Reflections. What did you learn about the problem or issue you were trying to address? What did you learn about the population served? What factors contributed to your success? What, if any, were the significant challenges encountered? How did you address both anticipated and unanticipated challenges in the course of the project?
Reflections debriefs, social analysis: Either before or after evening prayer, a deliberate time of reflection and debriefing will be led by one of the group leaders or chaperones. This will provide participants with the opportunity to reflect on their day, express their observations and feelings, and discuss what they have learned. Reflection time is one of the most profound and important parts of each day.
Reflections b. Areas of strength
Reflections. None Tax: None Buy Side Tax: None Sell Side Tax: None Uniswap Pool Fee: .03 BOT will develop the EVEREST token website under the URL wxx.xxxxxxxxxxxxxxx.xxx which is currently held by BOT for HMLA. BOT will be responsible for all logo design as well as token graphic design for the project. HMLA will have final approval of all designs before they are published. BOT will prepare the initial EVEREST pool on Uniswap. The pool will be paired with ETH and will be funded by HMLA. The pre-launch price will be .25 per token with a suggested pre-launch price of .10 per token. BOT will integrate the EVEREST token within the DiVinciPay merchant platform so the token can be used a participating merchants, to pay for goods and services. BOT will install DiVinciPay on the wxx.xxxxxxxxxxxxxxx.xxx website for Web3 functionality so customers can buy the EVEREST token and have it delivered to their Ethereum based wallet, without the need for human assistance. Within 4 hours after the launch of the EVEREST pool on Uniswap, BOT will update the token information on wxx.xxxxxxxx.xx. This will instantly move the EVEREST token to above 50 on the trust scale and provide new potential buyers to the EVEREST token.
Reflections. What did you learn about the problem or issue you were trying to address? What did you learn about the population served? What factors contributed to your success? What, if any, were the significant challenges encountered? How did you address both anticipated and unanticipated challenges in the course of the project? EXPENDITURE DETAIL Provide a line item accounting, in context of the original grant budget, of the expenditures incurred during the Project term; including both Grant fund and Matching fund expenditures. Provide a clear narrative of the expenditures incurred for each line item identified in Step 1. Provide a clear explanation of any expenditure that substantially differs from the original Grant budget. SUSTAINABILITY Will the project/program continue beyond the term of this Grant? If so, what are your next steps and plans for continuing or changing the project/program? WORK SAMPLES Periodically, the MHCRC will use photos and videos (with permission) on our website to highlight the work of the organizations we support. Please send us photos or videos that illustrate the impact of the grant project in the community. (By sharing photos or videos, you acknowledge that any and all material you are providing has been obtained with appropriate signed media releases and may be shared with the MHCRC’s stakeholders and broader audiences.)
Reflections. Take care that the camera lens is at approximately the same height as the subject’s nose. There should not be a high light point source in the ceiling angled in to the subjects face. This may cause glasses to reflect or shadows to appear on the face. A hot white dispersed light aimed directly on to the face is sometimes needed for an ideal image capture.
Reflections. How did the strategies that I implemented affect student learning? What did I learn analyzing the data, observing students, analyzing student work? Evaluatee Date Evaluator Date Additional pages may be added if necessary Appendix II WALNUT CREEK SCHOOL DISTRICT Evaluation Summary Date Focus Question □ STP □ Portfolio □ (Standards for the Teaching Profession) Satisfactory □ Needs Improvement □ Unsatisfactory □ Evaluatee Date Evaluator Date WALNUT CREEK SCHOOL DISTRICT AFFIDAVIT OF DOMESTIC PARTNERSHIP Employee: Non-Employee (print full name) Domestic Partner: (print full name) Appendix III Date of Birth: Date of Birth: We, the above named individuals, state that: ● We share the same place of residence, and we intend to continue to do so indefinitely. The current residence address is: . We are both 18 years of age or older and are capable of consenting to the domestic partnership; and neither of us is married or has another domestic partner. We are not related by blood in a way that would prevent us from being married to each other in this state. ● We have been living together as a couple in the same household for at least six months, and neither of us has had a different partner less than six months before the date of this affidavit. ● We share the common necessities of life and by signing this Affidavit for enrollment of a domestic partner in the Walnut Creek School District’s medical plan, we agree that we both are jointly economically responsible to third parties for the common necessities of life, defined as food, shelter, and medical care, and this shall remain the case for expenses incurred during the period that the non-employee domestic partner is covered by the Walnut Creek School District. ● Each of us agrees to immediately notify the Walnut Creek School District within 30 days in writing if there is any change of circumstances attested to in this Affidavit. ● Each of us understands that, if either of us has made a false statement regarding his or her qualifications as a domestic partner or has failed to comply with the terms of this Affidavit, and the Walnut Creek School District suffers any loss thereof, the Walnut Creek School District may bring civil action against either or both of us to recover its losses, including reasonable attorney’s fees and court costs. ● We understand that willful falsification of information contained in this Affidavit may result in our termination of enrollment by the health care plan. ● Each of us understands that ...
Reflections. On the principles of community reformation, dialogue, and religiosity, Spirit Sounds created a collaboration of inter-religious musicians reflecting diversity and embracing differences within America and across the global community. The Spirit Sound artists were moved to collaborate beyond our shared musical religiosity to include disadvantaged refugee youth through a concert benefit. The dialogue that led up to Spirit Sounds’ song creations positively increased our understanding and knowledge across diverse religiosities, and we hope the CD and concert will inspire more inter-faithful conversation. The satisfaction and emotional reactions that participants expressed during collaboration nurtured the project’s primary goal of faithfulness. Such positive memories inspire respect for each other’s worth and an interest in a future relationship. This case study holds a lot of potential for further study. Studies could focus more on group collaborations instead of couples, and expand beyond music that is a Jewish woman paired with inter-religious collaborators. A comprehensive survey for before and after the project would reveal more about what changed for the artist during collaboration. While Spirit Sounds sought a diverse representation, the fact that all participants were Emory affiliates limits the scope of this case study to inter-religious music within a particular university. Another important consideration is whether musicians were predisposed to openness towards exchanging religiosity in comparison to non-musicians. If that is the case, a musical religiosity could also reflect the aptitude of musicians to comprehend another’s religiosity because of their strength and practice in music creation. This would not exclude non-musicians (due to the central role of music in religious practice) this might offer compilations for inter-religious music directly inspiring empathy or an experience of religiosity for other religious followers. However, even if only musicians are affected by inter-religious music, these individual can promote inter- religious engagement in other forms in their host communities. It is difficult to explain fully what occurred during Spirit Sounds collaboration, in part because the music itself cannot be articulated in words. As you listen to the Spirit Sounds CD, you will receive the product of various beliefs, backgrounds, and intentions of Spirit Sounds participants. Each person combined his or her experiences to create a musical pi...
Reflections. Reflections will take place each day after the end of the day for any pupil who has failed to meet the expectations of the academy during the day. If a 30 minute same day reflection is issued, the student will be notified by a member of staff, parents/carers will be notified via the school text system It is the responsibility of the student to attend the reflection, which will be supervised by a member of the year team in the designated area of the academy. In the reflection, the student will complete a restorative justice conversation with the member of staff involved alongside a reflection sheet, aimed at reflecting on misbehaviours and focusing on ways to improve the behaviours moving forward. If the student fails to attend the 30 minute reflection, an escalated reflection of 60 minutes will be issued for the following night after school. Failure to attend a 60 minute reflection will result in a 2 hour ALT reflection, where they will be collected by a member of the year team at the end of the day to ensure attendance. Online Learning In the event of a bubble being temporarily closed down due to a member of the bubble testing positive for COVID-19, students are expected to access online learning at home. Please ensure the following rules are adhered to; Students must turn their camera and microphone off during an online lesson. Students must only use the chat function to ask purposeful questions to their teacher. Students must not use the internet in an inappropriate way. All teaching staff will ensure all lessons are recorded in order to safeguard the student, themselves and to ensure there is no misbehaviour. All online lessons and internet usage is carefully monitored, if the student is found to breach any of the online learning rules, they will receive a temporary ban of using Microsoft Teams to access live lessons.
Reflections. While the primary researcher concluded the current study following completion of the three main areas of analysis related to healthy parenting practices, maternal self- efficacy, and experiences receiving feedback and providing advice, she also recorded additional areas of interest for future analysis. These included mothers’ comparisons of their own childhoods to their current parenting and a specific review of mother-reported changes in child behavior, especially as compared to the findings of the Legacy pair of RCTs. Owing to time and length constraints, these analyses were not completed; however, future research may benefit from exploration of these areas. Overall, the findings of the current study confirm the previous results of CDC’s evaluation of the Legacy program. Mothers demonstrate knowledge and understanding of healthy parenting practices, as well as improvements related to self-efficacy. The differences between sites indicate that mothers in Los Angeles may apply and describe certain parenting practices at a more advanced level than mothers in Miami; additional research is advised to better understand these differences. Future research may also seek to generate larger theories that speak to the differences between mothers in Miami and Los Angeles; forthcoming studies may also wish to investigate differences between sites during subsequent implementations of the Legacy program. References Addy, S., & Xxxxx, X. X. (2012). Basic Facts About Low-income Children, 2010: Children Under Age 18. New York, NY: National Center for Children in Poverty. American Psychological Association. (2013). Effects of Poverty, Hunger and Homelessness on Children and Youth. Washington, DC. Xxxxx, C., X’Xxxxxx, E., Xxxxxxx-Xxxxxxxxxxx, G., Vallotton, C., Xxxxxx, H., & Xxxxxx- Xxxxx, R. (2009). Cognitive skill performance among young children living in poverty: Risk, change, and the promotive effects of Early Head Start. Early Childhood Research Quarterly, 24(3), 289-305. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Bandura, A. (1986). Social Foundations of Thought and Action: A Social-Cognitive View. Englewood Cliffs, NJ: Xxxxxxxx-Xxxx. Xxxxxxx, A. (1997). Self-efficacy: The exercise of control. New York, NY, US: Xxxxxxx. Bandura, A. (1999). A social cognitive theory of personality. In X. Xxxxxx & O. Xxxx (Eds.), Handbook of personality (Second ed., pp. 154-196). New York: Guilford Publications....
