zilongwang/ReadingBank huggingface dataset:
Descriptors: Weak Fair Good Great General Range: Failing to “D” Range “C” Range “B” Range “A” Range Topic Minimally developed May address SOME aspects of the prompt Adequately developed Addresses MOST aspects of the prompt Strongly developed Addresses ALL aspects of the prompt Superior and/or creative development Addresses ALL aspects of the prompt Clarity Vague/Cloudy Little or No Context; Someone who hasn’t read the book will NOT understand; confusing Partly Hazy Partial Context makes someone who hasn’t read the book understand some parts, but not others Clear Context mostly given in consideration of the reader; someone who hasn’t read the book can understand Vivid Definite context included in consideration of the reader; someone who hasn’t read the book will FULLY UNDERSTAND Details Provides FEW or NO details from the book to support the topic Provides SOME details from the book to support the topic Provides MANY details from the book to support the topic Provides MANY PERTINENT details from the book to support the topic Connections or Analysis (text to self, text to text, text to world) No connection or analysis is made to story or topic May include a connection or analysis but may not explain the connection Includes a connection or analysis and explains the connection Includes an insightful analysis or connection and explains it fully Reading Progression Little to no evidence that you have read any further since the last entry was written Some evidence you have read further since the last entry written A good amount of evidence that you have read further since the last entry written Considerable evidence that you have read further since the last entry was written
Perpetually, p. 144- continuing or enduring forever; everlasting Fickle, p. 148- likely to change, especially due to caprice, irresolution, or instability; casually changeable Sallow, p. 153- of a sickly, yellowish color Ominous, p. 155- portending evil or harm; foreboding; threatening; inauspicious Palliative, p. 156- to relieve or lessen Reticence p.157- reserved Demeanor p. 157- conduct; behavior; deportment furtive, p. 157- taken, done, used, etc., surreptitiously or by stealth; secret Daunting, p. 184- to overcome with ; intimidate Meticulous p. 186- taking or showing extreme care about minute details; precise ambivalent, p. 186- having ”mixed feelings about someone or something Oblivious p. 188- unmindful; unconscious; unaware VOCABULARY CHAPTERS 15-20 Nonchalantly, p. 195 - coolly, unconcerned Incessant, p. 195- continuing without interruption Garrulous, p. 196- excessively talkative in a rambling, roundabout manner, especially about trivial matters. Collateral, p. 200- security pledged for the payment of a loan Melancholic p. 201- disposed to or affected with melancholy; gloomy Wallow p. 201 - to flounder about; move along or proceed clumsily or with difficulty pragmatic p. 201- of or pertaining to a practical point of view or practical considerations
The of of a us we about – of of down on down of of an of of be by of by up, and of of an and as of a of of a as over edges of The over moves under a on of and The of at or or or . / L ways ,
an equal and and of When The a away The of As of on a and a when net on an how of on a any you a of - and and on keel not of and NOTE: For of we of on of of at or or or or . or or or
Keinton NC Kit Order Form Name ______________________________________ Hoodies Juniors (£15) Adults (£20) Age 5-6 Womens size 8 Age 7-8 Womens size 10 Age 9-11 Womens size 12 Age 12-13 Womens size 14 Womens size 16 T-shirts Juniors (£10) Adults (£12) Age 4-6 Womens size 8 Age 7-9 Womens size 10 Age 10-12 Womens size 12 Age 12-13 Womens size 14 Womens size 16 Please tick which size you would like and hand this form back to Kath Murray directly or post to Yeomans Acre, Barrow Lane, Pilton, BA4 4BH with your payment, (cheques payable to Keinton Netball Club). Thank you. Received by___________________________ Paid _________
Smith, Sarah. "From Harelip to Slip Up: A Few Too Many Parallels Let Down a Promising Debut.” Rev. of The Kite Runner, by Khaled Hosseini. GuardianCustom Newspapers. Thomson Gale. Syracuse University Library. 26 June 2006 (London, England) 4 Oct. 2003: 27. Stuhr, Rebecca. Rev. of The Kite Runner, by Khaled Hosseini. Library Journal 15 Apr. 2003: 122. Proquest Research Library. Proquest. Syracuse University Library. 27 June 2006. Zaleski, Jeff. "The Kite Runner." Rev. of The Kite Runner, by Khaled Hosseini. Publishers Weekly 12 May 2003: 43. Proquest ABI/INFORM Global. Proquest. Syracuse University Library. 27 June 2006.
Name______________________________________ Amir’s Character Development Journals: Be sure to select a different chapter for each entry. Chapter: Trait/Emotion Supporting Text Evidence: Page____________ Analysis: Context (What’s going on at this point? In what situation does Amir find himself?) Interpretation (How does this evidence illustrate the identified trait or emotion?) Chapter: Trait/Emotion Supporting Text Evidence: Page____________ Analysis: Context (What’s going on at this point? In what situation does Amir find himself?) Interpretation (How does this evidence illustrate the identified trait or emotion?)
Kit Order Form Eppleton Cricket Club 2015 Season Item Junior Size (Please Circle) Adult Size (Please Circle) Price (Please Circle) Quantity Cricket Whites Shirt Medium Boys Large Boys Youth Small Mens Medium Mens Large Mens Extra Large XXL Mens £20.45 Marroon Cap One Size Fits All One Size Fits All £7.95 Yellow Training Top and Under 18s Playing Shirt (ALL UNDER 18S TO WEAR) Small Boys Large Boys Youth (Limited Stock) Small Mens Medium Mens Large Mens £10.00 Yellow Sleevless Playing Sweater Large Boys Youth Not available in Adult Sizes £10.00 Grey Hoody Medium Boys Large Boys Youth Small Mens Medium Mens Large Mens £14.00 Maroon Hoody Medium Boys Large Boys Youth Small Mens Medium Mens Large Mens £14.00 Black Training Shorts Small Boys Medium Boys Large Boys Youth Small Mens Medium Mens Large Mens Junior - £12.50 Senior - £15.50 Black Tracksuit Bottoms Medium Boys Large Boys Youth Small Mens Medium Mens Large Mens Junior - £20.00 Senior - £24.00 Long Sleeved Playing Shirt Not available in Junior Sizes Youth Small Mens Medium Mens Large Mens £21.95 Long Sleeved Playing Sweater (Red Sleeves) Medium Boys Large Boys Youth Small Mens Large Mens £10.00
President’s Message As we start a new administration, I would like you to think about making GFWC Kitsap Peninsula the “IN” thing. How do we do that? By Informing our community about GFWC, by Inspiring our members and the community about what we do, by Involving the community in our projects. And lastly be sure to invite women to come to our meetings and events. Thank you to Julie Thompson for serving as our club president the last 2 years. We appreciate your time and work. Welcome to our new members – Kathy Park, Mary Watson, Sarah Burdick, and Debbie Currier. Thank you, Wanda Foster and Kim Meyers for coming to our May meeting. We hope to see you again. Nancy Juanita Paulson, installing the new officers at May Meeting. Thinking of You Pat Zahn recently fell and broke her hip. Kim Skagen had surgery. Meeting, June 16th 6 pm Subway Bring a friend Bring a smile Bring Food for the food bank Plastic Water bottle caps Cancelled Stamps Campbell’s Labels Peanut Butter & Jelly Federation Forest – Julie, Nina, Laura and other state members attended the dedication ceremony for the opening of the remodeled Catherine Montgomery Interpretive Center at Federation Forest State Park May 23rd. June Calendar 2nd – Happy Birthday Gail Kelly 4th – Kids Day 10-2:30 Kitsap Fairgrounds 4th – Chico Salmon Park 9 - noon 9th – Ladies Night Out 5-8 pm Downtown Bremerton 11th - Garage Sale 10 – 5 pm 16th – June Meeting 6 pm Kitsap Way Subway 25-30th GFWC Convention Baltimore Kids Day June 4th 10-2:30 pm - We will be handing out “WHALE” Packets to people. WHALE stands for “We Have A Little Emergency” and is a program to give emergency workers information about an injured child. Info goes on a car seat or bicycle helmet. We will also be talking to women about joining our club. Ladies Night Out – We provided tissue covers & a club brochure for the goody bags that will be handed out. This is a special night for women to go shopping in downtown Bremerton & Manette. There will be a free shuttle between downtown
Field Partner collects borrower information, including: - Personal details - Photo - Signed client waiver How and when will you collect basic information to write borrower profiles? How and when will you take photos of borrowers? How will you explain to borrowers that their information will be shared publicly on Kiva’s website? Draft a sample explanation, in language that the borrower would understand. Where will you store each borrower’s signed client waiver? Field Partner posts the loan to Kiva’s Partner Admin system (PA2). Who will post loans to PA2? How will this person obtain the borrower information and photo that were collected in Step 2? Loan is edited or translated by Kiva volunteers. (no response required) (no response required) Loan is published to the Kiva website and has a maximum of 30 days to be funded by Kiva lenders. (no response required) (no response required) Field Partner receives the funds (if the loan receives 100% of the requested amount). (no response required) (no response required) Field Partner collects repayments from the borrower. How will you collect repayments from borrowers? Field Partner uploads repayment data to PA2 and remits funds to Kiva as necessary. Who will upload repayment data to PA2? Field Partner posts a progress update to PA2 at end of loan. How and when will you collect progress updates? Who will post progress updates to PA2?
Date: __________________________________________________________
Public Relations (10 points) – Describe every way in which the project was publicized (i.e press releases, news articles, flyers, posters, etc.). *optional addition: provide a publication that was used Results and Project Evaluation (10 points) - Describe the benefits the project provided (i.e. who and the number of people benefitted, the impact on campus or within the community, long term benefits, etc.) Kiwanis Family Improvement (5 points) – Describe how the project strengthened Kiwanis Family Relations within either your club, division, or district. YEARLY EVALUATION (PROVIDE DOCUMENTATION – PICTURES OR COMMUNICATION) ASSESSMENT CRITERIA TYPE ANSWER HERE POINTS EARNED Number of sponsoring Kiwanis Club meetings attended Number of any other Kiwanis Club meetings attended Number of sponsoring Kiwanis Club board meetings attended Number of any other Kiwanis Club board meetings attended Number of Kiwanis events (i.e socials, projects) attended Number of Key Club meetings attended Number of Key Club events attended Number of Builders Club events attended Number of K Kids events attended Number of Aktion Club events attended How many Key To College or CKI 101 programs were presented How many CKI socials, projects, or meetings outside your home club were attended I certify that all the information included in this awards entry is correct to the best of my knowledge. CLUB PRESIDENT OR SECRETARY E-SIGNATURE
6 GENERAL CLAUSES 6.1 The Discloser provides no representation or warranty (express or implied) with respect to any Confidential Information other than that it has the right to disclose such Confidential Information to the Recipient. 6.2 No assignment: The Recipient may not assign, transfer, novate or subcontract this Agreement or any rights or obligations under this Agreement, without the prior written consent of the Discloser. 6.3. No Partnership: Nothing in this Agreement creates a partnership, agency, or joint venture between the Discloser and the Recipient. 6.4 Waiver: A failure by a party to enforce a provision of this Agreement will not constitute a waiver of any right to future enforcement of that or any other provision. 6.5 Severability: Should any part or provision of this Agreement be held unenforceable or in conflict with the applicable laws or regulations of any jurisdiction, the invalid or unenforceable part or provision shall be replaced with a provision which accomplishes, to the extent possible, the original business purpose of such part or provision in a valid and enforceable manner, and the remainder of the agreement will remain binding upon the parties; 6.6 Governing Law: This Agreement will be subject to and interpreted in accordance with the laws of New Zealand and will be subject to the exclusive jurisdiction of the Courts of New Zealand. 6.7 Counterparts: This Agreement may be executed in counterparts (which may be facsimile copies) and all of which, when taken together constitute the one document. AUTHORISED SIGNATORY [Company A] AUTHORISED SIGNATORY [Company B] Signature Signature Full Name (Please Print) Full Name (Please Print) Signing on behalf of (Name of Party) Signing on behalf of (Name of Party) Position Position WITNESS WITNESS Witness Signature Witness Signature Full Name (Please Print) Full Name (Please Print) Occupation Occupation Address Address Date Date
Session Proposal for the TIP Platform Technology, Implementation, Policy Platform To apply for TIP Platform, please complete this form and return it by e-mail to tip_kiww@koreawaterforum.org no later than June 15, 2018. ※ All fields marked with an asterisk (*) are mandatory. Please select the checkbox you would like to choose. 1. Session Reference Focus Area* □ Smart Water Management Keywords: Urban Water, Agricultural Water, Industrial Water, Water Disaster, Floods and Droughts, Water related Big Data □ Water Recycling and Reuse Keywords: Sustainability, Climate Change, Green Infrastructure, Carbon Emission, Energy Recovery, Resilience, Wastewater Treatment, Water Reuse □ Water for Socio-economic Development Keywords: Water Resources Management, Ecosystem, Economic Valuation of Water, Opportunities for Green Job, Water-related Green Job □ Water Governance and Partnership Keywords: Trans-boundary Water Issues, Public Policies, Sound Water Governance, Gap Bridging with Science and Technologies □ Water ODA Keywords: Water Aid Projects, Sustainability, Water Development, Appropriate Technologies, Policies, Monitoring System, Financing Session type* □ Seminar □ Forum □ Workshop □ Other( ) Session title* (please kindly use media-friendly language) Session description* (180 words, please kindly use media-friendly language) Session Duration* □ 90min □ 120min Session plan detailing its schedule Order Estimated lead time (min) Description of items/presentations Confirmed speakers 1 2 3 4 5 Session objectives and expected outputs* (100~150 words, please kindly use media-friendly language) Targeted audience in your session* □ Government/Local government □ International Organization □ Public Corporation □ Academia, Research Institute □ Industry (Enterprises, etc.) □ Civil Society (Civil Organizations, NGO) □ Others( )
Name: ___________________________________ Date: ________________________ Assessment – Cost/Benefit Analysis Scenario: This summer, you have an opportunity to travel to your cousin’s home which is located in another state. During the two week stay, you and your cousin will participate in a volunteer program at the local hospital where your uncle works. Your parents are involving you in the decision making process. In the chart below, list below the costs and benefits of this opportunity. After evaluating the costs and benefits, make your choice. List your choice and tell why you made the decision in the space provided at the bottom. Costs Benefits Your Choice:
Activity One Economic Mystery Cards There were 40+ students that attended Kizzy’s old school. However, when it was time to start the new school year at the integrated school, only four African-American students attended school. Kizzy speculated that the other students dropped out due to the fear of potential ridicule. Mrs. Warren disliked students to ask questions during class. She would become upset, if they did. So, students became accustomed to either asking their questions after class or looking up the answers for themselves. Kizzy dreamed of entering Shag into a dog show one day. After all, she knew Shag’s potential. Through the help of Anne Spencer, Kizzy was introduced to Mr. McKenna, an immigrant from Ireland. Mr. McKenna had experience in training border collie dogs. He agreed to teach Kizzy how to train Shag. Kizzy accepted the help from Mr. McKenna. Kizzy gave up her free time after school to walk to Mr. McKenna’s house and receive lessons on how to train Shag. Kizzy enjoyed writing letters to Mrs. Anderson, the teacher she would have for sixth grade at her new school. Mrs. Anderson would write interesting letters back to Kizzy. Kizzy’s family had many wants, but limited resources. Kizzy’s family did not have writing paper at their house. Kizzy would borrow writing paper from Mrs. Warren. Dog shows are serious business. Dogs are expected to be well groomed and respond precisely to the handler’s commands. There are detailed instruction books that outline the rules for the dogs and their handlers. There was no written rule that stated an African-American could or could not enter a dog in a dog show. However, most people assumed they couldn’t. According to most people in Bedford County, it had never happened before. Kizzy enjoyed going to Anne Spencer’s house regularly. Miss Anne had a library at her house. Kizzy had many questions, and could find most answers in the books in Miss Anne’s library. People could borrow the books from Miss Anne and return them within two weeks. People benefited by reading the books. Miss Anne benefited by seeing people’s enjoyment of learning from the books.
Are you the first person in your immediate family to go to university? SECTION 6: References At least three (3) written references should be provided in separate sealed envelopes: one must be from your school, one from your community or society, and one must be from a Lecturer familiar with your academic progress at UCT Please list your referees contact details below: Referee 1 Referee 2 Full Names: Full Names: Tel. Number Tel. Number Cell Number: Cell Number: Email: Email: Physical Address & Postal Code: Physical Address & Postal Code: Referee 3 Referee 4 Full Names: Full Names: Tel. Number Tel. Number Cell Number: Cell Number: Email: Email: Physical Address & Postal Code: Physical Address & Postal Code:
Weisenfeld, Gennifer S. Mavo: Japanese Artists and the Avant-garde, 1905-1931. Berkeley: University of California Press, 2002. Yashiro Yukio. Nihon Bijutsu no Tokushitsu. Iwanami Shoten, 1965. 矢代幸雄、『日本美術の特質』、東京：岩波書店、１９６５年。
regarding how to develop and relate elements of a story or drama story or drama Class Activity What will students do in class to reinforce learning? Journal entry #4 Vocabulary test Begin reading Hamlet William Shakespeare background information quiz Assessment How will student learning be gauged? William Shakespeare background information quiz Thursday (09/07) Vocabulary test #3 Monday (09/11) Vocabulary test #3 Monday (09/11) Homework What should students do at home? The Kite Runner response due tonight on turnitin.com Hamlet response #1 due Thursday (09/14) on turnitin.com Which ESLR? ESLR II: Become skilled learners and independent thinkers who are competent in analyzing and synthesizing information from multiple sources; demonstrate effective communication skills through verbal, written, artistic and technological modes of expression; Are able to apply critical thinking skills and problem-solving in school and real-life situations; Have developed effective study habits and self-discipline ESLR II: Become skilled learners and independent thinkers who are competent in analyzing and synthesizing information from multiple sources; demonstrate effective communication skills through verbal, written, artistic and technological modes of expression; Are able to apply critical thinking skills and problem-solving in school and real-life situations; Have developed effective study habits and self-discipline
KJ McPherson Education & Research Foundation Patron’s Day 2015 Registration form for Symposium and Grants Presentation function Tuesday 25 November 2015 8.30am to approx. 7pm LASN / Work unit: ____ LASN______ Name: Org & Title: Tel / Mob: Email: Symposium Y/N Grants Presentation Y/N Meal / Special Requirements: Please complete the above details and return via email to by 9 November 2015.
ORDER FORM Name:_____________________________ Phone No.:_________________________ Class:_____________________________ Total Enclosed:_____________________ PLEASE PAY BY CHECK MADE PAYABLE TO “BROOKDALE SCHOOL HSA” Customer Name # of Original Glazed Donuts # of Chocolate Iced Donuts # of Crème Filled Donuts # of Raspberry Filled Donuts # of Lemon Filled Glazed Donuts Total $ Collected TOTALS
Citizen Participation Outreach Sort Order Mode of Outreach Target of Outreach Summary of response/attendance Summary of comments received Summary of comments not accepted and reasons URL (If applicable) 1 Public Hearing community No responses with 45 in attendance at public hearing. No public comments received. No public comments received. 2 Public Hearing community No responses with 50 in attendance at the public hearing. No public comments received. No public comments received. 3 Public Meeting Targeted Neighborhood Approximately 25 neighborhood residents attended the meeting with an estimated 40 responses received. Neighborhood residents provided input on likes regarding the neighborhood and opportunities public and private property improvements in Census Tract 112. All public comments were accepted and utilized in the creation of the Annual Action Plan.
4 Neighborhood Stakeholder Meetings Targeted Neighborhood Staff met individual with four neighborhood stakeholders to discuss the assets and needs of Census Tract 112. Comments received related to creating safe pedestrian facilities, lack of property maintenance, neighborhood diversity, and underutilization of public parks. All comments were accepted and utilized in the creation of the Annual Action Plan. Table 4 – Citizen Participation Outreach
Location Description Census Tract 112 Planned Activities Planned activities include the planning, design, and installation of infrastructure required to construct new housing for affordable home ownership for LMI families. 3 Project Name 112 Park Improvements Target Area BG Reinvestment Area Goals Supported Public Improvements Needs Addressed Neighborhood Improvements Funding CDBG: $247,120, Local: $125,000 Description Various improvements will be made to public parks in Census Tract 112. Target Date 6/30/19 Estimate the number and type of families that will benefit from the proposed activities An estimated 3,402 neighborhood families will benefit with 78% of those families being LMI. Location Description Census Tract 112 Planned Activities Planned activities include the necessary planning and design for installation of new walking paths, street improvements, neighborhood connections, and other amenities at the City parks and greenways network. Additionally acquisition of property and/or easements will be made as required to implement the above mentioned activities. 4 Project Name Fair Housing Education and Outreach Target Area BG Reinvestment Area Goals Supported Quality Affordable Rental Housing Quality Affordable Owner Housing Needs Addressed Quality Affordable Housing Funding CDBG: $33,000 Description The Bowling Green Human Rights Commission will provide Fair Housing Outreach and Education services throughout the community to citizens, landlords and property managers. Target Date 6/30/19
3 The learner will use products to clean a kitchen The learner must know: Assessment Requirements Evidence Location 3.a A product safely for cleaning Learners should use a product safely for cleaning Assessment of this component may make use of the Entry 1 Achievement Continuum, where judgements should be recorded on an Entry 1 Learner Transcript and indicate the stage on the continuum at which the learner has achieved the standard. Please see the Qualification Handbook for further information. The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used.
according to subject headings is given in Table-1. In scoring, only right answers shall be taken into account, wrong answers will not affect the scoring of the right answers. Table-1. Number of Competency examination test questions per subject heading and scoring. Subject headings of test questions Number of questions Score Total score Legislation 15 2 30 Chemicals management 2 2 4 Classification knowledge 8 2 16 Classic: Human health risk assessment Environmental risk assessment Exposure scenarios CSA/CSR Preparation of SDS Preparation of registration dossier 1 1 1 1 1 1 10 10 10 10 5 5 10 10 10 10 5 5 6 50 TOTAL SCORE 100
ideological movements behind them increased the discussion of “anti-Americanism” in regard to national security concerns (Friedman 2012 & Rubin 2002). McCarthy and his oppression of “un-American” activities exemplify the height of this fear mongering (Friedman 2012). After the September 11, 2001 attacks on the World Trade center, use of “anti-Americanism” as a buzzword continued to increase in American politics (Friedman 2012). Many pundits and politicians used “anti-Americanism” with such fervor that any questions about the oversimplification of the concept were likely drowned out (Friedman 2012). In its first chapter, the 9/11 Commission Report declared “anti-Americanism” as a primary reason for the September 11 attacks and reaffirmed the need to defend all that was “American” and defeat anyone who was “against” it (The 9/11 Commission Report, 2004). America saw the reemergence of an “us v. them” ideology, this time in reference to “terrorism” and our ideological war to end it. Currently, “anti-Americanism” is defined very broadly and often includes any type of action, speech, or opinion that is negative or hostile toward the United States. This could be detrimental to the public’s understanding of anti-Americanism if most available sources rely on this definition. Wikipedia, the free encyclopedic source available on the Internet, uses the broadest definition of anti-Americanism possible, with no references to the very comprehensive nature of research (“Anti-Americanism”, 2014). News sources, which many Americans rely on for factual political information (Zaller 1992), also tend to use the broad definition. Some political scientists have highlighted the problems resulting from the sensationalization of anti-Americanism in the media, and they believe this may be a reason for the rise in fear and isolationism within the U.S. population (Friedman 2012 & Rugh 2006). Research, however, has benefitted from the fear associated with anti-American
INSTRUCTIONS Examine the documents in SELLING AMERICA. The target audience is people living in England. What is the main idea that both the Ode and Nova Britannia use to entice people to go to the New World? Support your answer with evidence from the sources. (10 points) Read RICHARD HAKLUYT, ENGLAND AND AMERICA. In your own words list 2 reasons in each category for why Hakluyt thinks England should colonize the New Word. (10 points each) POLITICAL SOCIAL ECONOMIC RELIGIOUS In your spiral, synthesize the information by creating an advertisement that encourages people to settle in the New World. Your advisement must include written and visual elements. Refer to the sources to develop your advertisement. (50 points)
Job Title: Cook/Driver/Sub Job Category: School Kitchen(s) Department/Group: Washington County Schools Nutrition Department Job Code/ Req#: High school diploma Location: Washington County Schools Travel Required: N/A Level/Salary Range: Determined by experience Position Type: HR Contact: Sharon Cox Date posted: Will Train Applicant(s): As needed Posting Expires: External posting URL: www.wcde.org/lunch Internal posting URL: www.wcde.org/lunch Applications Accepted By: Fax: 423-753-1111 Email: nutrition@wcde.org Subject Line: Substitute Cook/Driver Attention: Sharon Cox Sharon Cox Washington County Schools Nutrition Department 405 West College Street Jonesborough, TN 37659 Job Description Responsibilities may include, but aren't limited to the following, on an as needed basis: Preparing and serve food according to nutrition guidelines Cleaning equipment according to sanitation guidelines Operation of a commercial dishwasher and other commercial grade kitchen equipment, according to food sanitation and preparation guidelines Maintaining inventory and stock Identify reimbursable student meals Operating our point of sale cash register system A high school diploma and valid driver's license with a clean driving record is required. Previous experience and/or certified training in a school or commercial kitchen preferred but not required. F-Endorsement on a valid driver's license preferred but not required. Please email, fax, or mail application, resume, and any applicable certificates using the above contact information. Reviewed By: Kelley Crider Date: Approved By: Caitlin Shew Date: Last Updated By: Kelley Crider Date/Time: July 1, 2018
The Ku Klux Klan in the 1920’s Lesson Focus Question: In what ways does the Ku Klux Klan represent the American identity of the 1920s? Prior Contextual Knowledge of the Era: How do the movements of the 1920’s illustrate what it meant to be an American? For each movement provide evidence of diversity or progress within the movement and well as restrictions Movement of the 1920’s Diversity of Ideas, Progressive Ideas, Tolerance/Benevolence Restrictions Intolerance Prohibition Speakeasies Moonshining Bootleggers/Gangsters taking care of neighborhood Passage of the 18th Amendment which outlawed the manufacturing, sale and transportation of liquor Harlem Renaissance Women’s Movements Science Immigration
Ensure all regulations regarding COSHH + Diversey (safe & correct use of chemicals policy) are followed at all time To maintain high levels of personal hygiene, and ensure the uniform provided are clean, presentable and worn at all times when on duty (including hat and safety shoes) Ensuring that health and Safety standards are maintained and reporting any shortcomings Maintain good communications with Fellows, students, staff and members of the College, University and Conferences Undertake other related duties, which may be requested by management or supervisory level due to the nature and character of the business and associated activities The College reserves the right to make reasonable changes to the duties and requirements in the job description, which may be necessary to meet the changing needs of the job, or to reflect the latest technology or best practice. Health and Safety All staff must adopt a responsible attitude towards health and safety and to comply with any procedures as required by the College in order to ensure the health and safety of themselves, their colleagues and any other persons that may be affected by their actions. They must be prepared to undertake any training provided in relation to health and safety or which is identified as necessary in relation to their work.
Scientific Abstract: Using technical language, briefly describe the proposed project in 200 words or less. Lay Abstract: Using non-technical language, briefly describe the proposed project in 100 words or less. Principal Investigator/Program Director (Last, First, Middle): DETAILED BUDGET FOR BUDGET PERIOD DIRECT COSTS ONLY FROM THROUGH 04/01/17 03/31/18 PERSONNEL (Applicant organization only) % DOLLAR AMOUNT REQUESTED (omit cents) NAME ROLE ON PROJECT TYPE APPT. (months) EFFORT ON PROJ. INST. BASE SALARY SALARY REQUESTED (75% up to 75,000) FRINGE BENEFITS TOTAL KL2 Scholar 12 75%
KL2 Grant Program Grant Application 1. TITLE OF PROJECT (Do not exceed 56 characters, including spaces and punctuation.) 1a. Type of application: New Application Renewal Application 2. PRINCIPAL INVESTIGATOR/PROGRAM DIRECTOR New CCTST Investigator No Yes 2a. NAME (Last, first, middle) 2b. DEGREE(S) 2c. POSITION TITLE 2d. MAILING ADDRESS (Street, city, state, zip code) 2e. DIVISION 2f. DEPARTMENT, SERVICE, LABORATORY, OR EQUIVALENT 2g. TELEPHONE AND FAX (Area code, number and extension) E-MAIL ADDRESS: TEL: FAX: 3. PRIMARY 3a. NAME (Last, first, middle) 3b. DEGREE(S) 3c. POSITION TITLE 3d. MAILING ADDRESS (Street, city, state, zip code) 3e. DIVISION 3f. DEPARTMENT, SERVICE, LABORATORY, OR EQUIVALENT 3g. TELEPHONE AND FAX (Area code, number and extension) E-MAIL ADDRESS: TEL: FAX: 4. Human Subjects Research No Yes 4a. Research Exempt No Yes If “Yes,” Exemption No. 4b. Human Subjects Assurance No. 4c. NIH-Defined Phase I Clinical Trial No Yes 5. Human Subjects Protection Certification: No Yes 5a. Certification Date: 6. Vertebrate Animals No Yes 6a. If “Yes,” IACUC Approval Date 6b. Animal Welfare Assurance No. 7. IBC Protocol No Yes 7a. If “Yes,” Approval Date: 7b. Approval Number: 8. Radiation No Yes 8a. If “Yes,” Approval Date 9. DATES OF PROPOSED PERIOD OF SUPPORT (month, day, year—MM/DD/YY) COSTS REQUESTED Direct Costs ($) From Through 04/01/13 03/31/14 12. The undersigned reviewed this application for a KL2 research award and are familiar with the policies, terms, and conditions concerning research support and accept the obligation to comply with all such policies, terms, and conditions. Primary Applicant: Division Chair of Primary Applicant: Signature of Primary Applicant Date: Signature of Division Chair of Primary Applicant Date: Principal Investigator/Program Director (Last, First, Middle):
9. If not, how many courses will be taken each term? (Please specify quarter or semester.) PART II: EDUCATION 10. Please have forwarded an official transcript of your scholastic record from each college or university which you have attended by June 1, 2017 to: Chair, Scholarship Committee, Kentucky Library Association, 5932 Timber Ridge Drive, Unit 101, Prospect, KY 40059. Attach a photocopy of your library school’s catalog or Web page, which states the number of credits needed for your degree. 11. List in chronological order all colleges, universities, and professional schools attended, with the most recent first. Institution Major and minor Dates attended Degree received/ pending and year PART III: EXPERIENCE 12. List all full time or otherwise significant jobs you have held, starting with the most recent. Employer's name/address Dates Nature of duties PART IV: OTHER ACCOMPLISHMENTS 13. Honors, scholarships, or prizes that you have received: 14. Membership in honor societies and professional organizations: 15. Activities and interests (campus, community, other): PART V: REFERENCES 16. Three reference forms are enclosed. References must be received by June 1, 2017 in order for an application to be considered. List below the individuals from whom you have requested references. All references must be sent directly to: Chair, Scholarship Committee, Kentucky Library Association, 5932 Timber Ridge Drive, Unit 101, Prospect, KY 40059. Name Institution Telephone
dominant information, while others (in which one’s connections are unlikely to know each other) enable the diffusion of underrepresented information. As a result, we expect that an individual’s opinion is, in part, determined by the structure of the network in which she finds herself. To test these hypotheses, we employ an experimental study in which we randomize a sample of adults into online social networks where their connections are either highly connected to one another (high-clustering) or are instead connected to more distant parts of the greater network We asymmetrically seed competing pieces of political information within each network – one argument is seeded less often, while the opposing argument is seeded more often – and we track the diffusion of this information over a 10-day period. We first demonstrate that in low-clustered networks individuals quickly become exposed to both the dominant and the underrepresented information, whereas high-clustered networks perpetuate the dominance of one side only. As a result of these structural differences, individuals in low-clustered networks learn more about both sides of an issue, are more interested in learning about the issue, and become more sympathetic toward the under-represented viewpoint. In high-clustered networks, on the other hand, infrequently seeded information is persistently drowned out by the most prevalent piece of information, leading to less engagement with the issue and less sympathy for the perspective. Our study provides important empirical evidence for how underrepresented viewpoints can gain the most traction in particular network structures. More broadly, we demonstrate that changes to network structure can mitigate the dominance of one perspective over the other to affect preference formation. Exposure to New Information clustering).
i Political Interest Measure: How interested are you in national politics? Are you uninterested or interested? 1 – Extremely Uninterested 2 – Moderately Uninterested 3 – Slightly Uninterested 4 – Neutral 5 – Slightly Interested 6 – Moderately Interested 7 – Extremely Interested ii Political Discussion Measure: How many days per week do you usually discuss politics with your family and friends? 1 – 0 days 2 – 1 day 3 – 2 days 4 – 3 days 5 – 4 days 6 – 5 days 7 – 6 days 8 – 7 days iii Age Measure: What is your age? 1 – Under 18 years 2 – 19-25 years 3 – 26-35 years 4 – 36-45 years 5 – 46-55 years 6 – 56-65 years 7 – 66-75 years 8 –75 years or older iv Income Measure: What was your approximate household income in the past year (before taxes)? 1 – Less than $25,000 2 – $26,000-$100,000 3 – $101,000-$250,000 4 – Over $250,000 Time 1 Survey: Asked of Respondents Randomly Assigned to Control Group You have been randomly selected to complete an anonymous opinion survey.
GREEN (BG) GREEN (CG) PINK (CP) YELLOW (CY) GREEN (CHG) YELLOW (CHY) HOT PINK (HP) ORANGE (O) PLAIN LEAD (Not Powder Coated) (PL) GREEN (SG) SUPERGLOW ORANGE (SO) YELLOW (SY) WHITE (SW) (W) YELLOW (Y) All JIGS are sold in packs of one individual colour and weight. Hook: Aberdeen (Eagle Claw Hook) MARABOU JIGS Available with the following Feathers, add to Part Number BRIGHT GREEN Hook: Aberdeen (Eagle Claw Hook) BLACK Hook: Aberdeen (Eagle Claw Hook)
Level 2: Level statement Students make comparisons and predictions about the likelihood of familiar events. They classify them as likely, unlikely or impossible, though their opinions are often swayed by sentiment. They understand that the outcome of a future event does not depend on the outcome of a previous event. Students collect and organise data, create and interpret a range of data displays and identify significant elements of the displays. They suggest and distinguish between some sources of variation in data and explain the effects of these variations. Core learning outcome: CD 2.1 Students identify and classify familiar events according to the likelihood of occurrence. Elaborations — To support investigations that emphasise thinking, reasoning and working mathematically Core content Students know: chance influences the likelihood of occurrence of familiar events an event can be independent of a previous event the language of chance to identify and classify the likelihood of the occurrence of familiar events how to predict the likelihood of occurrence of familiar events how to identify and classify familiar events according to likelihood of occurrence. Students may: list a range of familiar events involving chance identify and classify the likelihood of the occurrence of events as likely or unlikely give reasons for classification of the likelihood of events based on personal opinions and previous experiences compare their judgments about the likelihood of occurrence of events with those of others collect data to support or challenge comments and classifications about the likelihood of occurrence of events based on personal opinions and/or previous experiences decide whether the likelihood of occurrence will always be as predicted conduct experiments or collect data to investigate the independence of events review and adjust classifications of possible outcomes as required. Likelihood language of chance likely, unlikely impossible Judgments subjective judgments comparisons and predictions independence of an event from a previous event Investigations should occur in a range of contexts. For example, students could investigate: seasonal weather patterns possible outcomes of events in fictional texts the classification of events in terms of the likelihood of occurrence, such as creating posters of events that are likely, unlikely or impossible the independence of an event from a previous event by conducting experiments, such as drawing names from a hat or playing board games.
How can shopkeepers use numbers to make it easy to use their shops? Students investigate the establishment of a class shop. This may involve developing a numbering system for being served, arranging goods on shelves according to size (e.g. shoe boxes or children’s clothes) or pricing goods using small whole numbers. Once the class shop is established, students roleplay buying and selling the goods. This investigation provides students with opportunities to develop understandings of position and order of numbers, counting, quantity of numbers, representations of numbers, how money is used in exchange for goods and services, and how subtraction is used to calculate the day’s takings. Data collection activities could be included to investigate items associated with the class shop (e.g. students’ shoe sizes, favourite cereals). Number Number concepts Chance and Data Data Technology TP 1.1, 1.2, 1.3, 1.4 TP 2.1, 2.2, 2.3, 2.4 SYS 1.1, 1.2 SYS 2.1, 2.2 SOSE SRP 1.1, 1.2 SRP 2.1, 2.2
Measurement: Time Investigation Overview Links to other Mathematics strands and topics Possible links to other key learning areas and learning outcomes How far did the three bears walk? Students re-enact the story of Goldilocks and the three bears to estimate how far the bears walked on the morning that Goldilocks visited. Students investigate how long Goldilocks may have spent in their house and use their estimations to calculate how far a person would walk in that time. Other opportunities for measuring are provided when students investigate the recipe for porridge and the sizes of the porridge bowls, the bears’ house and furniture. Measurement Length, mass, area and volume Where will I go and what will I see at the fair? The school fair is coming up and there will be many visitors to the school. Students create a visitors’ guide that will help family and friends decide what they would like to see and when. The guide should show where special items and displays are located. Students use their understandings of sequencing time, and creating and interpreting simple maps to make a visitors’ guide that includes a timetable of the day’s events. Space Location, direction and movement How have clocks changed? Students investigate the design of contemporary and historical clocks, such as water clocks, sundials, analogue and digital clocks, and contemporary and historical calendars to further develop their understandings of units and conventions of time. They design clocks and calendars for various purposes (e.g. a ‘clock’ or timing device to show the passage of time during the lunch break, a calendar to show sporting or growing seasons) and justify their choices. It’s a date. What do I do now? Students develop a class calendar for each term to show holidays and special events. They consult with teachers and other members of the school community to find out ‘what’s on when’. The calendar could include information about seasons and religious holidays. For significant school events, such as sports day, daily timetables could be constructed.
Measurement: Time Investigation Overview Links to other Mathematics strands and topics Possible links to other key learning areas and learning outcomes Plan an itinerary so you can travel with the Pacific Rugby Tour. Students investigate arrival and departure times, travel times and the effects of travelling across time zones for a Pacific Rugby Tour. Destinations include , , , and . Space Location, direction and movement How long can a day last? Students investigate time zones and flight schedules to answer the questions: ‘How far can you fly in 24 hours?’ and ‘How many time zones can you cross?’ Each leg of the flight must end in a different time zone. Space Location, direction and movement What are the impacts of natural disasters? Students investigate the duration and impact of natural disasters. For example, students could investigate how long it took for the 2004 Boxing Day Tsunami to reach from its source, the rate at which it travelled, and the effects of the different time zones. Other disasters that could be investigated include , Exxon Valdez oil spill, volcanic eruptions and other earthquakes. Space Location, direction and movement SOSE PS 5.3 PS 6.4 What is involved in organising a large sporting event? Students plan an international sporting tournament — such as World Cup Soccer or Olympic Games — that is being held in more than one Australian city. For example, soccer matches could be held in each state that has a team in the national competition. Games need to be programmed to cater for international audiences who wish to view the games live. (Note: Competitions could occur during months that observe daylight saving.) Space Location, direction and movement Where in the world is the hero? Using a novel such as The Da Vinci Code or a movie such as The Great Race or Around the World in 80 Days, students track the travel on a map of the world, record times on a timeline and investigate other interesting aspects or mathematical ideas in the story. Students could form judgments about whether the story is fact or fiction based on the information collected. Space Location, direction and movement
Core content Core content in black text only is included in this investigation. Number — Addition and subtraction: Level 1 Measurement — Length, mass, area and volume: Level 1 Space — Shape and line: Level 1 Addition totals to 10 joining model language of joining two or more addends Subtraction whole numbers to 10 take away model language of take away Connections inverse addition undoes subtraction subtraction undoes addition Mental computation strategies count on (in 1s, 2s) count back (in 1s, 2s) Computation methods mental computations written recordings words for addition (add) words for subtraction (cover up, take away, left) calculators, computers symbols addition (+) subtraction (–) Measurement terms and attributes attributes length mass covering (area) fill and pack (volume) direct and indirect comparisons descriptive and comparative terms associated with length, mass, area and volume Units of measure non-standard units measuring instruments balance scales Relationships 3D shapes and objects and 2D shapes cubes, rectangular prisms, spheres, cylinders, cones, pyramids everyday examples of 3D shapes (e.g. ice-cream cones, balls, dice) circles, triangles, rectangles including squares Geometric terms and properties open and closed figures flat, straight, curved, round 3D shapes (shapes of faces, function — ‘will roll’ ...) 2D shapes (straight and curved lines, number of sides, number of corners) Visualisations and representations ‘mind pictures’ of 3D and 2D shapes 3D objects from different viewpoints 2D shapes in different orientations shapes within shapes folding, cutting joining halves shapes within pictures, illustrations, puzzles Lines and angles straight and curved lines corners (angles) Resources fabric for the dream mat liquid and solid substances for making dreams props for the dream factory a variety of containers The dream-maker — sourcebook module from The Arts key learning area