miller – AGR Branch Technician – x 39674
the funding be available to communities. Cal EPA/ARB and CAL FIRE ignored the input resulting in violation of state and federal laws. Require agencies to maximize benefits to the extent feasible” rather than simply “whenever feasible.” “Our work with the Air Resources Board on SB 535, led to that direct state agencies to invest GGRF funds to of already with pollution and the least equipped to deal with its adverse health impacts.” Higher incentive amounts for projects provide benefit to disadvantaged communities. Grant applicants for projects in disadvantaged community might receive “enhanced maintenance funding” subsequently. Public Advocates claims credit for developing which read like a “How To Discriminate” in providing these special privileges and advantages. Require agencies to maximize benefits to Hold competitive solicitations that award extra points to Offered “extra points” in promising the “strong preference” would See above.
TERM TWO PLANNER CHECKLIST Natural Science and Technology - 6 MATTER AND MATERIALS TOPICS AND SUB-TOPICS DATE STARTED DATE COMPLETED TOPIC 1 (½ WEEK) SOLIDS, LIQUIDS AND GASES Arrangement of particles 1 • All matter (solids, liquids and gases) is made up of particles. • The particles are arranged differently in solids, liquids and gases. -- In solids the particles are closely packed in a regular pattern – spaces between the particles are small and particles vibrate in one place. -- In liquids the particles are closely packed in no fixed pattern – spaces between the particles are small but particles can move around each other. -- In gases the particles are far apart from each other – spaces between the particles are big and particles move in all directions. 2 (1 WEEK) MIXTURES Mixtures of materials 3 • A mixture consists of at least two different substances/materials mixed together • In some mixtures, the different substances are clearly visible after mixing -- The substances in such mixtures can be separated by physical such as sieving, filtering, hand sorting, settling and decanting. TOPIC 3 (2½ WEEKS) SOLUTIONS AS SPECIAL MIXTURES Solutions 2 • Solutions are also mixtures • Some solutions can be made by mixing a solid and a liquid together such as sugar and water, salt and water • Solutions are uniform in appearance and the solid cannot be seen after mixing Soluble substances 4 • Soluble solids (solutes) can dissolve* in (solvent) • The substances in solutions cannot be separated by sieving, filtering, hand sorting, settling and decanting • Some solutes can be recovered (separated) by evaporating the solvent (such as recovering salt from sea water) • When substances dissolve, solute particles become dispersed in the spaces between the solvent particles Saturated solutions 1 • A solution is saturated when no more solute can dissolve in a given amount of solvent Insoluble substances 1 Some solids will not form a solution in (insoluble solids)
TOPIC 5 (2½ WEEKS) SYSTEMS TO EXPLORE THE MOON AND MARS Vehicles used on the Moon 4¾ • a few people have visited the surface of the Moon and explored it using a vehicle called a Moon Rover Vehicles used on Mars 4 • robots called Mars Rovers have been used to visit and explore the surface of Mars (people have not yet visited Mars)
Healthwatch Northumberland Board meeting Tuesday 19 June 2018, 10:00 – 12:30 followed by lunch Buffalo Community Centre 55 Regent Street, Northumberland NE24 1LL Agenda 1 Introductions, apologies and declarations of interest David Thompson 2 Minutes of last meeting David Thompson Attached 3 Action Points Thompson Attached 4 Operations and Financial Out Turn 2017-18 Derry Nugent Attached For discussion 5 Operational Plans 2018-19 Operational Plan and Budget Engagement Plan Communication and Marketing Plan Derry Nugent Attached For discussion 6 Enter & View policy 2018 Derry Nugent Attached For discussion 7 Healthwatch Quality Standard Review Nugent Attached For discussion and decision 8 Strategic Risk Register David Thompson Verbal and attached For discussion 9 Board partner organisation updates Carers Northumberland VCS Assembly Patient Advice and Liaison Service Adapt North East All verbal Sharon Spurling Anne Lyall Catherine Lee Liz Prudhoe Attached For discussion 10 Any other business 11 Date of next meeting 18 September 2018 18 December 2018 15 January 2019 Annual Plan Review 12 March 2019 Items previously circulated – accepted by consent i. Chair and Vice Chair summary of external meetings ii. Chair’s report to Adapt Board iii. Board Effectiveness Action Plan Forthcoming
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Effective use of assessment Planning, tracking and monitoring Quality Indicators from How good is our school? (4th edition) and where appropriate How good is our Early Learning and Childcare? How well are you doing? What’s working well for your learners? How do you know? What evidence do you have of positive impact on learners? What are you going to do now? What are your improvement priorities in this area? How would you evaluate this QI using the HGIOS?4/HGIOELC scale? 3.1 Ensuring wellbeing, equality and inclusion Wellbeing Fulfilment of statutory duties Inclusion and equality 3.2 Raising attainment and achievement Attainment in literacy and numeracy Attainment over time
our Early Learning and Childcare? What’s working well for your learners? positive impact on learners? What are your improvement priorities in this area? Additional QI – please specify 2.2 Curriculum: Theme 3 Learning Pathways 2.7 Partnerships – theme 3 Impact on Learners The impact of parental involvement on improving children and young people’s learning.
for managing sensitive data - Requests - LEGAL-2016-0227 - Central Transect Coral Bleaching Response Surveys November 2016 Legal - Requests - LEGAL-2016-0231 - Listing of hammerhead shark species as threatened species under the Environment Protection and Biodiversity Conservation Act 1999 Legal - Requests - LEGAL-2016-0243 - Caretaker Services at Low Isles - Approach to Market (AtM) - 2017
- Indigenous Indicators Projects - Reef Integrated Monitoring and Reporting Program (RIMReP) - Seabirds Projects - Reef Integrated Monitoring and Reporting Program (RIMReP) - * Liaison Projects - Reef Integrated Monitoring and Reporting Program (RIMReP) - Opportunities for linking with Agency projects Projects - Reef Integrated Monitoring and Reporting Program (RIMReP) - Project
Fishing - Advice - Science - National Environmental Research Program (Tropical Ecosystems) - Drivers of juvenile shark biodiversity Fishing - Fisheries - Developmental Exploratory Fisheries - Gulf Trawl Fishing - Fisheries - East Trawl - FFECT-14-0001 Changes to management - Turtle Exclusion Devices and Bycatch Reduction Devices Fishing - Fisheries - East Coast Trawl - FFECT-16-0002 Scallop stock decline
B – Be aware of the signs and symptoms of bullying in the behavior of the child being bullied. U – Understand that the bully and the bullied both need help; they are both victims. L – Listen, listen, listen! Let them tell stories. L – Log incident reported. Let the child keep a diary. Y – Yoke them into the Hands of the Almighty through prayer constantly. WHAT PARENTS, TEAHCERS, CHURCH LEADERS CAN DO F – Find new friends for your children they can find genuine connection. R – Report to parents, school administrators, and organization that can help. E – Express your love and concern to your children and children in a higher level. E – Educate all persons involved and concerned. WHAT PARENTS CAN DO Z – Zero-tolerance to bullying be the aim from home to school and everywhere. O – Organize parent coalition—no bully clubs—there’s credibility in a united group/effort to express your concern. N – Never, never give up! Keep on fighting for our children’s rights, the right way. Never encourage your child to retaliate physically. E – Expose and dispose of the bullying tactics. LET’S CREATE A BULLY-FREE ENVIRONMENT TRAIN YOUR CHILDREN TODAY Lead to stop bullying in our homes, in our schools, in our churches. Build a caring, secure, safe, peaceful church of tomorrow! REFERENCES Blanco, Jodee. “Bullying: Life Saving Tips for Parents of a Bullied or Excluded Child,” Pediatrics Week via NewsRx.com, 2010. Sprung, B., M. Forschl and B. Hinitz. The anti-Bullying and Teasing Book for Pre-school Classrooms, Beltsville, MD: Gryphon House, 2005. Department of Education and Early Childhood Development, Victoria, Canada, July 3, 2014. www.education.vic.gov.au/aboutprograms/bullystoppers/pages//whataspx. . Government of Alberta
Learning Target: “I Can” I can compare/contrast given animals to their parent animals. I can compare/contrast given plants to their plant “parents.” I can describe features that are hereditary and those that are not. Key Vocabulary: Pattern Offspring Observation Similar Different Trait Formative Assessment Plan Target Target Type Assessment Type Formative Assessment Options I can compare/contrast given animals to their parent animals. Knowledge Reasoning Product Selected Response Constructed Response Personal Communication Performance Assessment Venn diagram, journal writing, tables I can compare/contrast given plants to their plant “parents.” Knowledge Reasoning Skill Product Selected Response Constructed Response Personal Communication Performance Assessment Venn Diagram, journal writing, tables
Reference No. MAR013 Address Units 1-11 Casterton Road Business Park, Stamford, Lincs PE9 4DE Assessor Russell Jackson. Date 13/04/2017 Inspection type Design Risk Assessment Further info reqd from client? N Information Source Client Reference No: N/A IDENTIFIED RISKS 1. Works well advanced before instruction of warranty – survey opportunities missed. Risk: Structural integrity & moisture ingress. 2. Foundation design should take account of any planting scheme. Risk: Structural integrity. 3. Any on-site drainage dispersal should take account of percolation test results. Risk: Structural integrity.
Add an ending punctuation to the sentence below. Our sun is not completely yellow. Add an ending punctuation to the sentence below. Do you know why our sun is not completely yellow? Add an ending punctuation to the sentence below. There are dark spots on the sun called sunspots. Add an ending punctuation to the sentence below. Wow, I can’t believe it! Correct the mistakes in the sentence. Stars come in many different colors. Correct the mistakes in the sentence. Blue stars are the youngest stars in the sky. Correct the mistakes in the sentence. Yellow stars are older than blue stars. Correct the mistakes in the sentence. Red are the oldest stars in the sky. Underline all the NOUNS in the sentence. Our sun is a yellow star. Underline all the NOUNS in the sentence. Stars create light and heat. Underline all the NOUNS in the sentence. Light from the sun warms the Earth. Underline all the NOUNS in the sentence. The sun is larger than all of our planets and moons. Change each SINGLUAR noun into a PLURAL noun. boats tables chairs Which noun should be capitalized? Earth planet star Change each SINGLUAR noun into a PLURAL noun. clocks pencils papers noun should be capitalized? book Potter magazine Underline the VERB in the sentence. Scientists studied the sun for years. Is the verb past, present, or future tense? Scientists studied the sun for years. Past Tense Underline the VERBS in the sentence. Scientists will explore the sun more. Is the verb past, present, or future tense? Scientists will explore the sun more. Future Tense an adjective that could describe a pencil. (accept any adjective) The sharp pencil Write an adverb that could describe how you run. (accept any adverb) I ran slowly Write an adjective that could describe a book. (accept any adjective) The short book Write an adverb that could describe how you read. (accept any adverb) I read quickly Circle the compound Lifetime Television Classroom Anybody School Computer Bedroom How many syllables? Bookshelf 2 Butterflies 3 Somewhere 2 Split the word into parts and write the meaning of the word. Railroad It means… a road made up of rails. Write a compound word that means “the imprint of a foot”. Footprint
This page has been left TABLE OF CONTENTS PART A EMERGENCY INFORMATION A1 Contact Directory MEMPC Agencies Technical Resources A2 Activation Context Activation A3 Response Context Command, Control, Coordination Response Arrangements Municipal Emergency Coordination Centre (MECC) Operations Centre State Emergency Management Priorities Resources Response – Recovery Transition A4 Relief & Recovery Introduction Relief Context Emergency Relief Functional Services Escalation Recovery Context Recovery Principles Recovery Environments Functional areas and Activities Local Recovery Arrangements Activation Municipal Recovery Services Council Recovery Activities Recovery Committees Emergency Needs Assessment of Department of Services
Cllr Saul asked if there was any progress with the Insurance Claim for the village hall water leak. The Clerk advised unfortunately there is no progress, the delay is still with Waterplus. vi) Section 137 Grant Policy and Application Form It was proposed by Cllr Cox , seconded by Cllr Johnson and RESOLVED to adopt the Section 137 Grant Policy and Application Form vii) Appointment of Internal Auditor It was proposed by Cllr Gregory, seconded by Cllr Mrs Marrow and RESOLVED to appoint Mrs Eleanor Choudry as Cubbington Parish Council Internal Auditor for the financial years 2017 – 2018 and 2018 – 2019. 13. Planning Matters a) Consultation List The following planning applications have been received and the comments shown have been submitted to Warwick District Council by the Clerk under Delegated Authority: Number Address Work Decision W/18/0554 Waverley Riding School, Coventry Road, Cubbington Demolition and redevelopment of existing equestrian centre to provide 16 no. dwellings C3); widening and improvement to existing vehicular access and road off Coventry Road; and provision of associated parking, landscaping and surface water attenuation No representation W/18/0582 29 Kenilworth Road, Cubbington, Leamington Spa, CV32 7T Raising of roof by 0.7 metres to create a first floor; two storey front and rear extensions; front and rear dormers. No representation W/18/0543 2 Penns Close, Cubbington, Leamington Spa, CV32 7LX Erection of a front dormer; front porch and two storey side extension. No representation W/18/0552 25 Dunblane Drive, Cubbington Single storey extensions to the rear and pitched roof over existing side extensions No response made W/18/0475 46 Beaufort Avenue, Cubbington Application for a certificate of lawful development for a proposed hip for a roof extension No response made b) District Council decisions The following decisions are reported for noting Number Address Decision W/18/0037 77 Rugby Road Cubbington – ATM machine Withdrawn 14. Recreation Ground a) Measures to prevent incursion by travellers onto the Recreation Ground Cllr Delow asked if planning permission is needed to put up these barriers, Cllr Delow also asked if the residents of Boddington Close have been consulted about the changes to the fencing between Boddington Close and the Recreation Ground. Cllr