Reflections Sample Clauses

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. 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 w▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 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 w▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇ 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 w▇▇.▇▇▇▇▇▇▇▇.▇▇. This will instantly move the EVEREST token to above 50 on the trust scale and provide new potential buyers to the EVEREST token.

Reflections. Areas of strength

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. 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. Written lesson reflection should be completed by the new member at least twice per quarter. The new member shall select two different lessons from two different days to be the subjects of the reflections. The reflection should include the instructional outcomes and the teaching strategies used during the lesson. The member will then reflect on what was successful and what could have been done differently. The reflection should be given to the mentor teacher. The new member and the mentor teacher will then discuss the reflection, and the mentor teacher may choose to make suggestions of strategies or resources that would be beneficial to the new member.

Reflections. The PSRP underwent a major “reset” with the end of the Cold War

Reflections. ▇▇▇▇▇ on the Moon is a play that refused to be forced. Try as I may, try as I might, it came when it came and I had no choice but to ride those waves. The concept for ▇▇▇▇▇ was born from two seemingly conflicting desires. On one hand, I felt an urgent need to write about the Holocaust. My grandfather is a survivor, and his experiences coupled with my Jewish education and upbringing has kept the events of 1933-1945 in my mind from a very young age. On the other hand, the art that I feel compelled to create rarely aligns with the artistic conventions of traditional Holocaust representation: in my original work I am not generally one for historical realism or outright tragedy. I began to understand how these two impulses might fit together in the spring of 2013 when I took ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇▇’▇ course on the history of the Holocaust. I was struck then by two notions. The first: that while I found the class endlessly fascinating and deeply challenging, I was unsatisfied by much of the media with which we engaged. The second was the sense of humor that ▇▇. ▇▇▇▇▇▇▇▇ (herself an internationally respected figure in Holocaust Studies) brought to many of our lectures and discussions. The seeds of Yankl on the Moon, planted long ago, began to germinate.

Reflections. The reflections for this month come from two of our Waikato ▇▇▇▇ members, ▇▇▇▇▇▇ ▇▇▇▇▇ and ▇▇▇▇▇▇ ▇▇▇. These reflections are extracts from their essays reviewing the book and Te ▇▇▇▇▇ ▇▇▇▇▇▇▇▇’▇ chapter Taiao, Tangata, and Tiriti: A Call to Planetary Solidarity, Ecology, Humanity and Treaty. Although not the first time these writers have submitted work in Touchstone, I celebrate these wāhine for their generosity in sharing their gift of wisdom words again. ▇▇▇▇▇▇ says of the book, “Issued in 2023, it is a collection of reflections by faculty members of Trinity College that seek to raise awareness and engage conversations on climate change and its disastrous effects, on the earth as a whole, but particularly indigenous communities that often bear the brunt of environmental disasters. The book lends its support to the Methodist Church’s commitment to create a more equitable and sustainable world for existing and future generations, encouraging congregations to think about or re-imagine our roles as caretakers of God’s creation. Te ▇▇▇▇▇ ▇▇▇▇▇▇▇▇’▇ offering looks through a Māori lens. With the statement “Ko tatou te taiao, ko te taiao ko tatou” (we are the environment, and the environment is us) she highlights how Māori have always been physically and spiritually intertwined with the environment. With a deep sense of respect and reciprocity with nature, this philosophy has guided Māori cultural practices of sustainability. Central to this belief is the spiritual connectedness to God the creator of all things, and as such we are kaitiaki or guardians of those creations. To destroy our environment not only threatens our existence, but the existence of our whakapapa or future generations. Sustaining future generations she says, is our covenant, or treaty, with God to maintain this community of creation”. ▇▇▇▇▇▇ describes a climate justice response raising the issues of expectations and actions stating, “I am angry that the powers on earth have brought us to this time of environmental disaster. But to expect those same powers to enforce and enact positive change; and it to be timely, is wishful thinking. Expectation is an act placed on somebody else. I cannot expect others’ actions to be actioned as per my expectations. Just the same as others’ cannot expect my actions to be actioned as per their expectations. So, I can only live up to my own. To do what I can, when I can, where I can. If it aligns with someone else's expectations then that is the bonus. Expectat...

Reflections. How did the strategies that I implemented affect student learning? What did I learn analyzing the data, observing students, analyzing student work? WALNUT CREEK SCHOOL DISTRICT Evaluation Summary Date Focus Question □ STP □ Portfolio □ (Standards for the Teaching Profession) Satisfactory □ Needs Improvement □ Unsatisfactory □ Evaluatee Date Evaluator Date 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 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 in addition to the eligibility requirements of the Walnut Creek School District for domestic partner coverage, there are terms and conditions of coverage set forth in the service agreement of each health care plan offered through the Walnut Creek School District. Each of us acknowledges that, depending on the health care plan we select, the applicable service agreement may include, but is not limited to: (1) a requirement that each of us arbitrate any and all claims, including malpractice claims, against the health care plan we c...