zilongwang/ReadingBank huggingface dataset:
Which one of these options describes your motivation to get involved in the weekly Ladder Development Program group sessions? - Not interested at all - I’d consider it - I would like to get involved - I can’t wait to get started! Which option describes your thoughts on being matched up with a mentor while at Ladder Port Adelaide Foyer? - No thanks - I’d think about it, but unlikely - I’d consider it - More than likely - Sign me up now! Which option describes your interest in using the local gymnasium and being involved in regular Health and Wellbeing sessions? - No thanks - I’d think about it, but unlikely - I’d consider it - More than likely - Sign me up now! What projects are you interested in being involved with while at Ladder Port Adelaide Foyer? (E.g. building, sports, book clubs, leadership groups, gardening, etc.) Please describe your connection with your current community. (E.g. Family and social relationships) Drugs, Alcohol and Legal Do you use Drugs and/or Alcohol? If yes, please provide more information Do you have any legal issues? If so, do you require support? Never Socially Monthly Weekly Daily Please outline any past history in regards to drugs, alcohol and/or legal issues More about you….
Ladder of Discourse Discourse Thinking beyond the text Found it! Information that supports answering your science question Huh? Questions you have Tweet Text to Self Connection (something that relates to your real life) Ladder of Discourse Discourse Thinking beyond the text Found it! Information that supports answering your science question Huh? Questions you have Tweet Text to Self Connection (something that relates to your real life)
“Tackling Lad Culture on Campus” Northeast Summit Summit Report Dr Sue Abbott and Dr Andy Mullen What is ‘Lad Culture’? While some people may dismiss lad culture (i.e. sexist and homophobic language and behaviour rooted in a warped sense of masculinity) as ‘harmless’ and ‘just a bit of fun’, the research to date indicates that it leads to a whole set of problems on campus and in wider society. These include
LADY REDBIRD BASKETBALL CAMP Intermediate School GYM (4th-9th) JUNE 4-8, 2018 10:15AM-12:15PM ELIGILBILITY Any girl entering grades 4th-9th for the school years. COST $45.00 Covers instruction, awards, and a t-shirt. Return Applications and Checks to: Tracy Steed at Frankfort Intermediate School or the High School Checks payable to Tracy Steed Questions? Contact Jory Dial at the High School 932-3126 or Tracy Steed’s Cell Phone 384-9325 Return Applications and checks by May 25, 2018 so t-shirts can be ordered. (Applicants will be accepted up to day of camp.) PERMISSION SLIP The undersigned (parent or guardian) understands that the basketball camp will consist of physical activities which contain an inherent risk and releases the Frankfort Community School District, the Basketball Camp, its Coaches, and Employees from any and all liability for personal injury arising out of the applicant’s participation in the camp. I hereby grant permission for my child Name______________________________ To attend the Redbird Basketball Camp and be treated by a licensed physician in the event of any injury or illness. I affirm that my child is in good physical health and has health insurance coverage through our family insurance plan, which is _______________________________ Please not any specific medical conditions or allergies: _______________________________ _______________________________ Parent or Guardian Signature and Date:
Date: 16 Sept 2017 Event: Police Sport UK National Champs Venue: Springwood LC, Derby Category 1 Jess NYE Surrey Ladies -70 2 Entry 3 1 3 Category 1 Geri ELLIS West Midlands Ladies +70 2 Entry 3 1 3 Category 1 Jethro CHRISTIE North Wales Men Open 2 Gary COLE Dyfed Powys Entry 3 Geraint OWEN North Wales 4 3 Jack DOWNEY Metropolitan Category 1 Jess NYE Surrey Ladies Open 2 Geri ELLIS West Midlands Entry 3 2 3 Category 1 James BEARNE Metropolitan Kyu Open 2 Robert MORGAN Metropolitan Entry 3 Jarinder SALISTA Cumbria 4 3 Andy ADAMS Surrey Category 1 Fred ITIOSE Metropolitan Vets Open 2 Richard STOTHARD Surrey Entry 3 Gary LIDDLE Surrey 3 3 Total Number of Entries: 15 Compiled by: Andy Grand
In the years between 12,000 and 8,000 years ago the maple tree gained abundance in the Midwest and Great Lakes region. Based on what you know about the climate of present day Vermont, what does that tell you about the climatic conditions of the time in this region? Consider the change in the maple concentration in the past 500 years. What factors, other than climate, may have altered its abundance?
gets out of their control. Increased awareness of the core group members on legal provisions, have helped in reducing child marriages in the state. Girl children are being given space to educate themselves. Their mobility has also improved. Improvement in measurable indicators Before Feb 2013 After Feb 2013 Nature of interventions 0 Formal programme of GOMP on Mission Mode Duration Only during Akshaya Tritiya Throughout year Budgetary provision No Budget line Area of interventions Selected traditionally Child Marriages prone districts Entire state Citizen centricity Administrative / Legal interventions Community led supported by core members and Administration Enforcement of PCMA 2006 For a limited period Whole state/ Every citizen/ Service providers/Children Better beneficiaries feedback _ Live contact with victims, citizens, core members Transparency stakeholder participation Administrative All stakeholders participating right from design to execution Prevention at time of marriage 2010 - 29 2011 - 67 2012 - 100 March 2013 - 181 March 2014 - 401 March 2015 - 1511 Up to June 2015 - 1239 Timely intervention before marriage 2010 - NA 2011 - NA 2012 - NA March 2014 - 17000 March 2015 - 51835 Up to June 2015 - 9814 FIR 2010 - NA 2011 - NA 2012 - 1 March 13 - 4 March 2014 - 21 March 2015 - 41 Up to June 2015 - 97 Cases forwarded to Courts 2010 2011 NIL 2012 March 13 - 1 March 2014 - 2 March 2015 - 8 Up to June 2015 - 17 Declaration of child marriage as Null and void NIL March 2015 - 3 Up to June 2015 - 7 Workshops, Awareness Campaign, Rallies Interdepartmental NIL Across the state NIL Interdepartmental 374 Across the state 87604 Home visits NA 16 lacs Brand Ambassadors No 1554 childrens Capacity Building No Priest 18460
SUBJECT OF ALLEGATION Name D.O.B Name of Employer/ Agency Occupation Name of line manager Employers address Home Address: Details of any other activity or employment where they may come in contact with children Details of any convictions Have there been any previous LADO referrals Professional Person’s Ethnicity The categories below are defined by the Department for Education and Skills. In addition to helping us to consider the particular needs of the child / young person being referred, this information will allow better planning of our services. White British □ Caribbean □ Indian □ White and Black Caribbean □ White Irish □ African □ Pakistani □ White and Black African □ Any other white background (please specify) □ Any other Black background (please specify) □ Bangladeshi □ White and Asian □ Chinese □ Any other Asian background (please specify) □ Any other mixed background (please specify) □ Not stated □ Any other ethnic group (please specify) Religion
Grant Number Title Role in Project Years Amount Current Grants R01MH099007 Pubertal Maturation and Motivational Influences on Frontolimbic Systems PI (35%) $2,865,893 R01MH101096 Neural correlates of adult outcomes of childhood ADHD: Affect, reward and control Multiple PI (20%) (Molina, Ladouceur) $3,651,323 R01MH103241 Influence of Social Threat on Reward Function in At-Risk Adolescent Girls Multiple PI (25%) (Silk/Ladouceur) 04/01/2015- 03/31/2020 $3,648,781 Administrative Supplement: Pubertal Maturation and Motivational Influences on Frontolimbic Systems PI 07/06/2016- 05/31/2017 $106,240 R01MH060952-16 Children of Bipolar Parents: A High Risk Follow-Up Study CoI (10%) $6,426,410 Pending Grants Prior Grant Support R01MH060952-16 (Birmaher/Phillips) Children of Bipolar Parents: A High Risk Follow-Up Study CoI (10%) $3,554,620 PA-HEAL (Lewis) Reducing the Cognitive Consequences of Cannabis Use by Adolescents CoI (15%) $4,201,046 R01MH091327 (Silk) Puberty and Threat/Reward Processing in the Trajectory from Anxiety to Depression CoI (10%) 8/24/2010- 6/30/2015 $2,451, 456 K01MH083001 Toward the Identification of Neurodevelopmental Risk Markers of Bipolar Disorder PI (100%) 4/1/2008 – 9/30/2013 $731,304
2 Is there a need for urgent action to safeguard the child? Yes No 3 Is further information needed from other agencies? Yes No 4 Is an ABE (video) interview of the child needed? Yes No 5 Is a medical examination needed? (If yes, consult with the community paediatrician) Yes No 6 Is an interview with accused member of staff needed? Yes No 7 Do Human Resources need to be involved? Yes No 8 Does a referral need to be made to DBS and regulatory bodies? Yes No 10 Will a Need to Know be completed? Yes No ADDITIONAL DECISIONS By whom By when 1. 2. 3. 4. 5. 6. 7. 8. Date of next strategy meeting if appropriate: Final Outcome: Please delete as appropriate Malicious False Unsubstantiated Unfounded Substantiated Definitions of outcomes Malicious- there is sufficient evidence to prove there has been a deliberate act to
e. In order to permit all stakeholders access to the information posted on the website or OASIS listed in Section II, B.3.d, only public information will be shared, and in accordance with state and local laws, only public business shall be conducted in public local transmission planning meeting(s). Unresolved Issues The status of any stakeholder issues that were not resolved during the local transmission planning process will be addressed by LADWP in the following local transmission planning process cycle (Q2 Meeting). Regional Transmission Planning This Section of Attachment K to the LADWP OATT implements the requirements for regional planning set forth in Federal Energy Regulatory Commission Order Nos. 890 and 1000. LADWP engages in regional planning and coordination within the WestConnect regional process (Regional Planning Process), which also includes LADWP’s participation in interregional planning in the United States portion of the Western Interconnection through its participation in WestConnect. The purpose of the Regional Planning Process is to produce a regional transmission plan (the Regional Plan) and provide a process for evaluating projects submitted for cost allocation in accordance with the provisions of this Attachment K and those business practices adopted by WestConnect in the WestConnect Regional Planning Process Business Practice Manual, as may be amended from time to time, available on the WestConnect website (Business Practice Manual). Overview The WestConnect Planning Region is defined by the transmission owner and transmission provider members (referred to generally as Transmission Owners) participating in the Regional Planning Process and for which WestConnect is conducting regional planning. The service areas of the Transmission Owners consist of all or portions of nine states: Arizona, California, Colorado, Nebraska, New Mexico, Nevada, South Dakota, Texas and Wyoming. Non-public utilities such as LADWP are invited to participate in the Regional Planning Process.
LADWP uses the ATC formula in R7 and R8 of the MOD-029-1a Rated System Path Methodology: ATCF = TTC – ETCF – CBM – TRM + PostbackF + CounterflowsF ATCF is the firm Available Transfer Capability for the ATC Path for that period. TTC is the Total Transfer Capability of the ATC Path for that period. ETCF is the sum of existing firm commitments for the ATC Path during that period. CBM is the Capacity Benefit Margin for the ATC Path during that period. LADWP currently does not utilize CBM. TRM is the Transmission Reliability Margin for the ATC Path during that period. LADWP currently does not utilize TRM. PostbacksF are changes to firm Available Transfer Capability due to a change in the use of Transmission Service for that period, as defined in Business Practices. CounterflowsF are adjustments to firm Available Transfer Capability as determined by the Transmission Service Provider and specified in their ATCID. ATCNF = TTC – ETCF – ETCNF – CBMS – TRMU + PostbackNF + CounterflowsNF ATCNF is the non-firm Available Transfer Capability for the ATC Path for that period. TTC is the Total Transfer Capability of the ATC Path for that period. ETCF is the sum of existing firm commitments for the ATC Path during that period. ETCNF is the sum of existing non-firm commitments for the ATC Path during that period.
Imagery Task 2 Directions: Write your thoughts to the following question: Based on the information in the two texts, what can we infer about the thought process of the engineer when designing a parachute? Task 3 Discussion Questions: What is a parachute and how does it work? Describe some characteristics of a good parachute. 3. How does Newton’s First and Second Law play a role in the phenomena of falling?
Staffordshire Cricket is pleased to offer the following girls competition to all secondary schools. The aim of this competition is to provide girls in Secondary School education with an opportunity to compete in a National competition to create regular participation through a fun and fast version of the game. Lady Taverners Under 13 & Under 15 Indoor 8-a-side Competition Please note that we have a north and south competition, your school can enter whichever one you wish. Due to high level of interest in this competition, we will take applications on a first come first served basis. Tuesday 6th March 2018 Under 13’s South Aldersley Leisure Village Aldersley Rd, Wolverhampton, West Midlands WV6 9NW 9.00am – 3.30pm Tuesday 20th March 2018 Under 13’s North Fenton Manor Sports Complex City Road Stoke on Trent, ST4 2RR 9.00am – 3.30pm Tuesday 13th March 2018 Under 15’s South Aldersley Leisure Village Aldersley Rd, Wolverhampton, West Midlands WV6 9NW 9.00am – 3.30pm Wednesday 22nd March 2018 Under 15’s North Fenton Manor Sports Complex City Road Stoke on Trent, ST4 2RR 9.00am – 3.30pm The County Finals for this competition will take place on Tuesday 27th March at Aldersley Leisure Village The Regional finals will follow this final and the dates and venues will be announced shortly. Lady Taverners Application form – 2018 Name of school Name of contact Mobile contact number Email address Under 13 Competition South (6th March) Number of teams entered – Under 13 Competition North (20th March) Number of teams entered – Under 15 Competition South (13th March) Number of teams entered – Under 15 Competition North (22nd March) Number of teams entered – Please return this form to Jenny Moore at by Friday 26th January.
14. Right-click the Group Policy Results node and choose Group Policy Results Wizard. 15. When the Group Policy Results Wizard starts, click Next. 16. On the Computer Selection page, click Next. 17. On the User Selection page, click to select the Select a specific user and then click Adatum\User1. Click Next. 18. On the Summary of Selections page, click Next. 19. When the wizard is complete, click Finish. 20. With user1 on WKSTN-MBR-B selected, in the right pane, click the Details tab. 21. Examine the options to verify that User 1 is receiving the IE settings that you just set by clicking show next to User Details, Settings, and Policies. 22. Expand show next to Windows Components/Internet Explorer and Windows Components/Internet Explorer/Compatibility View. 23. Take a screen shot of the Group Policy Management console showing the Internet Explorer policy settings displayed with the Group Policy Results by pressing Alt+Prt Scr and then paste the resulting image into the Lab 8 worksheet file in the page provided by pressing Ctrl+V. Question 4 If you have confirmed GPO settings are configured correctly, and the GPO is assigned to the correct container, which command can be used to ensure that the GPO settings is deployed to the user immediately? Force 24. Close Group Policy Management Editor. End of exercise. Leave the Group Policy Management console open for the lab Challenge. Lab Challenge Suppressing Compatibility Warnings Overview To complete this challenge, you must demonstrate how to suppress the compatibility warnings. Mindset The Windows 8 users at Contoso, Ltd. are restricted to a predefined
Interview Day Host School Monday 13th January 2014 All Day The Oaks Primary School Sharples Hall Drive, Sharples , Bolton BL1 7HS Tuesday 28th January 2014 All Day Red Lane Primary School Red Lane, Breightmet, Bolton, BL2 5HP Tuesday 11th February 2014 All Day The Oaks Primary School Sharples Hall Drive, Sharples , Bolton BL1 7HS Tuesday 25th February 2014 All Day St Saviours C of E Primary School Fold Road, Stoneclough, Radcliffe, M26 1EU Wednesday 19th March 2014 All Day Pikes Lane Primary School, Gibraltor Street, Bolton, BL3 5HU Thursday 10th April 2014 All Day St Paul’s C of E Primary School Newnham St , Bolton, BL1 8QA 1.2 THE STRUCTURE OF THE DAY
levels required during the programme and related national assessments, so you will be expected to work quickly and to score high marks. No spelling aids or calculators will normally be allowed. Questions will sample your knowledge of the listed topics: English You will be given a short text and asked about the author’s use of written English, including: identifying and explaining the author’s use of certain styles or features explaining the meaning of the whole text and individual words identifying parts of speech and types of sentence identifying word structures identifying errors of spelling, grammar and punctuation During the rest of your interview you must also speak and write clearly and correctly, using Standard English and cursive handwriting. Mathematics You will be given a short test which may include: the number system (integers, fractions, decimals, indices) mental calculations with the above multiples, factors and ratios number sequences linear equations and inequalities interpreting graphs and co-ordinates properties of shapes measurement (common calculations and imperial/metric units) interpreting statistical data calculating probabilities Science how to carry out investigations and interpret results Life Systems (biology) the functioning of organisms continuity and change ecosystems Materials and their Structure (chemistry) particles compounds and reactions changes of state Physical Processes (physics) electricity and magnetism energy, forces and motion light and sound the Earth and beyond Notes
GAME DATE/TIME/LOCATION JV/EARLY RELEASE TIME VARSITY HOME/AWAY TUE, Dec 8 vs Northgate 5:00 Kick-Off carpool meet at 3:00 7:00 Kick-off AWAY 1 FRI, Dec. 11th vs Campolindo 4:15 Kick Off carpool meet at 3:00 6:15 Kick off AWAY 2 WED., Dec. 16th vs Alhambra 4:15 Kick Off 6:15 Kick off HOME 3 FRI., Dec. 18th vs Las Lomas 4:15 Kick Off 6:15 Kick off HOME 4 Wed., Jan. 6th vs Dublin 4:15 Kick off Early Release 2:15 carpool meet at 2:20 6:15 Kick off AWAY 5 FRI. Jan. 8th Vs. Dougherty Valley 4:15 Kick off 6:15 Kick off HOME 6 WED. Jan 13 BYE BYE BYE 7 FRI. Jan 15 vs Acalanes 4:15 Kick off Early Release 2:45 carpool meet at 2:50 6:15 Kick off AWAY 8 Fri., Jan 22nd vs Campolindo 4:15 Kick off 6:15 Kick off HOME 9 Wed., Jan 27th vs Alhambra 4:15 Kick off: Early Release 2:30 carpool meet at 2:35 6:15 Kick off AWAY 10 Fri., Jan. 29 vs Las Lomas 4:15 Kick off Early Release 2:45 carpool meet at 2:50 6:15 Kick off AWAY 11 Wed., Feb 3th vs Dublin 4:15 Kick off 6:15 Kick off HOME 12 Fri. Feb 5th vs Dougherty Valley 4:15 Kick off Early Release 2:15 carpool meet at 2:20 6:15 Kick off AWAY 1 Tues. Feb. 9th BYE BYE BYE 14 Thur. Feb 11th vs Acalanes 4:15 Kick off 6:15 Kick off HOME
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Research Pedigree - 5 Generation First Lady Helen Taft Name: First Lady Helen Taft AKC #: SR529674/02 10-10 Breed/Variety: Labrador Retriever Birth Date: 10/23/2008 Sex: Female Colors/Markings: Chocolate Breeder(s): Brady Jarvis SR529674/02 10-10 Chocolate SR295861/07 08-07 Chocolate AKC DNA #V545937 SN644023/01 12-04 Chocolate SN327572/03 11-97 Chocolate SF498435 11-90 Chocolate SD194670 10-83 Chocolate SF260049 01-89 Black SM951509/03 01-95 Black SE295299 08-92 Black SF587878 08-92 Yellow SN373795/01 11-97 Chocolate SN038870/04 09-95 Chocolate SF341457 04-93 Chocolate SM767968/04 04-93 Chocolate SN176278/05 09-95 Chocolate SM944723/08 01-94 Chocolate AKC DNA #V129131 SM922515/08 01-94 Chocolate SN802251/05 12-04 Chocolate SN625927/02 04-01 Chocolate SN468265/01 06-99 Chocolate SN246707/01 03-97 Chocolate SM967733/05 10-95 Chocolate OFA36G SN531575/04 06-99 Chocolate SN032293/03 02-97 Chocolate SN296031/09 02-97 Chocolate SN198651/06 08-96 Chocolate SF689437 01-95 Chocolate SE217351 04-89 Chocolate OFA73E SF385026 03-90 Chocolate
OFA30G SF942865 04-93 Chocolate SF128640 10-90 Black SF343498 05-89 Chocolate SR290623/02 08-07 Chocolate SR143642/04 01-06 Yellow SN865611/06 05-04 Chocolate SN279475/04 01-01 Chocolate SM958908/07 11-95 Chocolate OFA30G SN116047/08 11-95 Chocolate SN647136/06 01-01 Yellow SN337117/16 08-99 Yellow SN509327/03 08-99 Black SN794718/04 12-02 Yellow SN689397/01 03-01 Chocolate SN572794/02 02-00 Yellow SN563830/01 02-00 Chocolate SN633764/08 03-01 Yellow SM821363/04 03-95 Yellow AKC DNA #V121269 SN091162/06 03-95 Black SN911056/01 07-04 Chocolate SN385053/02 07-02 Chocolate SN298724/03 12-96 Chocolate SN032293/05 05-95 Chocolate SN164798/07 02-96 Chocolate SN278523/05 12-96 Chocolate SN111057/01 11-95 Chocolate SN191064/09 11-95 Chocolate SN795622/09 08-02 Chocolate SN495666/04 12-00 Yellow SN223558/06 02-98 Yellow SN191462/02 02-98 Yellow
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Ability to develop a multi-perspective analysis of local, global, international, and intercultural problems Assessment Activity/Artifact: Author’s Project: The candidates will conduct research of two authors from different cultural backgrounds and compare and contrast how they reflect multiple cultural perspectives through the use of different literary devices and genres. For example, Tommie de Paola was an Italian descendent. Most of his books were influenced by his Italian heritage and growing in America while Patricia Polacco was a Russian descendent who write stories about Russian traditions practiced in America. Both authors write stories about their personal experiences of immigrant families that come to the United States due to political and economic problems in their countries. Evaluation Process: Candidates will be evaluated through a rubric that will include the following: Genre, style & sound: Bring at least five books and Identify the authors’ genre preference, style and sound; demonstrate how authors get their message through about local, global, and intercultural problems Authors’/illustrators’ background: Identify how historical, cultural and personal elements contributed to the creation of children’s books Compare and contrast how authors from different cultural backgrounds express similar concerns about global issues Minimum Criteria for Success: Success will be measured in a 2 of 3 on a 3 point rubric Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome Ability to analyze the various literary devices and genres that authors use to present multiple perspectives of local, global, international and intercultural problems. Use of Results for Improving Student Learning To be entered after each time course is taught
7.10 Nonconforming work 7.10.1 a) b) c) d) e) f) 7.10.2 Does the laboratory have a procedure for dealing with nonconforming work? Does the procedure ensure that: The responsibilities and authorities for the management of nonconforming work are defined; actions (including halting or repeating of work and withholding of reports, as necessary) are based upon the risk levels established by the laboratory; an evaluation is made of the significance of the nonconforming work, including an impact analysis on previous results; a decision is taken on the acceptability of the nonconforming work; where necessary, the customer is notified and work is recalled; the responsibility for authorizing the resumption of work is defined. To produce Records for Clause 7.10.1 (b) to (f) 7.10.3 Does the laboratory take corrective action when it is found that nonconforming work could recur or that there is doubt about the conformity of the laboratory’s operations with its own management system? 7.11 Control of data and information management 7.11.1 Does the laboratory have access to necessary data and information to perform its laboratory activities? 7.11.2 Does the laboratory validate its laboratory information management systems for functionality and proper functioning of interfaces before introduction? Does the laboratory authorize, document and validate any modifications to its laboratory software? 7.11.3 a) b) Is the laboratory information management system protected from unauthorized access? safeguarded against tampering and loss?
3rd Grade LAFS Template LAFS.3.RL.3.7 Standard: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Assessment Limits: Items may require the student to explain how an illustration relates to the text. Items may ask the student to consider how illustrations affect the meaning of the text. Essential Skills/Concept Academic Vocabulary/Cognates Teaching Notes and Strategies Understand character, plot, setting Recognize how illustrations contribute to a story Explain how illustrations contribute to what is conveyed in words in text to create mood and describe character or setting illustration(s) ilustración contribute contribuir convey aspect(s) aspecto mood words and phrases *Refer to Grade 3 ELA Item Specifications on page 14 to view the following standard: LAFS.3.SL.1.3 Sample FSA Question Stem to be modified based on selected text. What does the illustration in the passage tell the reader about the narrator? What is the main idea of the presentation? Which detail from the presentation supports the idea that _______? Select word or phrases from the text that identify the mood of the illustration. What is the similarity in the way the pictures are used in both stories? LAFS.2.RL.3.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. LAFS.4.RL.3.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Ministry of Fisheries and Agriculture Lafwar Agrikol 2017 Registration form Name of Participant: Address: Contact Phone Number: Business Name / Address ( if available): Activity to take part in (Please tick the appropriate box) CROPS SR100 per stall per day PROCESSED PRODUCTS SR100 per stall per day LIVE ANIMALS SR200 per stall per day MEAT SR200 per stall per day FISH SR200 per stall per day REFRIGERATED TRUCKS SR250 per truck per day UTILITY REQUIREMENTS □Water □Electricity □Fruits □Fruits □Chicken □Fresh □Fresh Amount □ Single phase □ 3 phase □Vegetables □Vegetables □Goats □Salted □Salted Size □ Spices □ Meat □ Rabbits □Cooked □Smoked □ Root crops □ Others □ Guinea pig □ Can □Plants □ Others □Flowers please specify Number of stall (s) participated with : I, Mr/Mrs/Ms ………………………………………………………………………. agree to participate in the Lafwar Agrikol 2017, at the NSC Hall, on Sunday 3rd December 2017 and to comply with all the conditions set for this activity. Signature: …………………………………………………………............. Date: …………………………………………………………… Deadline for Registration is 12:00PM Thursday 23rd November 2017 For more information please contact the Ministry of Fisheries & Agriculture on 4672300
Ministry of Fisheries and Agriculture Lafwar Agrikol Oktob 2018 Registration form Name of Participant: Address: Contact Phone Number: Business Name / Address ( if available): Please tick the appropriate box CROPS & PROCESSED PRODUCTS LIVE ANIMALS FISH/MEAT FOOD & BEVERAGES UTILITY REQUIREMENTS □Water □Fruits □Vegetables □ Herbs □ Root crops □Plants □Flowers □ Chips □ Pickles □Jams □Cakes □Chicken □Goats □ Rabbits □Guinea pig □ Guinea fowl □Fresh □Salted □Smoked □ Can □Meat products (black pudding, crackles) □Food: SR300 per stall per day □Drink: SR500 per stall per day □Electricity □Single phase □3phase REFRIGERATED TRUCKS Amount Size Others Number of stall(s) participated with : I, Mr/Mrs/Ms ………………………………………………………………………. agree to participate in the Lafwar Agrikol Oktob 2018, at the NSC Hall, on Sunday 21st October 2018 and to comply with all the conditions set for this activity. Signature: …………………………………………………………............. Date: …………………………………………………………… Deadline for Registration is 12:00PM Monday 1st October 2018 For more information please contact the Ministry of Fisheries & Agriculture on 4672300
Field Hours: Student Teaching 480 (minimum) Field Experience 252 (minimum) Foundations 20 Diversity 40 STARS 30 (minimum) Opening School 80 Adolescent Development 10 912 (minimum) Additional (Optional) Field Hours: volunteer hours Exploring Teaching course 40 History Day course
Golf Girls’ Volleyball/Basketball/Track LINK Crew Mu Alpha Theta Honor Society National Honor Society NJROTC Resume (Yearbook) Science Club/Science Fair Speech Team Student Council Team Pride 2016-2017 BELL SCHEDULE Monday – Friday Enter Square Area- 1st Bell – Report to 1st Period Tardy Bell 7:05 7:35 7:45 1st Period 7:35 – 8:35 2nd Period 8:39 – 9:29 Gator Time (for on campus students only) 9:33 – 9:58 4th Period 10:02 – 10:52 5th Period 10:56 – 11:46 1st Lunch 11:46 – 12:20 6th Period 12:24 – 1:14 7th Period 1:19 – 2:09 8th Period 2:13 – 3:06 Please note: Special bell schedules will be followed for testing and other special activities. These will be announced on an “as needed” basis.
Question for Consideration: (Please note that this Theme’s Question draws from lectures and readings for Theme Two and Theme Three. You must incorporate lectures and readings from both weeks into your answer. Due by 10:45 am 9/21 via TurnItIn.com) If it is historically accurate to characterize Spanish and Portuguese colonialism as a brutal system in which native Americans and peoples of African descent were oppressed, why didn’t they successfully dismantle colonialism for over three hundred years? Theme Four: “¡Americanos!” Independence M 9/21; W 9/23; F 9/25 Lecture Outline: Colonial Crisis (1808-14) What’s Napoleon got to do with Latin American History? First Wave Movements: Argentina and Mexico II. Colonial Collapse ( 1820s) South America: “Plowing the Sea,” 1810-1825 Mexico: From “Indian” Uprisings to Native Empires: 1810-1825 Brazil: The “Bloodless Revolution” and the “Brazilian Party” Reading Section (Fri. 9/25) General discussion of reading assignments, Question for Consideration, and potential quiz so bring a #2 pencil. Key Terms Nativism Napoleonic Invasion Creole Brazilian Party Simón Bolívar Republicanism Readings: Chasteen, Chapter 3, “Independence,” and “Countercurrents,” pp. 91-116. José María Morelos, “Sentiments of the Nation” (1816) [primary document.] From Mills & Taylor: Colonial Latin America, pp. p. 341-344. In Readings as “Morelos, Sentiments.” Simón Bolívar, “The Jamaica Letter,” (1815) [primary document]. From E. Bradford Burns and Julie A. Charlip, eds, Latin America: A Concise Interpretative History (7th ed.): pp. 79-83. In Readings as “Bolívar, Jamaica.” Question for Consideration: (Due by 10:45 am 9/28 via BLACKBOARD)
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: Students will write an historical perspective analytic essay, 4 pages, 12 pt font, with footnote citations. The essay will offer an explanation for the ways in which the notion of citizenship has changed over the last half-century in Latin America and the Caribbean. The writing will feature evidence-based research from primary, secondary, and theoretical sources. The primary source work will be a comparative analysis of two historic music albums and two contemporary records. Evaluation Process: Students must prove that they understand the concept of citizenship as set forth by course readings. They must apply the concept to historic contexts (Cuba, Jamaica, or Brazil) by explaining local events along with political and social struggles. Then students must analyze the four albums, contrasting (and/or comparing) the meanings and notions of citizenship as explained or implied in the primary sources. Essays must feature a clear introduction and conclusion, a thesis statement, footnote citations, and body paragraphs demonstrating scholarly engagement with source material. In addition, students must give quality time to listening to the primary sources. I will expect them to (bravely) venture their own original interpretation of these. Minimum Criteria for Success: Students must score a minimum grade of “C” on the assignment. Sample: All students will be assessed. To be entered after each time course is taught Course Learning Outcome At the end of this assignment, students should demonstrate competency in applying reading strategies to primary sources, providing original interpretations that connect with theoretical and historical course readings. Part of this “literacy” of primary documents means understanding that historical concepts (such as ‘citizenship’) do not need to be explicitly named in the primary source for it be an issue in question or under debate. In addition, this project is aimed at developing in students the historical thinking concept of historical perspective. Students should demonstrate (through language and in explanations) that they recognize how the idea and meanings of “citizenship” have changed over time and space. Use of Results for Improving Student Learning To be entered after each time course is taught
A NOTE FROM DIRECTOR CHERYL LYNN BRUCE Every production is a kind of eventful journey, especially the arduous birth of a brand new stage work; however, La Havana Madrid has proven to be a true adventure. From the day Sandra Delgado spoke to me of her dream-of-a-play, stirred by conversations with her parents’ memories of a long-gone club, there was a sparkle and a hum about the La Havana Madrid project and it has yet to abate. The cast of talented and skillful actors challenged me. We worked deep and hard in rehearsals, but there was always a bright spirit in the room. Lively discussions about scenes and characters in the play generated deeper insights and propelled us all forward. At week’s end, a rousing impromptu performance by our sterling band of musicians had everyone in the room clapping, twisting and turning with joy. As for our fleet of accomplished designers, I warned them that I would ask them for magic, and they each wonderfully delivered. Lastly, I must tell how Sandra Delgado’s generosity and trust humbled me, for our “Scribe” had faith that I would bring her newest work of art fully to life. I am indebted to Sandra and the rest of my Teatro Vista family for their staunch, unflagging support and continued very best wind my sails could ever have. La Havana Madrid continues to be a most marvelous blessing in every direction!
US Green Building Council 2011-present Evaluator for Green Schools Fellows program; Thought partner Green Schools Catalyst Quarterly (New Journal of Green Schools National Network) 2016-present Editorial Board Founding Member Journal of Research on Organization in Education 2016-present Editorial Board Founding Member Journal of Research in Leadership Education 2010-present Editorial Board Member Journal of School Leadership 2013-present Editorial Board Member American Educational Research Association William Boyd Mentor (Politics of Ed SIG and UCEA) 2012, 2013 Dissertation Awards Review (Leadership for Social Justice SIG) Fall 2011 Secretary/Treasurer for Systems Thinking SIG 2010 – 2011 University Council for Educational Administration (UCEA) Plenum Session Representative for Auburn University 2009-present Peer Review for Conference Proposals 2006-present 2012 Convention Planning Team 2011-2012 Elections Committee for the Executive Committee 2011,2012 New DEEL (Democratic Ethical Educational Leadership), Temple University New DEEL Ning (Social Network Website) Coordinator 2009 – 2011 New DEEL Winter Conference 2007, Planning Committee 2006 – 2007 Lehigh University Dean of the College of Education Search Committee 2007 – 2008 Graduate Student Senate, Educational Leadership Representative 2004 – 2008 Graduate Student Senate, Budget Committee 2006 – 2007 Enhancing Graduate Student Life Committee, College of Education 2005 – 2008 Teacher Leadership Certificate Program, Program Design Committee 2004 – 2008 Educational Leadership Faculty Search Committee, College of Education 2004 – 2005 Pennsylvania Schools to Watch State Team 2006 – 2009 Pennsylvania Middle School Association Eastern Region Board guest 2006 – 2007 HONORS Emily R. and Gerald S. Leischuck Endowed Associate Professorship for Educational Leadership. Auburn University College of Education 2017-2022
2.2.1 Scrivener Dam Scrivener Dam, at the western end of the lake, was completed in 1963, impounding the waters of the to form Lake Burley Griffin. Figure 2.2 Scrivener Dam just after construction in 1964. (Source NLA) Figure 2.3 Scrivener Dam just after construction in 1964. (Source: NLA) Figure 2.4 West Basin in 1964. (Source: NLA) Figure 2.5 West Basin in 1964. (Source: NLA) The dam is named after Robert Charles Scrivener (1855–1923), who recommended the site for the National Capital in 1909. The German designed and built ‘fishbelly, flap gates’ of the dam are considered rare in and allow for a precise control of water level. This is important in a recreational and ornamental lake, as good water-level control eliminates a ‘dead area’ between high and low water. The dam can withstand a 1 in 10, 000 (Annual Exceedence Probability) flood event. The dam is a vital feature of the lake. crosses directly over the dam wall. The wall can’t be seen on the lake side, as it is a water spillway with five bays, 30 metres long with 5.5 metre high flaps. There is a line of red buoys in front of the dam wall preventing access to the spillway (Figures 2.2 and 2.3). 2.2.2 is the area to the west of the surrounded by beaches, mixed tree species and the limestone outcrops of . is enclosed by the landform of the and dominated by the of (described below). The shoreline surrounding the Basin from the around to is roughly circular in shape. The dominant architectural features of are the and the (Figures 2.4 and Figure 2.5).
The following should be considered for placement in this course: 85+ in AP Calculus AB, AP Calculus teacher recommendation, local administrative approval Note: College credit may be earned. ADVANCED PLACEMENT STATISTICS 1210320 Credit: 1.0 The Advanced Placement Program determines course content. The content should include, but not be limited to, the following: exploratory data-observing patterns and departures from patterns, planning a study – deciding what and how to measure, anticipating patterns in advance – producing models using probability and simulation, statistical inference—confirming models. The following should be considered for placement in this course: 50+ on PSAT Math, 85+ in Analytic Geometry Honors/Trigonometry Honors or Pre-Calculus, teacher recommendation, local administrative approval Note: College credit may be earned. INTENSIVE MATH 1200400 Credit: Multiple (Elective) This course provides remedial instruction and practice in mathematics skills and concepts. The course should include content identified by diagnosis of each student’s needs for remedial instruction specified in the Progress Monitoring Plan. A student may repeat the course for multiple elective credits if, on subsequent offerings, the required level of student proficiency increases. Prerequisite: Level 1 or 2 on Algebra 1 EOC Science Course Number Course Title 2000310 BIO 1 2000315 BIO CR-ELECTIVE 2000320 BIO 1 HON 2000340 AP BIO 2000350 ANAT PHYSIO 2000360 ANAT PHYSIO HON 2000410 ZOOLOGY 2000440 GENETICS HON 2001310 ERTH/SPA SCI 2001320 ERTH/SPA SCI HON 2001340 ENV SCI 2001350 ASTRONOMY 2001380 AP ENV SCI 2002330 SPACE TECH ENG 2002500 MARINE SCI 1 2003310 PHY SCI 2003320 PHY SCI HON 2003340 CHEM 1
THIS SECTION IS IN DRAFT FORM; ONCE STATE BOARD APPROVED, STAKEHOLDERS WILL BE NOTIFIED Lake County Schools 2014-2015 Dr. Susan Moxley, Superintendent COUNTY SCHOOL BOARD Rosanne Brandeburg Kyleen Fischer Tod Howard Bill Mathias Debbie Stivender DISTRICT CURRICULUM DR. DAVID CHRISTIANSEN – Chief Academic Officer DR. MARILYN DOYLE – Senior Director of Academic Services KATHLENE JARVIS - Director, Curriculum & Instruction KATI PEARSON – Director, Teaching and Learning DR. STACEY ROBERTS - Director, Professional Development & Leadership SEBRINA DILLON-BANKS - Administrative Coordinator, Safe Schools LIZ BOURDON - Director, Federal & Compensatory Education Rusty Dosh – Administrative Coordinator, Federal & Compensatory Education JUDY MILLER - Director, Exceptional Student Education Pat Lawson – Administrative Coordinator, Exceptional Student Education JAN TOBIAS - Director, Student Services Dr. Kristine Hawkins – Administrative Coordinator, Student Services DR. MAGGIE TEACHOUT - Director, Career, Adult & Community Education Julie Summerlin – Administrative Coordinator, Career, Adult & Community Education
Academy of Business & Finance ~ Internship Posting Form ~ Company Name: Lake Shore Central School District Technology Department Company Address: 42 Sunset Boulevard Angola, NY 14006 Send Resume to: Jeffrey Barnes, Director of Technology Contact Person Phone Number: 716-926-2215 Contact e-mail address jbarnes@lakeshorecsd.org Start Date: July 10th, 2017 Job Description: Specific Details of Responsibilities May attach a specific job description Assist in imaging iPads for classroom deployment Assist in imaging Classroom workstations Assist in imaging Chromebooks and setting up carts Assist in recycling of older equipment including moving monitors and computers weighing 40lbs or less. Other technology related work as needed Recommended Skills: Hard work ethic, willing to learn new roles, ability to follow instructions, some lifting required (see above), ladder work not to exceed 10 feet, pulling and testing network wiring Posting Deadline Date: May 25th, 2018 Pay Rate: Minimum Wage No. of Positions Available: 2 Job Application Required Y Additional Comments/Notes or Requirements Applicant must have clearance to ride with Technology Department personnel in their vehicle
WHITTINGTON Breakwater To Geelong StAlbans Park Lakes Golf Park To Geelong Marshall Reedy Lake C121 Second Break Lake Connewarre State Game Reserve Highway Major sealed road Minor sealed road Unsealed road Vehicle track Walking track State Game Reserve Other Reserves Marine Sanctuary Water body Wetlands Recreational Facilities Barbecue-Wood Hospital Swamps Wetlands Hospital Swamps Wetlands RD Tait Point Barwon Heads Airfield L Conn Picnic table Seating Toilets Thirteenth Bea Golf Links 0 0.5 1 K I L O M E T R E S N Cartography by Spatial Vision 2008 M/8802 MELBOURNE * BREAMLEA FLORA & FAUNA RESERVE © e or
Leopold + To Wallington & Queenscliff INSET River Parade To Portarlington Fenwick Pacey Island OCEAN GROVE NATURE RESERVE C129 SEE INSET Ocean Grove Golf Course OCEAN GROVE Murtnaghurt Lagoon BARWON HEADS Barwon Heads Golf Course EWING BLYTH DVE Point Flinders Geelong MELBOURNE LAKE CONNEWARRE STATE GAME RESEReVE Frankstone e Queenscliff e Portsea BASS STRAlT BARWON BLUFF MARlNE SANCTUARY
COUNSELING & DEVELOPMENT CENTER TAVARES Stroke Caregiver Group PHONE: 352-253-9348 101 E. Maud St. TAVARES, FL 32778 SERVICES: Group clinic for caregivers of stroke patients. Designed to provide coping skills, behavior modification techniques and to develop a support network for caregivers. AGE GROUPS: Adults CONTACT: DR. KAREN ESTILL HOURS: Monthly-call for dates FEES: None LANGUAGES: English The Caregivers for Parkinsons Support Group Lady Lake Public Library contact: Judy Brown (352)391-1222 ALS (Amyotrophic Lateral Sclerosis) Indian River, Osceola, Brevard, Orange, Seminole, Lake, Sumter, Marion Counties Last Wednesdays 1:00 pm – 3:00 pm Rhonda Rittenhouse Hibiscus Village Center 1740 Bailey Trail Lady Lake FL 888-257-1717 ext. 109 Caring for the Caregiver- support for caregivers in all types of situations from Alzheimer's to chronic or terminal illness 1st and 3rd Mondays 7pm Ruth Blake Dayspring Village 2725 Robie Avenue Mount Dora, FL 32757 352-383-3310 Caregivers Support Group, where caregivers can share tips, insights, receive support and information about local resources. 2nd and 4th Tuesdays at 1pm Ruth Blake Dayspring Village 2725 Robie Avenue Mount Dora FL 32757 352-383-3310 This is an informal discussion group for any Caregiver or loved one dealing with Parkinson's Disease. 1st Mondays 2:30 - 4:30pm Judy Brown Caregivers for Parkinsonians Support Group Lady Lake Public Library - 225 W. Guava St. Lady Lake FL 32159 (352) 391-1222 DEMENTIA Dementia Caregivers Support Group Avante at Mount Dora Nursing and Rehab Center 30501 Brown Ave., Mount Dora, FL 32757 Hours: First Wed, 2 p.m. Phone: 352-409-5360 Contact: Cheryl Fletcher DIABETES Publix Pharmacy
Estimated: $25,000 - $33,000 a year5d FOR ADDITIONAL INFORMATION PLEASE CONTACT ARIZONA@WORK JOB CENTER LOCATED IN THE D.E.S OFFICE: 228 London Bridge Rd. Lake Havasu City, AZ 86403 (928) 854-0350 ARIZONA@WORK JOB CENTER LOCATED AT: 2001 College Dr. Suite 94 Lake Havasu City, AZ 86403 (928) 453-0710
Baden Moore SAW Ben Bowen SAW David Chudleigh SAW Tim Kruger SAW Wade Stidiford SAW John Martin SAW Gary Fyfe SAW Shaun Richardson DPI WATER Digby Jacobs DPI WATER Jane Latimer DPI WATER Kay Davis DPI WATER Pamela Dunrobin DPI WATER Peter Teasdale DPI WATER Graeme Enders OEH Harvey Johnson OEH John Gilding OEH Kenny Clarke OEH Peter Ewin OEH Steve Meredith OEH Randall Blair OEH Jane Lennon LVAC CHAIR PERSON Neale Draper LVAC DEPUTY CHAIR PERSON John Walsh COMMUNITY Antwon Abdulla COMMUNITY Damian Green MDBA Antonia Shuttleworth MDBA Kyra Evanochko MDBA Hugo Bowman MDBA Paul Cohrs LAND HOLDER Stuart Duncan LAND HOLDER Warren Duncan LAND HOLDER Kaye Gottshuke WLLS Ben Slingsby WLLS Steve McGlashan WLLS Des Jones NSW ALC References Brownbill, R 2014, Lake Victoria Annual Groundwater Report 2013–14, NSW Office of Water, NSW. Cupper, M 2014, Lake Victoria Historically Undisturbed Sediments Investigation, age and environment of shoreline deposits at Lake Victoria.
LAKEFEST 2017 TALENT QUEST Proudly brought to you by the Lakelands Primary School P&C APPLICATION FORM Act Name: Type of Act (Singing, dancing, magic show, comedy etc): Please List the Participates Full Names and Ages (eg. John Smith,10): Equipment You Will Be Using On Stage (4 microphone available): Music Requirements (Background music, song etc.): Contact Person: Contact Number: Terms and Conditions: Entry Fee of $20 per act is applicable and must be paid before the 2nd November Maximum number of microphones available is 4. All performances MUST be family friendly (no inappropriate themes or language), Performances can by no longer than 3 minutes Participates under the age of 15 MUST have a parent or guardian complete and sign this form, and as the contact person. You must bring your own music on the day on either a USB devise or CD. The Lakelands Primary School P&C has the right to refuse applications if it deems necessary. Participation is at your own risk. Signature: ________________________________________________________ Date: _________________________ Please send completed applications to Lakefest@outlook.com