zilongwang/ReadingBank huggingface dataset:
6.2: Achievement of Student Growth Goal(s) Growth or achievement data from at least two points in time shows no evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show some evidence of growth for some students. Multiple sources of growth or achievement data from at least two points in time show clear evidence of growth for most students. Multiple sources of growth or achievement data from at least two points in time show evidence of high growth for all or nearly all students. Reflective Questions: As we look toward next year, do you feel that your practice would be enhanced by continuing with this criterion? Or, might it be time to consider further developing your skills with a different criterion? Given your response to the previous question, what supports can I, as your evaluator, provide for you to maximize your growth next year? Both signatures required. Signing of this instrument acknowledges participation in but not necessarily concurrence with the evaluation. (Attach teacher comments if desired.) Evaluator Signature: Date: Employee Signature: Date:
Component 8.3: Participating in District and School Initiatives The teacher makes no attempt to perform this activity, or the teacher attempts to perform this activity but does not actually complete or follow through with these attempts. The teacher is aware of the district and school initiatives, but does not participate at a level consistent with his or her talents and availability. The teacher participates in district and school initiatives at a level consistent with his or her talents and availability. The teacher is a recognized leader in helping others be aware of and participate in district and school initiatives. Component 8.4: Monitoring Progress Relative to the Professional Growth and Development Plan The teacher makes no attempt to perform this activity, or the teacher attempts to perform this activity but does not actually complete or follow through with these attempts. The teacher develops a written professional growth and development plan but does not articulate clear goals and timelines. The teacher charts his or her progress on the professional growth and development plan using established goals and timelines but does not make adaptations as needed. The teacher develops a written professional growth and development plan with goals and timelines, charts his or her progress, and makes adaptations as needed. The teacher is a recognized leader in helping others develop professional growth and development plans. Student Growth 8.1: Establish Team Student Growth Goal(s) Does not collaborate or reluctantly collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Does not consistently collaborate with other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year. Consistently and actively collaborates with other grade, school, or district team members to establish goal(s), to develop and implement common, measures, and to monitor growth and achievement during the year. Leads other grade, school, or district team members to establish goal(s), to develop and implement common, high-quality measures, and to monitor growth and achievement during the year.
and secondary foci and/or impacts across the eight HUED issues (see also Figure 1). The findings and discussion below contain further abbreviated details of many of the case studies, a fuller account can be found in Grant and Lease 2014. Healthy Urban Environment and Design strategic Policy and activity Place based City-wide policy Neighbourhood projects The living environment Important issues City and Title Climate & ph emergencies Exposure to noise and pollution Healthy urban planning Healthy transport Healthy urban design Housing and regeneration Safety and security Creativity and liveability Amaroussion: The bioclimatic regeneration of the historic centre ✓ ✓ ✓ ✓ ✓ ✓ ✓ Arezzo: Changing the urban waste handing policy with citizen participation ✓ ✓ Aydin: Service network of Aydin Municipality ✓ Belfast: Child friendly cities – the potential of healthy urban environments ✓ ✓ ✓ Belfast: Good for regeneration, good for health, good for Belfast – indicators ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ Bursa: Master Plan ✓ Bursa: Projects to increase sports opportunities ✓ ✓ ✓ ✓ Bursa: Transformation of the historical city centre ✓ ✓ ✓ ✓ ✓ ✓ Cardiff: Incorporating healthy urban planning principles into the city plan ✓ Carlisle: Turning a car dominated environment into a pedestrian-friendly street ✓ ✓ ✓ ✓ ✓ ✓ Denizli: Solid waste sanitary landfill plant ✓ ✓ Denizli: Traffic training park ✓ ✓ Dimitrovgrad: a city comfortable for everybody and friendly to everyone ✓ ✓ Dresden: Walking tours for (elderly) people ✓ ✓ ✓ Galway City: Healthy urban environment team ✓ ✓ ✓ Gölcük: Public health project toward the development of health ✓ ✓ ✓ ✓ Gölcük: Yazlik Baths thermal tourism facility ✓ ✓ ✓ Gyor: Social urban rehabilitation project ✓ ✓ ✓ ✓ Helsingborg: Planting without borders in four apartment areas ✓ ✓ ✓ ✓ ✓ Izhevsk: is an active city ✓ ✓ ✓ ✓ wide
EAST TENNESSEE STATE UNIVERSITY SCHOOL OF GRADUATE STUDIES Program of Study Master of Arts in Reading Education (with Reading Specialist Endorsement) Name: E#: Field of Study: Master of Education Concentration: Reading Program Level (Check one): Certificate Masters X Doctoral Course ID Number Course Title Grade Credit Hours Semester Completed Transfer Credit* Substitute for course# Office Use Only READ 5027 Diagnostic & Remedial Procedures in Reading 3 READ 5120 Teaching Reading 3 READ 5750 Literacy in Diverse Clrm 3 READ 5190 Linguistics of Reading 3 READ 5210 Psychology of Reading 3 READ 5231 Advanced Diagnostic Procedures 3 READ 5241 Practicum in Reading 3 READ 5871 Advanced Practicum 3 READ 5437 Reading Instruction in the Middle & Secondary School 3 MEDA 5400 Integrating Technology in Teaching and Learning 3 READ 5950 Action Rsch in the Reading Ed 3 READ 5780 The Role of the Reading Specialist and Literacy Coach 3 TOTAL HOURS 36 *non-ETSU transfer credit must be approved before it can be shown on the program of study. Student Signature: ____________________________________ Date: ___________________ Advisory Committee Chair: _____________________________ Date: __________________ Graduate Program Coordinator: _________________________ Date: __________________ Dean of Graduate Studies: ______________________________ Date: __________________
No activity or hobby shall be conducted on any Site, which will cause aggravation or nuisance to fellow Residents or which interferes with the expected tranquil nature of the Company Area. The volume of music, electronic instruments, entertainment or activities of domestic employees emanating from House 11 should be at such level as not to cause nuisance to any other Residents in the Complex or any Complex Area. No washing should be hung on lines unless screened from all roads and neighbouring houses. Refuse must be properly retained from being exposed to other Residents, wildlife, common areas and eco-sensitive areas. Collection and disposal of refuse will be provided by the Management Company. Tenants are be responsible to maintenance the house in the condition it is found. Trailers, boats, all garden equipment, tools, vehicle, or boating accessories such as sails, masts, oars, engines and parts, should be stored or left out of view and screened from roadways or neighbouring properties, to the satisfaction of the Management Company / as agreed with the owner of House 11. No waste material may be dumped anywhere on the Complex Area and must be removed from the Complex Area immediately by the member in accordance with arrangement with the refuse removal policy of the Company. No poisonous chemicals may be discharged anywhere on the Complex Area. The use of any part of the Complex Area whether on land or at sea by Tenants / Visitors is entirely at their own risk.
Inside shower caddie – wall mount 1 120 Inside shower soap dish plain – wall mount 1 100 Large mirror above butcher block basin 1 400 Five-peg wooden clothes hook 1 120 Spare toilet roll holder – wall mount 1 80 Fisherman’s Bathroom – next to Shell’s Cabin Chrome pedal bin with plastic inner bin 1 200 Blue bath mat 1 60 Toilet brush holder and brush – wall mount 1 120 Soap dish at basin – wall mount 1 400 Toilet roll holder – wall mount 1 80 Inside shower caddie – wall mount 1 120 Inside shower soap dish plain – wall mount 1 100 Large mirror above butcher block basin 1 400 Spare toilet roll holder – wall mount 1 80 Five-peg wooden clothes hook 1 120 In passage outside: Yellow frame with flags picture 1 300 Five-peg wooden clothes hook 2 120 In passage outside: Beige coloured large sun design mirror 1 300 Deck Patio chairs white 10 900 Patio tables white 3 1200 Gas braai unit in stainless steel with accessories 1 6000 Gas bottle 9 kg 2 1200 Gas Braai Cover 1 300 Braai toolset – one each of spatula, tongs, fork, lifter in custom pouch 1 300 Whistling Kettle 1 750 Cocktail lounge sign 1 50 One peg wooden clothes hook 2 20 Four peg wooden clothes hook 2 80 Kitchen Multiplug – Surge Protected 1 300 White coffee mugs 10 20 Soup bowls white 10 15
ITEM QTY Unit Price (ZAR)* Duly Signed and Checked by MareSol Staff Date ___________________ Name _____________________ Signature ________________________
Drugs/Alcohol Services Tier 2/Early Help Services Education Welfare YOS Health Visitor Other Police Section 7 – Reason for Referral: Immediate Risk Immediate Risk Referral Section 8 – Reason for Referral: Step Up Referral Step Up Referral Section 9 – Voice of the Child/ren
d"No ;+:yfkg :jfjnDag ;+nUgtf k|lt:kwf{sf] ;t{df v'nf kf/:kl/stfsf] ;t{df v'nf ;kmntf ;]jf ;zStLs/0f t];|f] M bfz{lgs tx ;ª\u7g lgwf{/s lghfotL ;+:yf ;xsf/L ;+:yf ;+:s[lt pTkfbgsf] pkef]usf] k|s|d j}ejsf] ;j{hgLs/0f ;j{hgsf] j}ejzfnLs/0f cled'vLs/0f csf{h:tf cfkm"tkm{ cfkm"h:tf csf{tkm{ vf]hL pTkfbg ;Ifdtfdf cfwfl/t ;+j[l4 zf]if0fljxLg cfly{s ;DaGwx¿df cfwfl/t ;+j[l4 lgZro kl/tf]lifsdf lge{/ ;Eotf g} pGgt x'G5 kl/>ddf lge{/ ;Eotf g} pGgt x'G5 `= :yfgLo ljsf;df dxTj ljkGghgsf] ax'cfoflds ;zStLs/0fsf] pQ/f]Q/ cleofg rnfpg
cooking and heating needs and there was a large back kitchen with a stone floor; a large scrub top table; a washing boiler, heated with wood; a large sink with lift-pump which with hard work filled the supply tank in the attic; plus a small larder. The bedroom accommodation was rather more adequate, but by having to share the stairs with the Rector, we constantly checked that he was not going upstairs at the same time as any of us were. Kennerleigh Rectory Mum, in particular, worked very hard and long hours to feed and clothe both us and the Rector. He bought few new things, so mending everything from socks to bed sheets was a weekly ritual, whilst Dad worked both for the Rector as his gardener, and for Maurice Lee at adjacent Woodbeare Farm. Although there was very little money for all the basic needs of the family, we were involved in and supported all the local activities. Much activity centred around church affairs. I played the organ in Kennerleigh church for several years. Village dances were our only outside social interest and I was a regular visitor to our own and surrounding halls, using my bike as my means of transport. Even at one or two in the morning there was little danger from cycling alone, often for several miles, along deserted country roads. I left school at 14 in 1935, with little or no qualifications and consequently was unable to seek the sort of job that I would have wished and living so far out in the country even a secretarial job or nursing were out of the question without going away to lodge. My mother would not have this, so I went to work for the Clements family who ran a butcher’s shop in Sandford. This was hard work and largely menial but helping to bring up the children was some compensation. I was largely on my own in bringing up Joyce Clements, the youngest of their four children, right from birth. Her mother was fully occupied in the shop. I cycled between Kennerleigh and Sandford every day come wind or shine.
Tempi Stage Procedura Strumenti Modalità di interazione 5 min Step 1 Brainstorming Foto Gli studenti forniscono esempi 25 Step 2 Esposizione argomenti: lezione frontale dialogata Video/foto Gli studenti prendono appunti e intervengono sulla tematica proposta con quesiti 15 Step 3 Discussione guidata LIM Gli studenti argomentano guidati dal docente 15 Step 4 Problem solving LIM Materiali cartacei degli strumenti Smartphones Lavoro di gruppo 15 min Step 5 Verifica orale comprensione dei contenuti Gli studenti espongono a gruppi o singolarmente 15 min Step 6 Riepilogo Discussione in plenaria 30 min Step 7 Verifica: Test a scelta multipla e a domanda aperta)
Entry Form Marginalen Bank Diving Cup 2018 Att.4 Girls/Ladies Name Year of birth D 1m D 3m C 1m C 3m C Plat- form B 1m B 3m B Int 3 m Int Masters Boys/Men Name Year of birth D 1m D 3m C 1m C 3m C Plat- form B 1m B 3m B Int 3 m Int Masters Syncronized diving girls: Te Dive Syncronized diving boys: Tm Dive
Grading Rubric for Marginal Analysis CRP A B C D F Economic Analysis (up to 10 points) Correctly determines the solution either by accurately identifying marginal benefits and marginal costs or another economically valid rationale. Identifies the path to the solution less articulately, but still achieves the optimal solution. Misidentifies marginal benefits and marginal costs as the solution path, and finds the wrong solution. Economic analysis is not present in the solution. Does not offer an economic solution to the problem. Mechanics (up to 10 points) Written analysis coherently follows the identified solution. Written analysis less coherently follows the solution. Written analysis does not follow the solution. Written analysis is difficult to follow. Written analysis is not present.
Accounts Tax Advice Business advice V.A.T – Payroll Partnerships Limited Companies Self – assessment Sole traders Sub - contractors Established in 1986 Ecclesfield Sheffield S35 9WE Email: info@cartersmith.co.uk Telephone: 0114 246 6464 Fax: 0114 245 6249
Contact Numbers for Local Groups Ecclesfield Rainbows Gatty Hall Tuesday Leader - Mrs B Travis Tel: 0114 2453504 Ecclesfield Brownies Gatty Hall Monday Leader - Mrs M. Myers Tel: 0114 2452452 Ecclesfield Brownies Gatty Hall Tuesday Leader - Mrs A. Kendall Tel: 0114 2468866 Ecclesfield Guides Gatty Hall Thursday Leader - Mrs C Topham Tel: 0114 2461289 The Grenoside Singers Practice Monday in St Mark’s Church Hall at Secretary: Gary Leigh Tel: 0114 2464714 www.grenosidesingers.co.uk Ecclesfield Cubs Scout Hut (off Yew lane) Wednesday 2ndPack Leader - Mrs A Hancock Tel: 0114 2402398 Ecclesfield Priory Players EPPIC Theatre Monday Wednesday Secretary –Carol Travis Ecclesfield Beavers Scout Hut (off Yew lane) Monday Leader - Mrs J Steel 0114 2460218 Thursday 6.00 -715 pm Rachael Otter 0114 2461752 Ecclesfield Scouts Scout Hut (off ) Tuesday Leader - Mr. E. Buttimer Tel: 0114 2586935 Group Scout Leader Rob Kirk Tel. 0114 2209212 Whitley Hall Cricket Club Practices - Seniors - Wednesdays Up to 13 yrs - Thursdays 14 yrs to17 yrs - Fridays Manager - Steve Fletcher Secretary – Joe Webster Tel: 0114 2452518 www.whitleyhall.play-cricket.com If you would like your local group advertised please contact: Mrs P Blackburn 0114 2468453
Accounts Tax Advice Business advice V.A.T – Payroll Partnerships Limited Companies Self – assessment Sole traders Sub - contractors Established in 1986 12/14 Church Street Ecclesfield Sheffield S35 9WE Email: info@cartersmith.co.uk Telephone: 0114 246 6464 Fax: 0114 245 6249
Ecclesfield Rainbows Gatty Hall Tuesday 4.45 pm to 6.00 pm Leader - Mrs B Travis Tel: 0114 2453504 Ecclesfield Brownies Gatty Hall Monday 5.00 pm to 6.30 pm Leader - Mrs M. Myers Tel: 0114 2452452 Ecclesfield Brownies Gatty Hall Tuesday 6.15 pm to 7.45 pm Leader - Mrs A. Kendall Tel: 0114 2468866 Ecclesfield Guides Gatty Hall Thursday 6.30 pm to 8.30 pm Leader - Mrs C Topham Tel: 0114 2461289 The Grenoside Singers Practice Monday in St Mark’s Church Hall at 7:30 pm Secretary: Garry Leigh Tel: 0114 2464714 www.grenosidesingers.co.uk Ecclesfield Cubs Scout Hut (off Yew lane) Wednesday 4:45 pm to 6:15 pm 2nd Pack 6.30 pm to 8.0 pm Leader - Mrs A Hancock Tel: 0114 2402398 Ecclesfield Priory Players EPPIC Theatre Monday 7.30 pm to 10.00 pm Wednesday 7.30 pm to 10.00 pm Secretary –Carol Travis Ecclesfield Beavers Scout Hut (off Yew lane) Monday 6.00 pm to 7.15 pm Leader - Mrs J Steel 0114 2460218 Thursday 6.00 -7.15 pm Rachael Otter 0114 2461752 Ecclesfield Scouts Scout Hut (off Yew Lane) Tuesday 6:30 pm to 8:30 pm Leader - Mr E. Buttimer Tel: 0114 2586935 Group Scout Leader Rob Kirk Tel. 0114 2209212 Whitley Hall Cricket Club Practices - 6.00 pm to 8.00 pm Seniors - Wednesdays Up to 13 yrs. - Thursdays 14 yrs. to17 yrs. - Fridays Manager - Steve Fletcher Secretary – Joe Webster Tel: 0114 2452518 www.whitleyhall.play-cricket.com If you would like your local group advertised please contact: Mrs P Blackburn 0114 2468453 Useful Contacts
Leaf/ Snow Removal Matt Eklund 913.526.2974 J D Jackson 816.803.9914 Rolling Reel Grass Cutting J. Hall 913.233.2541 Yard Work Annamaria 816.810.8872 NOTARY / TAX SERVICE Becky, Tax Representative 913.232.7339/816.516.1959 Open Door Mobile Notary Mary Jane Watson 913.281.4405 PERSONAL Angels of Grace Child Care 1220 Troup Ave Ste. B 913.233.2944 Artistry Cosmetics Mary Jane Watson 913.281.4405 Avon Karen Anver 913.342.2660 Custom Made to Order Jewelry & Watch Repair Tammy Eklund 913.342.2326 Hair Salon Niki 913.710.6216 Housecleaning Angelica 913.235.7573 Housecleaning/Errands Jennifer 913.226.1698 House-sitting/Pet & Plant Care J. Hall 913.233.2541 Housecleaning/Babysitter (24hr)/Dog Walker Annamaria 816.810.8872 Sell It on EBay Bob Anver 913.342.2660 Tina’s Alteration & Repair 913.633.1495 PET SUPPLIES Dresslers Dog Supplies 1708 Steele Rd KC Ks 913.722.2430 PAINTING Todd Bothwell 816.517.6639 PHOTOGRAPHY Freeze Frame Photography Dee Dee Johnson 816.716.8865 RECYCLING C & E Recycling Chris 913.904.8501 Eric 913.907.6764 One Bedroom Amenities Owner Phone Price
Sunday Monday Tuesday Wednesday Thursday 1 Friday 2 Saturday 3 4 5 6 NEIGHBORHOOD WATCH –Clubroom 5:00PM 7 8 SPIRITUAL STUDY, Clubroom 1-2 PM 9 BOARD OF DIRECTORS ELECTION 7:30AM – 7:30PM ------------------------ ANNUAL MEETING 8PM 10 11 12 13 14 15 16 17 ST. PATRICK’S DAY 18 19 THE HOMES BOARD MEETING 6 PM 20 21 CREDIT UNION BOARD MEETING 4:30 PM 22 SPIRITUAL STUDY, Clubroom 1-2 PM 23 24 25 26 27 28 29 30 31
1:30 In the Bag-RH 6:30 Documentaries & Discussion – MVDR Sing Along- RH 22 10:15 RC Mass- CH 23 11:00 Group Exercise 2:00 Bowling 1:30 Faith and You ALPHA - CH 24 1:30 Java Music Club 1:30 Creative Writing- RH 6:30 Drumming -RH 25 10:15 RC Mass- CH 11:00 Group Exercise 1:30 Pay It Forward – CR 3:00 A Personal Touch 6:30 Documentaries & Discussion – MVDR 26 9:30 Mind Aerobics 1:30 Bingo –MVDR 1:30 News & Views 2:00 Scripture Study –MVDR 2:30 Marian Delight- MVDR 27 10:00 Dressing Room for Seniors- TS 11:00 Green Thumbs 11:00 Worship Service -CH 6:30 Inspirational Song Hymn Sing Along- RH 28 10:30 Music with Conn Smythe- RH 2:00 Bingo - MVDR 29 10:15 RC Mass- CH 30 9:30 Look What’s Happening 11:00 Group Exercise 1:30 Faith and You ALPHA – CH 1:30 Bowling MVDR = Marian Villa Dining Room CR = Craft Room TS = Town Square RH = Recreation Hall CH= Chapel
Body Paragraph 2 (R.A.C.E.R.) Cite a quote or paraphrase an example from the passage that supports your thesis (main idea). Explain why that quote/example supports your thesis. Repeat. R: A: C: E: C: E: Body Paragraph 3 – Optional (R.A.C.E.R.) R: A: C: E: C: E: Conclusion (Restate Thesis) Use the transitional phrase, “In conclusion…” In conclusion,
in refusing Constitution Hall to a great artist .... You had an opportunity to lead in an enlightened way, and it seems to me your organization has failed." Marian believed strongly in the civil rights movement. She knew firsthand the pain that racism caused. She understood that the way the controversy with the DAR was resolved would be a milestone for civil rights. Despite public outcry, the DAR would not back down and let Marian sing. With Mrs. Roosevelt's support, the Secretary of the Interior arranged a special concert for Marian, to be held at the Lincoln Memorial. Seventy-five thousand people attended. In many ways, Marian's concert was considered to be America's first civil rights rally. That night, she took a stand against discrimination and for equality. The first words she sang were: "My country, 'tis of thee, sweet land of liberty, of thee I sing." The Open-Hearted Way Marian realized that equality in the United States would be achieved when every person was willing to stand up for what is right. As a public figure, she felt a responsibility to set an example. After the 1939 incident, she did her part by turning down concerts for segregated audiences. "The minute a person whose word means a great deal dares to take the openhearted and courageous way," she said, ''many others follow." As Marian's career progressed, America changed. She performed in many prestigious locations, including Constitution Hall, where she sang after the DAR changed its policies. By 1954, segregation was declared unconstitutional. The Civil Rights Act was signed into law in 1964, the year Marian retired from performing. By then, many of the barriers she'd had to fight through were disappearing. Marian's farewell tour began in front of an admiring crowd at Constitution Hall. Copyright © 2005 Highlights for Children, Inc., Columbus, Ohio. Photo credits for "Marian Anderson": Marian Anderson Collection, Rare Book and Manuscript Library, University of Pennsylvania, Philadelphia, PA. What is the article mainly about? civil rights songs that Marian Anderson liked to sing Marian Anderson’s friendship with Eleanor Roosevelt how Marian Anderson learned to sing how segregation affected Marian Anderson’s career Why did Marian Anderson think she would be accepted to sing at Constitution Hall in 1939? because she believed the DAR would consider only her musical skill because she had sung at Constitution Hall before she went to Europe because she thought that Eleanor Roosevelt would recommend her
PRESENTATIONS/CONFERENCES: Special Invitation to participate in the White House Conference on Inclusive STEM Education for Youth of Color (October 2016) Attended the 4th Annual Diversity Abroad Conference, “From Outreach to Support: Navigating Expansion and Inclusion,” in Atlanta (April 2016) Co-presented “Travelers EDGE Program, “Leveraging Local Resources: Lessons Learned from a Corporate Consortium” at the Council for Opportunity in Education 2012 Annual Conference in New York City (September 6, 2012). Presented “Mapping Success in Graduate School: Linkages to Academic and Professional Roles” at the 9th Biennial Puerto Rican Studies Association Conference in Hartford, Connecticut (October 2010). Presented “Strategies for Implementing a Successful CAS Self-Evaluation for One or Multiple TRIO and Other Educational Opportunities Programs” at the New England Educational Opportunity Association (NEOA) Conference, Hyannis, MA (April 2010). Presented “Creating Study Abroad Opportunities for Low Income, First Generation, and Ethnic Minorities at the University of Connecticut, USA: A Successful Model” at the Australian and New Zealand Student Services Association (ANZSSA) Biennial Conference at Queensland University of Technology in Brisbane, Australia (December 2009). Presented “Mentoring and Leadership: Crossing Over between Administration and Academia” American Association of Hispanics in Higher Education (AAHHE) Conference (March 2008). Presented “Approaches to College Preparation: The TRIO Programs” at the 7th Annual College Transition Conference sponsored by the University of Connecticut’s First Year programs, Early College Experience & Neag School of Education (June 2007). Represented the Connecticut Association of Latinos in Higher Education at the Latino Summit Conference in Puerto Rico (March 2006). Presented “Student Support Services at the University of Connecticut: Partnerships with other offices, counseling, summer program, peer advising and study abroad” at the 28th Annual New England Educational Opportunity Association Conference (2004). Presented “Choosing the Right School for You” at Quest Conference, (2004, 2005). Panel Presentation: “Hispanic culture out of the shadows into the mainstream” Hispanic Heritage Celebration Forum – Phoenix, Inc., Hartford Connecticut (October 2003). Presentation on “Identity and Culture” for graduate student course, Latinos and U.S. Education, University of Connecticut-Storrs, fall & spring (2000-2008) Represented the University of Connecticut at Connecticut Association of Educational Opportunity Programs Conference (1986-present) Maria D. Martinez Page 4
CRITICAL THINKING QUESTION RUBRIC Levels of Achievement Criteria No credit Below Expectation Approaches Expectation Meets Expectation Exceeds Expectations Content 0 points Student does not answer questions posed. Discussion demonstrates a clear misunderstanding of key concepts. No apparent familiarity with assigned material. 5 points Students answers questions posed. Student has a basic grasp of concepts, but arguments are sometimes incomplete or poorly supported with examples/references. Actual knowledge of material is outweighed by improvised comments and remarks. 10 Points Student answers questions posed. Student has a solid grasp of concepts, but arguments are incomplete or poorly supported with examples/references. Displays familiarity with most readings, but tends not to analyze them or explore connections. 15 Points Student answers questions posed. Student has a solid grasp of concepts, and arguments are complete and well supported with examples/references. Comments clearly demonstrate that the student has done the required readings. Provides competent summaries and/or analysis of issues in answers. 20 Points Student answers questions posed. Student has a solid grasp of concepts, and arguments are complete and well supported with examples/references. Student provides thoughtful answers; offers original analysis and comment; incorporates assigned readings, as well as additional references and outside experience where relevant. Comments clearly demonstrate that the student has done the required readings, and that the student comprehends the course material and its significance. Communication Skills 0 Points Postings are poorly written or difficult to follow. Postings contain significant errors in spelling or grammar. 2 Points Postings are adequately written with some errors in spelling or grammar. Tone of material could be presented in a more professional manner. 3 Points Postings are well written, clear and concise. Postings maintain a professional tone with no errors in spelling or grammar. References 0 Points Does not include references. 1 Point References are included, but references do not support statements. Poor choice of references or minimal in number. 2 Points Full use of references in postings. References provide substantial support to statements.
ESSENDON AVONDALE HEIGHTS Avondale Heights Parklands Riverside Park Aberfeldie Canning • Reserve MARIBYRNONG Park Anglers Tavern ••• • Maribyrnoong Park MOONEE PONDS Canoe Club Medway Golf Club To Brimbank Park Lower Maribyrnong River Boating and Visitor Guide MAIDSTONE • Pipemakers Park & the Living Museum of the West Fairbairn Park • Golf Driving Range Golf RAS Water Body Major Road River Cruises Jetties BBQs Boat Hire Picnic Areas Playgrounds Footbridge Archery Club Rowing Club • • • Footscray Park Newells Paddock Wetlands reserve Flemington Racecourse • • KENSINGTON 0 375 Metres FOOTSCRAY • Cartography by Parks Victoria • Business Systems, June 2000 H:MapInfo\Workspcs\Standard\ Parknotes\City and Bays\ Marib Visitors.wor YARRAVILLE MMEELLBBOOUURRNNEE CBD Yarra River 0 2.5 5 Kilometres Port Bay
MARINE DESIGN Semester V Part-A What are the stages of ship design? Write down the four stages of ship design process. What is design integration? What makes a good design great? What is mission requirement? What are the owner’s requirements in a new design process of a ship? How to identify mission requirements? What do you mean by ship dismantling? What are the different phases in design spiral? What is “nesting”? What are the marine activities which are taking place in the recent marine industries? What are the different types of cargo that are transporting through sea ways? What is the difference between VLCC and ULCC as deadweight id concern? What is difference between TUE and FEU? Explain the function of a dredger. Find out the present value of future amount of Rs 1000 in 3 years at an interest rate of 10%. What is amount of interest and rate of interest? A person deposited Rs.1,00,000 in a bank for one year and got Rs.1,10,000 at the end of one year. Find out the total amount of interest and the rate of interest per year on the deposited money. What is NPVI? What is AAC? What is MARR? What are the different costs included in Daily running cost and Voyage cost? What is Time charter? What is voyage charter? Write down the dead weight governing equation. What is displacement? How to convert volume displacement to weight displacement? What is displacement coefficient? For a new design, a ship owner has specified of 9000 tonnes. Information from data base of previously built similar ships suggests CD to be 0.715. Estimate the fully loaded displacement (∆) and the lightweight for the new ship.
Marie Grace Giramahoro IARD 4960 11/1/2017 Summer 2017 International Experience Reflection Paper I spent the entire summer in Rwanda where I worked with Agribusiness Focused Partnership Organization (AGRIFOP) for a period of six weeks. It was such an incredible experience as it allowed me to have an off campus learning experience relevant to my major. The first time I left Rwanda was back in August 2016 when I came here in the United States for studies. I had never been away from my family for such a long time, so it was very exciting to know that I would be doing my first internship experience in Rwanda, a country I was born and raised in. I arrived in Rwanda on the night of June 3, and started my internship a week after. On my first day of work, my co-workers were very welcoming, and helped me adjust to the office culture. The CEO presented me with the organization’s profile, and semi-annual reports of the second phase of the RADD (Rwanda Agro Dealer Development ) project to have an idea of the kind of projects they have been/ are involved in. AGRIFOP, in a brief summary, is a organization that was established in 2012 with an objective of improving food security and livelihoods in developing transitional rural markets in Rwanda, strengthening the market processes as well as empowering rural Rwandan farmers to create wealth and improve their livelihoods by transforming subsistence agriculture to market oriented agriculture. In May 2014, AGRIFOP received a grant from Alliance for a Green Revolution for Africa (AGRA) to implement the second phase of the Rwanda Agro Dealer Development (RADD) project.The first phase had been implemented by International Fertilizer Development Center (IFDC). It was a three years project, which began in January 2010 and ended in May 2013. It contributed to the intensification of agriculture in Rwanda by increasing the availability, accessibility and affordability of quality agro-inputs (seeds, fertilizers and crop protection products, or CPPs) through an extensive network of agro-dealers. The RADD II began in 2014, and ended in April 2017, and its contribution was to further strengthen and intensify the activities of the agro dealer networks, focusing particularly in the Southern and Eastern provinces of Rwanda. The project’s goal was to contribute towards increasing smallholder farmers’ agricultural productivity and
Works Cited Crutcher, Chris. Whale Talk. Greenwillow Books. 2001 De la Pena, Matt. We Were Here. Random House Inc. 2009 Gallo, Donald R. First Crossing: Stories About Teen Immigrants. 2007 and Yang, Gene L. American Born Chinese. First Second. 2006 Schafer, Steve. The Border. Sourcebooks Fire Genre. 2017 Miller, E. Ethelbert. “Freedom Candy” The 100 Best African American Poems, p167. Compiled by Nikki Giovanni. Sourcebooks, Inc. Poet. 2010
Figure 7.18 Ligaments and fibrocartilage discs uniting the vertebrae. Homeostatic Imbalance 7.3 Herniated (prolapsed) disc: Figure 7.18 (continued) Ligaments and fibrocartilage discs uniting the vertebrae. General Structure of Vertebrae Each vertebra consists of an anterior body and a posterior vertebral arch that, together with the body, form the vertebral foramen through which the spinal cord passes. The vertebral arch consists of two pedicles and two laminae, which collectively give rise to several projections: a median spinous process, two lateral transverse processes, and paired superior and inferior articular processes. The pedicles have notches on their superior and inferior borders called intervertebral foramina, which provide openings for the passage of spinal nerves.
March 2015 Sun Mon Tue Wed Thu Fri Sat 1 2 Finish gene regulation/ start Evolution 3 Darwin’s theory and Ideas that influenced him HW: RPmouse Evo 4 split 4 for quiz Start Hardy Weinberg Animal Development Quiz HW: H-W Pract. Prob 5 4/5 double Continue with HW, goldfish activity HW: Finish Activity tables 6 4/5 during 4 Selection HW: google quiz due Monday at 8am, HW problems 4/5 still needs to turn in Monday and finish lab question 7 8 9 3/4 during 3, no 4/5 Parent/Teacher Night 10 11 3/4 during 4 12 4/5 double Lab: Natural Selection 13 3/4 double 14 15 16 split 4 17 split 4 Lab: natural selection, brine shrimp 18 4/5 double 19 4/5 during 4 20 Blast lab 21 22 23 3/4 double Cladograms 24 Review, finish evolution 25 Blast due Evolution Unit Test (origin of life chpt. will not be on this test) 26 History of life on Earth ** natural selection lab due** 27 3/4 during 4 Start Botany Plant project assigned 28 SAT SESSION AT Melrose High School 29 30 split 4 Botany 31 MCAS No AP rotation 1,2,3 1 (April) MCAS Practice AP Exam at 8:00am in Votaw and Campbell’s room (FRQ’s in the morning, MC and grid-in in the afternoon) Rotation 7,4,5,6 2 MCAS No AP , rotation 7,1,2 3 ½ day 3 and 4 meet
Objectives Overview of Muscle Tissues 1. Compare and contrast the three basic types of muscle tissue. 2. List four important functions of muscle tissue. Skeletal Muscle 3. Describe the gross structure of a skeletal muscle. 4. Describe the microscopic structure and functional roles of the myofibrils, sarcoplasmic reticulum, and T tubules of skeletal muscle fibers. 5. Describe the sliding filament model of muscle contraction. 6. Explain how muscle fibers are stimulated to contract by describing events that occur at the neuromuscular junction. 7. Describe how an action potential is generated. 8. Follow the events of excitation-contraction coupling that lead to cross bridge activity. 9. Define motor unit and muscle twitch, and describe the events occurring during the three phases of a muscle twitch. 10. Explain how smooth, graded contractions of a skeletal muscle are produced. 11. Differentiate between isometric and isotonic contractions. 12. Describe three ways in which ATP is regenerated during skeletal muscle contraction. 13. Define EPOC and muscle fatigue. List possible causes of muscle fatigue. 14. Describe factors that influence the force, velocity, and duration of skeletal muscle contraction. 15. Describe three types of skeletal muscle fibers and explain the relative value of each type. 16. Compare and contrast the effects of aerobic and resistance exercise on skeletal muscles and on other body systems. Smooth Muscle 17. Compare the gross and microscopic anatomy of smooth muscle cells to that of skeletal muscle cells. 18. Compare and contrast the contractile mechanisms and the means of activation of skeletal and smooth muscles.
Works Cited Page Long, Carolyn Morrow. “Marie Laveau,” KnowLa Encyclopedia of Louisiana. Ed. Joyce Miller. 4 May. 2012. Louisiana Endowment for the Humanities. 13 Jan. 2011 Chambers, Wendy Mae. “Marie Laveau,” Voodoo on the Bayou. “Marie Laveau,” Wikipedia.
Why do you think the children “pick on” Miss Lottie? Would you have done the same thing? (detail, inference) 3. What does the author mean by “memory is an abstract painting”? (detail) Find the quote that expresses what the “loss of innocence” means to Lizabeth. Now, internalize that and explain what that means to you. Explain how this has changed Lizabeth. (detail, judgment) Examine the line: “I suppose that futile waiting was the sorrowful background music of our impoverished little community when I was young.” Underline words from this quote that reveal something about the narrator’s feelings during this time in her life. Then explain the tone of this sentence based on the words you underlined. (detail, judgment) Identify the theme(s) in Marigolds. List three themes. Explain your answer. (detail, inference) Describe the climax of this story. (detail) Discuss how Miss Lottie reacts to Lizabeth’s fit. Explain why Lizabeth describes her fit as her “last act of childhood?” (detail, inference)
Member of Astronomical-Astronautical Society of Zagreb Reviews for international scientific journals Annales de Limnologie – International Journal of Limnology (2012, 2014) Polish Journal of Ecology (2012, 2013, 2014) Proceedings of the Zoological Institute of the Russian Academy of ScienceZootaxa (2014) Review of Hydrobiology (2012) Zootaxa (2014) ZooKeys ̶ Subject Editor for Empidoidea since 2014 Personal Skills Mother tongue Croatian Other Languages Language English Understanding C2 Speaking C2 Writing C1 Language Spanish Understanding C1 Speaking B1 Writing C1 Language German Understanding A1 Speaking A1 Writing A2 Communication Skills Very good communication skills, active in establishing contacts and engaged in maintaining collaborations with domestic and international experts, which is also reflected through teamwork and continuous collaboration on scientific projects and numerous publications Organisational / Managerial Skills I have participated in the organization of the celebration of the 140th anniversary of Department of Zoology, I was research associate at the exhibition held to mark this celebration titled: "Unbreakable bonds of zoology department of Croatian Natural History Museum and Department of Zoology, Faculty of Science” (2014) I have participated in the organization of 1. Congress of research assistants and associates at the Division of Biology, Faculty of Science, held in the Botanical Garden in Zagreb 13 April 2012 I have participated in the organization and presentation of Division of Biology at the University Fair (2006, 2007, 2008 and 2012) I have participated in the “Night of biology” as a leader of the group of Environmental sciences (2010, 2011) I have organized 10 lectures in Department of Zoology, Division of Biology within the scientific seminar entitled "Scientific and Other talks" (2008) I have participated in the organization of the basic astronomy course at the Observatory in Zagreb (2003) Technical and Computer Skills Working with a number of methods of field data collection of different life stages of aquatic insects and other aquatic animals Good computer skills; Windows Operating System, MS Office, Adobe Photoshop and Illustrator, various programs such as CANOCO, PRIMER, STATISTICA
The earthquake, the One who was nailed to the wood, Seeing Him die could only say, ‘Surely this man was the Son of God’. Death was defeated, the stone rolled away - And man was released from all his bonds, Christ rose as victor that glorious day. The Light had pushed the darkness back, He now stands resplendent for all to see, Forgiveness, redemption all wrought on the cross, The eternal fruits of Calvary. By Megan Carter Sometimes our faith is weak, O Spirit, sing, that doubt may go, Lord, help us hear you speak. Transform us through your Spirit’s voice And set our hearts alight, So truly may our hearts rejoice And shine with Godly light. For those who hear the Spirit’s song, Are filled then with His power! Their light shall shine the whole day long And praise fills ev’ry hour! by Nigel Beeton Ecclesfield Park - Annual Easter Egg Hunt And Craft Activities Tuesday 22 March - 1pm to 3pm Meet at the Bowling Pavilion £1 per participating child Includes Egg Hunt prize & Craft activities Refreshments will be on sale - We look forward to seeing you Organised by the Revitalising Ecclesfield Park & Pavilion Group Contact Numbers for Local Groups
## ## female male ## 109 91 There is more female than males in this data set, but the distribution is more even than with the races of students. ggplot(Highschoolandbeyond, aes(x=gender)) + geom_bar(fill ="yellow") Student’s School Type table(Highschoolandbeyond$schtyp) ## ## private public ## 32 168 The majority of students in this data type go to public school rather than private school. ggplot(Highschoolandbeyond, aes(x=schtyp)) + geom_bar(fill ="pink") School Type Vs. Race table(Highschoolandbeyond$schtyp, Highschoolandbeyond$race) ## ## african american asian hispanic white ## private 2 1 2 27 ## public 18 10 22 118 prop.table(table(Highschoolandbeyond$schtyp, Highschoolandbeyond$race)) ## ## african american asian hispanic white ## private 0.010 0.005 0.010 0.135 ## public 0.090 0.050 0.110 0.590 ggplot(Highschoolandbeyond, aes(x=schtyp, fill=race)) + geom_bar(position = "dodge") The graph shows that most of the students are in public school with many of them being caucasian. School Type Vs. Gender table(Highschoolandbeyond$schtyp, Highschoolandbeyond$gender)
Parents’ names and mailing address: Name and mailing address of financial supporter if other than parent: Parents’ or financial supporter’s annual income and expenses: Parent’s financial statement (confidential) Annual Income Particulars Amount Salary and allowances of father or male guardian Rs Salary and allowances of mother or female guardian Rs Income from investments Rs Income from real estate rentals Rs Income from agriculture Rs Income from business enterprises Rs TOTAL Rs Assets 1. Cash / bank Amount Current Rs Savings Rs TOTAL Rs 2. Investments Amount Stocks Rs Bonds Rs Other: Rs TOTAL Rs 3. Personal belongings Amount Household furnishings Rs Jewelry Rs TOTAL Rs 4. Real estate Amount Home with land Rs Other dwelling (specify): Rs Other land (specify): Rs Farm or plantation Rs Business Rs TOTAL Rs TOTAL ASSETS (lines 1+2+3+4) Rs I hereby certify that this statement is accurate to the best of my knowledge.
Persistent offenders are a minority of youth offenders, but they are responsible for a disproportionate amount of offences. There is little research into the issue of young people reoffending in adulthood, but one study showed that an earlier age of onset offending is related to a higher risk of recidivism. ******************************* Sentencing laws across Australia impose reasonably consistent obligations on judicial officers. Broadly speaking, the same obligations apply nationally when sentencing children and young offenders. If I take the Victorian Children Youth and Families Act as an example, there are a number of essential things that a judge or magistrate must consider in the sentencing process when dealing with children and young offenders. Broadly speaking they are: the need to strengthen and preserve the relationship between the child and the child’s family; the desirability of allowing the child to live at home and allowing the child’s education, training or employment to continue without interruption or disturbance; the need to minimise the stigma;
I am available for the duration of this opportunity that may last through to September. Requirements Upon Hire: To be eligible to work in this position you must meet and fulfil the following criteria prior to the position start date: Must be legally entitled to work in Canada. Are you legally entitled to work in Canada? New employees will be required to complete pre-employment medical based on the physical and/or cognitive demands required for a position? Because of the environment this position will be working in, should an offer be extended, prior to the first day on the job, candidates over 18 years will be required to consent to completion of a Criminal Background Check with favourable results. I am aware that successful candidates will be required to complete a criminal background check with favourable results prior to commencement of employment. Must be in possession of and present an official Social Insurance Number at time of hire. For those positions that require a valid Driver’s Licence, candidates will be required to consent to the running of and favourable results of a Driver’s Abstract in good standing. Yes No New employees will be required to complete Health & Safety and other mandatory training on or before their first day of employment, and that other training (including Health & Safety policies) and job specific training will also be required? Please submit only this application form and your resume. Do not include copies of transcripts, licences, certificates, vulnerable sector checks, criminal background checks, Social Insurance Numbers, references, etc. Yes, I understand that I am only to submit this application and my resume at this time. Where did you first become aware of this job opening? The City of Quinte West website at Through our job subscription (signed up for notification when a job was posted)? Through Through Twitter: Through Through a newspaper ad. If yes, which one?
CLASS REPRESENTATIVES 1953 – Jackie (Brown) Kenny 1954 – Betsy (Neff) Cote 1955 – Nancie (Anderson) Weber IN MEMORIAM 1956 – Edie (Williams) Wingate 1957 – Shirley (Huff) Dulski 1958 – Pat (Terpening) Owen 1959 – John “Mike” Hall 1960 – Ren Briggs 1961 – Betsy (Schley) Slepetz 1962 – Dona (Hale) Ritchie
Gary Schroeder Status Report – March 1, 2016 From: Ruth Lund (55) Bethea News from Gary's daughter-in-law: "Gary has been unable to participate in his rehab program due to chronic pain, so he is now under comfort care orders. It's still a work in progress, but we feel better with extra eyes on him and he is in less pain. Gary’s wife has moved, so all cards should be sent to: 444 E. Medical Center Blvd Apt #401 Webster, TX 77598 Please continue praying for Gary, his wife and family. Thank you." _________________________________________________________________ A little reminder to all –if/when you change your email address, please let Pat or me know, if you want to continue to receive the newsletter. Too many times we only find out when you send us an email saying you haven’t received the newsletter in few months. Thanks guys. _____________________________________________________________________________ ROSTER CHANGES
Weather, dehydration, & biting insects weather conditions likely to be encountered (strong sun, high UV, rain, strong wind). Toxic/poisonous, wildlife/ plants Lyme disease ticks occur in area but no encounters yet Fish and sea urchin spines – gloves worn Sleeping, washroom & laundry facilities Dorm rooms are shared with one other student (same sex). Bedding is provided, but towels etc. are not. Floors are generally segregated by gender. Each floor has a shared bathroom / showers. Coin operated washing/laundry facilities are available Meal plans & food allergies Any food sensitivities / allergies should be communicated to course personnel as soon as possible. Vegetarian meals may be accommodated by the dining hall staff, though strict vegans are unlikely to be satisfied (in our opinion and experience). Other requests for dining accommodations will be addressed individually, but keep in mind this is a field station not a restaurant. Non-academic responsibilities Degree of isolation The town of Saint Andrews is a 15-20-minute walk from the station. It has grocery, pharmacy, post office, souvenirs, hardware, and restaurants. A small health centre is in town, the closest hospital is the Charlotte County Hospital in Saint Stephen NB. Alcohol & drugs Alcohol is permitted in dorm rooms only Vaccinations/ Insurances No additional vaccinations needed Social Situations Shared dorm rooms. Final comments This is a great course to learn techniques in marine biology and oceanography and develop interpersonal skills.