zilongwang/ReadingBank huggingface dataset:
SECTION 3: COMPOSITION/INFORMATION ON INGREDIENTS 3.2. Mixtures 1-METHOX-2-PROPANOL CAS-No.: 107-98-2 EC No.: 203-539-1 1-5% Classification (EC 1272/2008) Flam. Liq. - H226 STOT SE 3 – H336 Classification 67/548/EEC R10 R67 ACETONE CAS-No.: 67-64-1 EC No.: 200-662-2 5-10% Classification (EC 1272/2008) Flam. Liq. - H225 EUH066 Eye Irrit. 2 – H319 STOT SE 3 – H336 Classification 67/548/EEC F; R11 Xi; R36 R66 R67 BUTANE CAS-No.: 107-98-2 EC No.: 203-448-7 1-5% Classification (EC 1272/2008) Flam. Gas1 – H220 Classification 67/548/EEC F+; R12 ISOBUTANE CAS-No.: 72-28-5 EC No.: 200-857-2 1-5% Classification (EC 1272/2008) Flam. Gas1 – H220 Classification 67/548/EEC F+; R12 PROPAN-2-OL CAS-No.: 67-63-0 EC No.: 200-661-7 10-30% Classification (EC 1272/2008) Flam. Gas2 – H225 Eye Irrit. 2 – H319 STOT SE 3 – H336 Classification 67/548/EEC F+; R11 Xi: R36 R67
Suggested Activities for Constitution Day General Resources For some of the following activities, you might find it useful to have students refer to the actual Constitution. Visit the National Archives at . Activities for Grades 6–8 Students learn the fundamentals of the U.S. Constitution and the basics of the government it established. Explore Learning Adventures: U.S. Constitution 1789 from the U.S. Government Publishing Office at . Click Journeyperson and then The U.S. Constitution: 1789 for more information about one of our founding documents. Students play an online game and try to catch characteristics of each branch of government established by the Constitution. Choose Branch-o-Mania from the U.S. Government Publishing Office at . During the game, click I or Learn More to find out why points were earned or lost. Students decipher the order of the text of the Constitution’s Preamble. Access the online puzzle Constitution Preamble Scramble from the Texas Law Related Education website (division of the Texas State Bar) at . Students match rights listed in the first ten amendments with scenarios they encounter. Access the online Bill of Rights Match Game from Texas Law Related Education (division of the Texas State Bar) at . A series of seven short (under five minutes) videos illustrate the principles on which the Constitution is based. With additional online research, students can find current event examples of these principles in action today and share in an online discussion or short informational essay. Watch Liam Learns from Texas Law Related Education (division of the Texas State Bar) at .
Principal Support Form Dear Principal, A teacher on your campus is applying to become a K12 Engineering Scholar. K12 Engineering Scholars is an innovative professional development program for 4th-8th grade Science, Technology, Engineering, and Math (STEM) teachers in Washington State. The program begins with a six-week summer experience, during which teacher participants will: Collaborate on a vision to use real-world engineering and Next Generation Science Standards (NGSS) to enhance their current curriculum and enrich student outcomes; Be immersed in cutting-edge engineering research; Develop curriculum adaptations to engage and inspire their students; Design makerspaces to support student learning on their home campuses; and Create relationships with engineering and education colleagues across the region. Participating Teachers will receive: $2,000 materials stipend per year per participant to support purchase of makerspace equipment; and $8,000 participant stipend per year to support participation in the summer experience and the academic year resource program. Research indicates that students of participating teachers will: Experience real-world engineering scenarios and examples; Deepen their ability to use NGSS engineering practices; Explore their creativity in on-campus makerspaces; and Aspire to education and career pathways that include engineering and STEM fields. Because we know that your support is essential to the success of your teacher’s participation in this program and the impact it will have on your students, we are asking you to complete this form. To learn more about the project, please visit If you have questions or need more information, please contact Jen Eklund, , (206) 732-2123. Thank you, K12 Engineering Scholars Leadership This project is a partnership between the University of Washington College of Engineering and the Institute for Systems Biology’s Logan Center. This material is based upon work supported by the National Science Foundation under Grant No. 1542228. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Name of participating teacher Your Name Phone Number School
powers are prescribed, limited, and restricted by law of Virginia live within the law without fear of rights being violated Compromise a settlement of differences by mutual concessions; an agreement reached by adjustment of conflicting or opposing claims, principles, etc., by reciprocal modification of demands. The Great Compromise, The 3/5’s Compromise, The Treaty of Versailles, The Treaty of Paris of 1783 Result of parties involved getting some concessions and being able to accept the concessions received by others, usually involves negotiation Invasion of Poland by Nazi Germany, countries withdrawing as members of the United Nations Rights a just claim or title, whether legal, prescriptive, or moral Right to remain silent, right to freedom of speech, right to freedom of the press, right to own property Constitutes protection of oneself to live freely, protected by governmental provisions, may be taken away if laws are broken Restrictions Political Parties an organization to gain political power Republican Party, Democrat Party, Tea Party, Green Party Groups of individuals who hold similar beliefs about government and the use of power, may have economic and social values that are similar as well, may have many or few followers. A Fraternity or Sorority organization. Separation of Powers the principle or system of vesting in separate branches the executive, legislative, and judicial powers Checks and balances, The Congress has to approve treaties, The Executive can veto laws, The Supreme Power is shared among the three branches of government so that one branch does not become too powerful. Dictatorships, Autocracy, Authoritarian regimes.
Number of People in a Group 20 – 30 Up to 200 Food and fishing berries, nuts and plants plants animals hunting & fishing Tools – sharpened rocks basic utensils & arrowheads made of flint Housing built of bones, wood, hide parts are portable, Permanent housing underground Technological Developments language to use and make fire cloth art tools & weapons - to know when to plant & harvest of pottery skills to make cloth Religion in an afterlife is suggested by their burying of the dead be buried with tools & weapons to be used in next life - the belief that spirits and forces live within animals, objects, or dreams practiced animism within homes buried in tombs w/ stone walls Paleolithic Neolithic Terms : Terms: a. hunter-gatherer- gained food by following a. domesticated animals- raising animals herds and gathering wild berries, nuts, & grains for the purpose of food and other uses b. nomad- person who moves place to place b. slash-and-burn farming- land cleared usually in search of food, no permanent home by burning and cutting vegetation; helped to fertilize land Questions a. Why did nomadic groups move around? weather following herds Questions geography a. What knowledge would Neolithic people need to change from nomads to farmers?
Weather patterns, growing patterns, available Water, domesticating animals b. How would geography affect these groups? Following herds, need water source, shelter c. What does the burying of the dead suggest? Belief in an afterlife d. What impact would fire have? Food, heat, light, safety/protection DEAN CHART Concept word D=define E=examples A=attributes N=non-examples Nomad Person who moves place to place in search of food Bedouins No permanent home Small groups Civilizations such as Egyptians Slash & burn farming Cutting and burning of vegetation for fertilization and planting crops Rough and not neat fields Crop rotation Hunter-gatherer Nomadic group during Paleolithic era who followed herds in search of food Movement to follow herds Women gathered and men hunted People going to grocery store Domesticated Animals Raising animals for food and other purposes Cattle Kept in one place Deer Instructional Plan: What the Teacher Will Do What the Students Will Do Hook/ Introduction 10 minutes On Smart Board teacher will pose the question “What are the 3 basic needs for survival?” and write student replies on board. Teacher will then introduce the lesson on the Paleolithic and Neolithic Age. Students will answer question orally. Interactive Discussion 25 minutes Teacher will lead an interactive discussion on characteristics of Paleolithic and Neolithic Ages using the Smart Board. Teacher will introduce a Smart Activity in which students place characteristics into the correct vortex. Students will participate accordingly and take notes on pertinent material. Students will participate in Stone Age Vortex game. Students will complete a
James Madison University – College of Education Social Studies Lesson Plan Format Name: ___Erinn Dinsmore_______ Date: _____July 14, 2011________ Subject/Class: _Honors World History II_____ Grade Level: __10___ Topic: _Conflict in the Middle East__ NCSS Theme #3: People, Places and Environments (see page 134, number corresponds to bullet) Subthemes: # __Knowledge 7__ : “Factors that contribute to cooperation and conflict among people of the nation and world, including language, religion, and political beliefs”; Processes 4 “Analyze different interpretations of the causes/effects of migrations of people in various time and places” Essential Questions/Big Ideas: What is the origin of the conflict in the Middle East? Why do we continue to see headlines today regarding violence in parts of Israel? Can religious conflicts be solved using reason? SOLs/Standards addressed: WHII.14 The student will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts by c) Describing the end of the mandate system and the creation of states in the Middle East, including the roles of Golda Meir and Gamal Abdul Nasser WHII.16 The student will demonstrate knowledge of cultural, economic, and social conditions in developed and developing nations of the contemporary world by a) Identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts Learning Outcomes/Objectives: (see chart below) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) U 1: SWBAT identify the causes of the Arab-Israeli conflict -end of unit test (summative) -teacher questioning (formative) -debate observation (formative) U2: SWBAT explain the timeline of the creation of Israel. -end of unit test (summative) -exit activity (formative) U3: SWBAT identify key areas of the conflict on a map of the Middle East -map activity (formative) -end of unit test (summative) U4: SWBAT identify the accomplishments and contributions of key figures in the Middle East conflict -end of unit test (summative) Background Content Outline:
James Madison University – College of Education Social Studies Lesson Plan Format Name: __Erinn Dinsmore______ Date: ___July 14, 2011______ Subject/Class: __Honors World History II_____ Grade Level: __10__ Topic: French Revolution NCSS Theme #_6_ : Power, Authority and Governance (see page 143-44) Subthemes: Knowledge: “Learners will understand the need for the rule of law, as well as a recognition of times when civil disobedience has been justified”, “Fundamental values of constitutional democracy (the common good, liberty, etc.)”, comparing political systems with that of the U.S., “Mechanisms by which governments meet the needs and want of citizens…manage conflict, establish order and security”. Processes: “Analyze and evaluate conditions, actions, and motivations that contribute to conflict among groups” Essential Questions/Big Ideas: How did the Enlightenment and the American Revolution cause the French Revolution? Is Revolution acceptable if attempting to overthrow a tyrant? When does Revolution turn to Civil War? SOLs/Standards addressed: The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by d) explaining the political, religious, and social ideas of the Enlightenment and the ways in which they influenced the founders of the United States; e) describing the French Revolution. Learning Outcomes/Objectives: (See objectives in chart below) Assessment alignment chart: How will you know they know the objectives listed above? Objective Assessment (formative and summative) U 1: SWBAT list and explain the significance of the events of the French Revolution -observation (formative) -Zooburst, Movie or Flipsnack (summative) -unit test (summative) U2: SWBAT identify similarities and differences between the Declaration of Independence and the Declaration of the Rights of Man -worksheet (formative) -unit test (summative) -discussion (formative) U3: SWBAT identify and explain the influence of the Enlightenment on the Declaration of Independence and the Declaration of the Rights of Man -worksheet (formative) -unit test (summative) -discussion (formative)
Take note of the request to the Secretary-General to report to the General Assembly at its seventy-third session on the implementation of General Assembly resolution 71/219 on combating sand and dust storms. Resources to implement resolution 2/21 have been very limited to date and additional core and extrabudgetary resources are required to further develop activities on sand and dust storm mitigation. The United Nations Environment Assembly may wish: To encourage member States and stakeholders to increase their engagement and support, including financial resources, to implement the recommendations from the global assessment of sand and dust storms to mitigate anthropogenic sources of sand and dust storms and to protect human health, infrastructure and other valuable assets from the damaging effects thereof; To urge member States and the Environment Programme to bring to wider public attention the damaging effects of sand and dust storms and cost-effective options for source and impact mitigation; To encourage member States to develop national plans to combat sand and dust storms and to collaborate at the regional and subregional levels for collective action to combat cross-border transport of sand and dust.
Community Supplies (shared with entire class, please keep in mind) 4 boxes 24 count crayons 2 dozen sharpened yellow #2 pencils 1 pack colored pencils (12 count) 2 packs washable markers 1 pack of dry erase markers 8 small glue sticks (2 packs of 4) 1 roll of paper towels 1 box of tissues 2 packs wet wipes 1 pk of 2 Black Sharpies Ziploc baggies (gallon size) Ziploc baggies (sandwich size) 1 pair student-size scissors 1 inch view binder (white with plastic in front) 1 primary journal (not regular) (1/2 picture space/lines) can be found at Staples & Amazon 1 backpack w/child’s name Teacher/K team *optional* wish list: clorox wipes, cardstock (any color), white printer copy paper, magic erasers, extra expo markers, AA or AAA batteries SAES Kindergarten Supply List 2018-2019
specific skills being targeted for each student within the group. School: Comments: 3.5 Intensive intervention groups must be flexible as instructional priorities for individual students may change based on progress monitoring data. LEA: School: Comments: 3.6 Teachers document records of the intervention and data for each student in the intensive intervention group(s). Comments: 3.7 Intensive intervention groups should not exceed three to five students. LEA: School: Comments: 3.8 Intensive intervention is systematic and explicit (instruction with modeling, multiple examples, and frequent and specific feedback to individual students) as well as being aligned with state content standards. LEA: School: Comments: Transition Benchmarks These transition benchmarks are empirically derived, target scores that represent adequate reading progress. The middle of the year is defined as months 4 - 6. 4-3-2-1 Next Steps for LEA/School to Increase Level of Implementation 4.1 Kindergarten: LEA: School: Initial Sound Fluency 25 and above by middle of the year of Kindergarten Letter Naming Fluency: 27 and above by middle of the year of Kindergarten Phoneme Segmentation Fluency: 18 and above by middle of the year of Kindergarten
beginning of the school year, at the middle of the school year, or at the end of the school year. Comments: 5.18 Third Grade: parents are informed when their child is unsuccessful in the core curriculum and moves on to Supplemental instruction. LEA: School: Comments: 5.19 Third Grade: parents are informed as to what type of performance data will be collected, and how frequently; what general education services are to be provided; and what strategies the school will use to increase the child’s rate of learning in order to bring the child to grade level. LEA: School: Comments: 5.20 Third Grade: parents are notified in writing no later than the end of the second grading period if their child is not academically proficient. LEA: School: Comments: 5.21 Third Grade: A conference is held for each student whose parent(s) are notified in writing that their child is not academically proficient; to discuss strategies, supports and services are available to assist the student in becoming academically proficient. LEA: School: Comments: 5.22 Third Grade: An academic improvement plan is developed that contains timelines, academic expectations and measurements to be used to support the student in overcoming academic deficiencies. LEA: School: Comments:
Which department(s) would you like to visit? (Check all) Elementary _____ Special Needs _____ Middle School _____ Career and Technology Education ______ High School ______ Residential _____ ACCESS (Transition Program) _____ For interpreter/translator scheduling purposes, please answer the following: Number of members in your tour group who are Deaf? _________ Number of members in your tour group who are hearing? _________ Number of members in your tour group who are Spanish speakers? __________ Office only: Tour scheduled and confirmed for (date/time) __________________________________ Scheduled to see the following people: ________________________________________________________________________ ________________________________________________________________________ Person leading the tour: _________________________________________ Interpreter requested date: ___________ Confirmed? Yes_____ No______ Submit completed form to: <admissions@tsd.state.tx.us>
Kautex - "K 2013", Trade press release/September 2013 Kautex Maschinenbau at K 2013: Pioneering trends for blow molding machines All-electric KBB machine sets standards/Industry 4.0 through BC Connect/Virtual machines for training purposes Bonn/Dusseldorf - At the K 2007 show, Kautex Maschinenbau announced that it would continue to focus on consumer packaging. Six years later, the result of this project is now presented at the K 2013. With the new, all-electric KBB series, the company presents a pioneering machine concept that sets new standards in the packaging segment. Industry 4.0 with BC Connect But the development of new machine models is not the only reason why the leading manufacturer of blow molding machines is a trend-setter in the industry. Kautex Maschinebau also introduces real innovations in the areas of Industry 4.0 and service to visitors at the international trade show. The best example of this is the remote monitoring tool BC Connect. This is web-based software that allows processors to conveniently access their blow molding machines via the Internet. Current performance data can be called up from anywhere in the world at any time via desktop, tablet PC or smartphone. Virtual machines Kautex Maschinenbau presents another highlight of the fair as well as genuine progress in training and education with its newly developed virtual machines. These are simulations in which the control and operating interfaces correspond to the real machine. All triggered processes and production runs are displayed in a simulation program. This allows staff to be trained to work with the machine, and the new configuration to be tested without risk, without needing to take the machine out of production. (1,698 characters including spaces) © Kautex Maschinenbau GmbH 2013 About Kautex As the leading company worldwide in the field of extrusion blow molding technology, Kautex Maschinenbau GmbH, with 370 employees in Germany and another 150 employees worldwide, generates annual sales of 107 million Euros. In addition to its headquarters in Bonn and four regional offices in China, the USA, Russia and Italy, Kautex maintains a large global network of regional service and sales offices. Reprint free of charge, file copy requested 2 times
KANSAS 2 KENYA Team Application Please complete the following information and email it to the appropriate team leader. Mail the completed application, items noted below, and the deposit. Items Mail all to: Team Application --Select your team, fill out the application --Email your team leader Episcopal Diocese of Kansas 835 S.W. Polk St Topeka, KS 66612-1688 Attn: K2K Complete the Consent document Provide 2 copies of your Passport Provide your immunization record Send deposit with application: Deposit: $ 400 Due by December 15, 2017 Air: $ 1,500 Due by February 23,2018 Final: $ 1,400 Due by May 4, 2018 (Community) $ 1,600 Due by May 4, 2018 (Medical) Select your team: Select Team Dates Email to team leader Community Team (Cost: $ 3,800) June 7 – 20 Medical Team (Cost: $ 4,000) June 14 – 27 ---Pharmacy Group of Medical Team June 7 - 27 Personal Information: Name as it appears on your passport Date of Birth Gender M F Street Address City State Zip Primary Phone Secondary Phone Primary email Secondary email Passport Number Expiration Date Country Emergency contact Information: Emergency Contact Name Contact email Contact Phone Relationship
Following Directions Neatness Spelling Creativity Vocabulary Usage Grammar Presentation 17-20 All instructions followed carefully 9-10 Very neat & organized work 9-10 0-2 spelling errors 9-10 Very attractive project presentation 9-10 Great use of vocabulary 9-10 Excellent grammar, perfect or nearly perfect 26-30 You are easily understood. Included all information required. 13-16 In general, instructions followed 7-8 Mostly neat work 7-8 Some spelling errors 7-8 Some creativity shown 7-8 Some vocabulary misused, but generally good 7-8 Several verb or noun/adjective errors 20-25 You are understandable but have frequent errors in vocab and/or grammar. 9-12 Some major omissions 4-6 Neatness needs work 4-6 Spelling needs work 4-6 Take more time to be creative 4-6 Use care in using vocabulary correctly 4-6 Work on verb forms & noun/adjective agreement 15-19 You are very difficult to understand; using only isolate words and phrases. 0-8 Reread the instructions 0-3 Sloppy work 0-3 Many spelling errors 0-3 Appears to have been done in a hurry without much thought to creativity 0-3 Many vocabulary words used incorrectly 0-3 No attention paid to verb endings & other grammatical structures 0-14 Speaks mostly in English or refused to present at all. Points: Points: Points: Points: Points: Points: Points: Points Total: ____________/100 Project Grade: _______________________ Comments:
Ch. 35 Ch. 35 & 36 Ch. 35 & 36 Ch. 35 & 36 DBQ Ch. 35 and 36 Timed writing *Notes/Voc. Due April 20 April 21 April 22 April 23 April 24 Global points Review project Global points Review project Global points Review project Global points Review project Global points Review project April 27 April 28 April 29 April 30 May 1 Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test May 4 May 5 May 6 May 7 May 8 Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test May 11 May 12 May 13 May 14 May 15 Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test Review and Prep for AP Test AP Test 8:00 AM May 18 May 19 May 20 May 21 May 22 Formal essay Formal essay Formal essay Formal essay Off-Staff Dev. Day May 25 May 26 May 27 May 28 May 29 Off- Memorial Day Formal essay Formal Essay is Due College prep and films College prep and films
Be sincere and serious. When you start talking about business, get dead serious. No jokes, etc. You are talking about a family’s future; you’re not selling soap. No. 4 Stay true and simple Don’t over-promote or over-sell. You don’t have to. Most families already think what we have to offer is “too good to be true” – but we’re right! Just tell it like it is! Keep it simple – our competition has complicated a simple business in order to have a confused consumer. We make it simple again. Put them at ease – we don’t sell on a first appointment. Our plans are free and we won’t ask for a plan if it doesn’t make sense. Objections are objections in our presentation, you’re not trying to convince or sell anything. Agree with basics, “I see what you’re saying,” “That makes sense,” “I agree with that” - then explain: “This is what most people think,” “This is another way to look at it” – but don’t argue. This is just training. Move on. We’re not traditional insurance people, let them know if they hate those guys, they’’ love us! Expect the family to be cool, questioning, and skeptical at first. Your job is to turn them into a happy client. CHAPTER 2 BUILDING A CLIENT BASE: 1ST APPOINTMENTS Traditional Client Appointment Process: 1st Appointment Keys to making a winning presentation: No. 1 Be yourself. We are plain talking, conservative, positive, excited, tough-minded people… Don’t pretend do be something you aren’t. No. 2 Dress like the way they’d expect you to dress. Field Trainers: Always look like something. The family you are meeting doesn’t know you. Trainee: This is your friend or family, so don’t like some type of sales person. Dress nice, but normal. No. 3 Create the right setting. Be excited – 90+% of winning in every area of our business is being excited.
Top of of have an account? KOCETAL® K300 Data Sheet Acetal (POM) Copolymer Supplied by Kolon Plastics, Inc. > > > KOCETAL® K300 Data Sheet View Complete Data Sheet Search 85000+ Data Sheets Product Description Kocetal K300 is a general injection molding grade with a good mechanical property for wide range. General Material Status Commercial: Active Availability Features General Purpose Uses General Purpose RoHS Compliance Automotive Specifications Forms Pellets Processing Method Injection Molding Physical Nominal Value Unit Test Method Specific Gravity ASTM D792 Melt Mass-Flow Rate (MFR) (190°C/2.16 kg) g/10 min ASTM D1238 Water Absorption (Equilibrium, 73°F, 60%RH) % ASTM D570 Mechanical Nominal Value Unit Test Method Tensile Strength psi ASTM D638 Tensile Elongation (Yield, 73°F) % ASTM D638
Your signature below affirms your understanding of, and agreement to abide by, this Acceptable Use Policy. Any violation of the standard as set forth herein may result in the immediate termination of the student’s access to the school’s information technology resources and/or other disciplinary action. Student Name (please print) Student Signature Grade Date Parent/Guardian Name (please print) Parent/Guardian Signature Date Application for Admission Anytown Adventist School Today’s Date Child’s Full Legal Name: Last First Middle Grade Entering Gender Child’s NAD Student ID Place of Birth Date of SDA Baptism / / Month/Day/Year Date of Birth / Years/Months Age Ethnic Origin (For Federal Government and North American Division purposes only) Family Information: Legal name of parent or guardian with whom the student is living: Father Mother Home Address City, State/ Province, Zip Phone and Email Home Business Home Business Mobile Email Mobile Email Occupation Church Membership Denomination/Church Denomination/Church Full Name Birth Date
Order Good flow of ideas in correct order Some ideas are detailed in sequence or order Ideas not ordered Key words Sentences use the words first, next, then, and finally Some key words are used Little or no key words are used Punctuation and Spelling Correct use of spelling and punctuation Mostly correct use of spelling and punctuation Many spelling and punctuation errors. Extra credit: Working with others Almost always listens to, shares with, and supports efforts of others Usually listens to, shares with, and supports others. Rarely listens to shares with, and supports the efforts of others. Lesson 5
Rainbow Write the Upper and Lower-case Letters Using Scented Markers Cut Out Words Containing the Letter From Magazines Draw 5 Things That Begin With The Letter Read The Room For Words With The Letter Listen The Book And Follow Along At The Listening Center Play Go Fish With The Letter-Font Tickets To Find And Match Pairs Stamp of Draw A Pattern Using The Upper- and Lower-Case Letters AaaAaa Graph Classmates’ Names Yes or No As To Whether They Contain The Letter Use Pipe Cleaners Or Wikki Stix To Make The Upper- and Lower-case Letters in 3 Colors Your letter is _______. Complete three boxes to earn a win. Name_____________________________________ Date______________________________________ Target Curriculum: Reading
Sebastopol Union Schools September 2017 Monday Tuesday Wednesday Thursday Friday 1 Bodega Bay Fish Sandwich Tamale Pie Chicken Bahn Mi Fresh Garden Bar Grapes Milk 4 Vegetarian Sloppy Joe Yummy Yogurt with Grahams Cheesy Melt Sandwich Fresh Garden Bar Fruit Juice Milk Cookie 5 Chicken Burrito Bowl Chicken Burger Cheesy Caesar Wrap Fresh Garden Bar Orange Smiles Milk 6 Ardellas Cheese Pizza Teriyaki Chicken 'n Rice Pastrami Swiss Sandwich Fresh Garden Bar Banana Milk Cheez-it 7 Spaghetti & Meat Sauce Cheese Quesadilla Turkey Bacon Club Fresh Garden Bar Applesauce Milk 8 Mesquite Chicken & Potatoes Bread Sticks & Sauce California Chicken Salad Fresh Garden Bar Peach Milk Bean Salad 11 Cheese Enchiladas Refried Beans Veggie Burger Soy Butter & Jelly Sandwich Fresh Garden Bar Fruit Juice Milk String Cheese 12 Millers Beef Hot Dog Grilled Cheese Twisted Turkey Wrap Fresh Garden Bar Apple Milk Cookie 13 Piazza Pepperoni Pizza Egg Roll & Edamame Rice Toasted Ham & Cheese Fresh Garden Bar Banana Milk Rice Krispies Treat 14 Chicken Nugget & Potato Mac & Cheese Cuban Pork Club Sandwich Fresh Garden Bar Pear Milk 15 Chicken Chili & Corn Muffin Yogurt Muffin Meal Surfs Up Tuna Sandwich Fresh Garden Bar Peach Milk 18 Ravioli Marinara Italian Pocket Bagel & Cream Cheese Fresh Garden Bar Fruit Juice Milk 19 Beef Soft Taco Veggie Chili Cheese Nachos Tortilla Chips Chicken Caesar Wrap Fresh Garden Bar Apple Milk 20 Ardellas Cheese Pizza Teriyaki Beef with Broccoli Pastrami Swiss Sandwich Fresh Garden Bar Banana Milk Cookie 21 Cajun Chicken Pasta Bean & Cheese Burrito Ham & Cheese Club Fresh Garden Bar Kiwi Milk 22 Chicken & Whole Wheat Roll Baked Beans Tamale Pie Chicken Bahn Mi Fresh Garden Bar Applesauce Milk 25 Pasta Marinara & Cheezy Wheels Yummy Yogurt with Grahams Cheesy Melt Sandwich Fresh Garden Bar Fruit Juice Milk 26 BBQ Beef Riblet Sandwich Chicken Burger Cheesy Caesar Wrap Fresh Garden Bar Apple Milk 27 Piazza Pepperoni Pizza Teriyaki Tofu & Rice Pastrami Swiss Sandwich Fresh Garden Bar Banana Milk 28 Beefy Sloppy Joe Cheese Quesadilla Turkey Bacon Club Fresh Garden Bar Orange Smiles Milk Refried Beans 29 Carnitas Soft Taco Spanish Rice Bread Sticks & Sauce California Chicken Salad Fresh Garden Bar Applesauce Milk
Club Equal Opportunities Policy Cramlington Rockets Rugby League club affirms its commitment to the equal treatment of all and will not tolerate discrimination on the grounds of age, ethnic origin, gender, gender reassignment, disability including, physical impairment, learning needs, mental health status or sensory impairment, class or social background, religion/belief, sexual orientation, marital or family status, pregnancy, colour or political persuasion or trade union membership or by any other condition or requirement which cannot be shown to be justifiable 1. The key principles of the RFL Equal Opportunities Policy are: A commitment to the principles of equal opportunities and to ensuring that the culture, philosophy and processes within the club and the Game are free from bias and discrimination To recognise the expertise, abilities and needs of every individual and by acknowledging the right to dignity and respect of every human being. The RFL will provide information and updates in relation to any changes in legislation or policy changes by the governing body that could impact on the policies and practices of the club. This club agrees to implement such policies 3. This Club will ensure all players, match officials, coaches, staff, paid or volunteers are aware of this policy and the endorsement that the club has given. 4 This Club supports the RFL’s Equal Opportunities policy. This club will take appropriate actions following reports of discrimination, harassment or abusive language throughout the game. 5 Further advice on Equality and Diversity can be obtained from: CEHR Equality Standard Bulletins The RFL Equality and Diversity Manager can be contacted on 0844 477 7113 Option 6 or by emailing to sarah.williams@rfl.uk.com or writing to the Equality and Diversity Manager the RFL, Red Hall, Red Hall Lane, Leeds, LS17 8NB. General advice is available at
What other pets do you have (specify type & number) Are these pets up to date on vaccines? Are these pets spayed/neutered? If not, why? Have you every surrendered a pet? If so, why? Have you ever had a pet euthanized? If so, why? Have you ever lost a pet to an accident? How do you discipline your pets and why? Veterinarian Do you have a regular veterinarian? YES NO Veterinarian’s Name Clinic Name Clinic Address Clinic Phone (Providing K9Kare with this information you are allowing K9Kare to call your vet. Please call your vet and ask them to authorize the release of information to K9Kare.) About the dog/cat You Wish to Adopt What is your idea of an ideal dog/cat and why?
Desired Age Desired Size Desired Breed Breed you would not adopt & why? Desired Sex Spayed Female Neutered Male Willing to Adopt (check all that apply) Outgoing/Hyper dog Shy dog Dog/cat that needs medication Dog/cat that needs training Dog/cat that needs grooming Doesn’t matter Where will the dog/cat spend the day? (describe) Where will the dog/cat spend the night? Number of hours (average) dog/cat will spend alone? Who will have primary responsibility for this dog’s/cat’s daily care? Who will have financial responsibility for this dog/cat? Do you agree to provide regular health care by a Licensed Veterinarian? Yes No Do you agree to keep the dog/cat as an indoor dog? Yes No When the dog goes out, how do you plan to it? Fenced yard? Do you agree to contact K9Kare if you can no longer keep this dog/cat? Yes No Are you willing to let a representative of K9Kare visit your home by Yes No How did you hear about K9Kare? Would you be interested in fostering? Yes No
Section 20(1)(b) of the AHRC Act requires the Commission to perform the functions referred to in section 11(1)(f) when a complaint in writing is made to the Commission alleging that an act is inconsistent with or contrary to any human right. Section 8(6) of the AHRC Act requires that the functions of the Commission under section 11(1)(f) be performed by the President. Scope of ‘act’ and ‘practice’ The terms ‘act’ and ‘practice’ are defined in section 3(1) of the AHRC Act in the following way: act means an act done: (a) by or on behalf of the Commonwealth or an authority of the Commonwealth; (b) under an enactment; (c) wholly within a Territory; or (d) partly within a Territory, to the extent to which the act was done within a Territory. practice means a practice engaged in: (a) by or on behalf of the Commonwealth or an authority of the Commonwealth; (b) under an enactment; (c) wholly within a Territory; or (d) partly within a Territory, to the extent to which the act was done within a Territory.
Article 4(5) of the CRPD adopts the language of article 50 of the ICCPR. It provides that the provisions of the CRPD extend to all parts of federal states without any limitations or exceptions. Australia has not made any reservation to article 4(5) of the CRPD. Effective remedy for individual complaints Article 2(3) of the ICCPR provides as follows: Each State Party to the present Covenant undertakes: (a) To ensure that any person whose rights or freedoms as herein recognized are violated shall have an effective remedy, notwithstanding that the violation has been committed by persons acting in an official capacity; (b) To ensure that any person claiming such a remedy shall have his right thereto determined by competent judicial, administrative or legislative authorities, or by any other competent authority provided for by the legal system of that State, and to develop the possibilities of judicial remedy; (c) To ensure that the competent authorities shall enforce such remedies when granted. While there are a number of ways in which people within Australia or subject to its jurisdiction may obtain remedies for breaches of the rights set out in the ICCPR, a major purpose for the establishment of the Commission was to ensure compliance with article 2 and provide for an individual complaints mechanism. When the first Human Rights Commission Bill was introduced in 1977, the then Attorney General said:73 The purpose of this Bill is to establish a Human Rights Commission in Australia. The major purpose of the Commission is to ensure that Commonwealth and Territory laws, acts and practices conform with the International Covenant on Civil and Political Rights. The Bill will give individuals a specific right to complain. …
Characters & Characterization The “great trap” of soldiering Longstreet Quotes to support vision and heat motif Hood Lee en echelon: What is the strategy behind an en echelon attack? Favorite or Most Important Quotes Why Quote Is Important or Favorite (There are some HUGELY important quotes here.) The Killer Angels notes Name: Period: Thursday, July 2, 1863, p. 2 Chapter 3: ‘Longstreet’ Quotes to support theme connections Theme:
My Personal & Reader Profile Figure 1.1. What is your Reader Profile? My Identity is… So I read… A Political Junkie TV and Movie Buff ESL Teacher Soccer fan French Speaker Newspapers, online news sites and blogs Online movie sites, critics, movie news Grammar Books, linguistic articles Belgian & French Sports news online Belgian & French Newspapers online Figure 1.2. Revisiting your Reader Profile: Choice Texts Versus Obligation Texts Choice Texts I wanted to read… Obligation Texts – Personal (I felt obligated to read…) Obligation Texts – Others (Someone else obligated me to read…) Political Books Daily Online News Articles Daily Online Movie Articles Ex: Time Magazine, NY Times, Washington Post, Courier International… E-mails from Friends/Family AOAO Documents Online Macbook instructions Bank Documents Real Estate Documents KCC & UH Registrations & Refund Rules Airline Reservation Rules Employee Rulebook Anything class related such as articles Science related notes in Middle & H.S. in Belgium and at KCC in Hawaii Figure 1.7 What is your profile as a Disciplinary Reader? Literary Fiction Mathematics Physical Science Biological Science History Social Studies Technical Health & Fitness Humanities Highly Confident Generally Competent X X X X Can Get By X Sometimes Struggles Often Struggles X X Avoids at All Costs X X
Tampere, 2009 “From Generation to Generation: Kaarina Kaikkonen”, Fondazione Pastificio Cerere, Rome, 2009 “From Generation to Generation: Kaarina Kaikkonen”, Galleria Sara Zanin, Rome, 2009 “Confections”, Biennale du Lin, Quebec, 2009 " Hanging on to Each Other,” The 6th Liverpool Biennale”, FACT, Liverpool, 2010 “Grooving Connections,” Vancouver Biennale, Vancouver, 2010 “Baltic Biennale II”, St. Petersburg, 2010 “Borås International Sculpture Festival 2010”, Borås, Sweden, 2010 “Kesänäyttely”, Kajaani Art Museum, Kajaani Finland, 2010 Den Gyldne, Vestjylland Art Museum, Tistrup, Denmark, 2010 “Memory Traces”, Ludwig Museum Koblenz, Germany, 2010 “Cosmos”, Silkeborgbad Art Center, Silkeborg, Denmark, 2010 “Etre Ainsi”, Espace culturel Boris Vian, Les Ulis, France", 2010 “Hiding Memories, No Longer Empty “, Colonel’s Row on Governors Island, NY, 2010 “Memory Traces”, Ludwig Museum, Koblenz,2010 “Cosmos”, Silkeborgbad Art Center, Silkeborg,2010 “As A Tree I Can Feel The Wind”, Art Miami, Miami, 2011 “A Connection, United States of Europe”, FabrySTREFA , Lodz (Poland), 2011 “The Gate”, (IL CAOS #3- I conflitti, 54 Biennale di Venezia), Isola San Servolo, Venice, 2011 “Is There A Better Future?” Critical Mass, International Public Art Project, St. Petersburg, 2011 “Hiding Memories- Humanscape”, Spazio Museale di Palazzo Tornielli, Ameno, 2011 “Memory – New International Sculpture”, Rosenfeld Porcini, London, 2011 “I Would Have Wanted To Blossom Out”, Galerie Forsblom, Helsinki, 2011 Kesä – Sommar – Summer 2011, “Life Paths”, Galerie Forsblom, Helsinki, 2011 “Having Hope” ,Galleria Sara Zanin, Rome, 2012 “Are We Still Going on?”, Collezione Maramotti, Reggio Emilia, “Towards Tomorrow”, MAXXI Rome, 2012 “Out of Fashion” - Textiles in Contemporary Art, Gl Holtegaard, Holte 2013
(Copenhagen), “We Are The Boat”, USE-Europa, Gare de l´Est, Paris, 2013 “Nordic Cool”, Kennedy Center, Washington,2012 A Connection, USE -Europa, Pharos Arts Foundation, Nicosia, Cyprus, 2013 “Memory – International Contemporary Sculpture”, PAN-Palazzo delle Arti, Naples, 2013 “Where Is My Home,?”, USE-United States of Europa, Plataforma das Artes, Guimaraes, 2013 “Collage”, Hyvinkää Art Museum, Hyvinkää, 2013 “What A Party!”, Wäinö Aaltonen Museum of Art, Turku, 2013 “USE-United States of Europe”,International Airport Vilnius, 2013;Railway Station Helsinki, 2013 “Ekolandia”, Lahti Art Museum, Lahti, 2013 Artwork Captions Kaarina Kaikkonen From Generation to Generation, 2001 Men’s jackets, 78x 407x30 cm courtesy Collezione Maramotti, Italy
KAB Week Cleanup – Sunday August 26 8.00am – 11.00am Thank you for volunteering to help Keep Australia Beautiful (KABC) and Main Roads WA clean-up the verge along Tonkin Highway (Gateway). This sheet summarises some of the important things you need to know about the clean-up, in particularly how to stay safe while cleaning up. Meeting Point – Forster Park, Abernethy Rd, Belmont. See attached map. Meeting time - Please arrive by 0800 for an 0815 briefing Event duration – It is intended that the clean-up commence by 0900 and complete by 1100. All volunteers should be back at Forster Park by 1100. A simple morning tea will be provided (Coffee, muffins, fruit). Transport – Volunteers will be transported from Forster Park to the clean-up site in a small bus. Volunteers will also be collected from clean-up site and returned to Forster Park. Traffic management – MRWA will provide appropriate travel management. Collection of rubbish bags – MRWA will coordinate the collection of litter bags. Equipment - KABC will provide gloves, tongs, rubbish bags, sharps containers, sunscreen, water, transport to collection sites from meeting point and morning tea. Volunteers need to provide; Small day pack/backpack Water bottles (water will be provided) Sturdy, closed in footwear Appropriate clothing Sun protection (hat, sunscreen)
Functional Difficulty Around 1.7 percent of the Kabul population 5 years or older at the time of the survey had at least one functional difficulty in seeing, hearing, walking, remembering, communicating, or self-caring. Among those with functional difficulty, the most common was walking (43.7 percent), followed by seeing (32.9 percent) and then self-caring (23.0 percent). A slightly higher proportion of males (2 percent) than females (1.4 percent) had a functional difficulty. Both of them, however, cited walking (43.4 percent for males and 44.1 percent for females), seeing (33.3 percent for males and 32.3 percent for females), and self-caring (21.4 percent for males and 25.3 percent for females) as the most common difficulties. Economic Activity The Socio-Demographic and Economic Survey collected data on the main activity carried out by household members 5 years or older during the 12 months prior to the survey. In Kabul Province, among the population 15 years or older, 35.1 percent were considered economically active which means that they did some workfor 6 months or more during the 12 months prior to the survey. Persons who were considered as not economically active were those who worked for less than 6 months or did not work at all during the reference periodcomprised 64.9 percent. The percentage of persons who did not work to the total population 15 years and olderwas high at 64.1 percent while only 0.8 percent worked for less than 6 months. Figure 10 shows that the proportion of persons who did not work during the reference period was the highestin all districtsranging from 55.6 percent in Kalakan District to 66.5 percent in Khak-E-Jabar District as compared to those who worked (for more than or less than 6 months). Kalakan District had the highest percentage of persons 15 years and older who reported to have worked for more than 6 months at 40.1 percent while Paghman District had the lowest at 32.7 percent.
THE PARTICIPANT Participant’s signature ........................................................................... Date: …………………………………………………………….. THE SENDING INSTITUTION We confirm that this proposed mobility agreement is approved. On completion of the mobility the institution will issue ………..[…a Europass Mobility, other form of validation/recognition…] to the participant Coordinator’s signature ............................................................................ Date: ................................................................... THE RECEIVING GANISATION We confirm that this proposed mobility agreement is approved. On completion of the mobility the organisation will issue […a Certificate …] to the participant Coordinator’s signature .............................................................................. Date: ...................................................................
How many matches has Kacper’s football team won so far? Kacper likes to play football with his friend Sam. Kacper’s team played 10 matches in November. Kacper’s team played 10 games in September. Kacper’s team won 7 matches in November. Kacper’s favourite football team is Arsenal. Kacper’s team lost 3 matches in October. Kacper’s team played 12 matches in October. Kacper’s mother gave him an Arsenal shirt for his birthday. Kacper’s team lost 6 games in September.
Section 6 – What action have you taken /agreed with the adult to reduce the risks? Information passed to Safeguarding Officer, confirm details: Referral to Social Care Confirm details: Contact with the police Confirm details: Referral to other agency – please confirm details: Other – please state what No action agreed – state why Section 7 – Risk to others Are any other adults at risk Yes / No – delete as appropriate If yes state why and what actions have been taken to address these? Are any children at risk Yes / No Delete as appropriate If yes state why and what actions have been taken to address these? Signed: Date: