zilongwang/ReadingBank huggingface dataset:
Independent Practice (You do): No internet searches will be allowed in the Media Center. Students are required to look at “hard copy” references to begin their research on their science project topics. Independent Practice (You do): No internet searches will be allowed in the Media Center. Students are required to look at “hard copy” references to begin their research on their science project topics. Students may bring in internet research that has been printed off at home. Students may bullet notes pertinent to their projects. science projects. Lab. Complete Lab Sheet. Independent Practice (You do): Work as part of the team to come up with the hypothesis, design the experiment, collect data, analyze data, and draw the conclusion from your data. backboards. Consider how they want their backboard to look. N Assessment: Students will be required to have 2 pages of research by the end of class on Tuesday. (After the first day, students’ work will be initialed by instructor) Higher Order Questioning: (These questions will be asked a lot on Monday & Tuesday) What are you testing? How will you test it? How will you measure the outcomes? Homework: Continue research on science fair topic. Assessment: Students will be required to have 2 pages of research by the end of the class on Tuesday. Higher Order Questioning: (These questions will be asked a lot on Monday & Tuesday) What are you testing? How will you test it? How will you measure the outcomes? Homework: students should continue research on their science project topics. They need to start working on their procedure for testing their hypothesis. Assessment: Science projects are due Nov. 7th. Higher Order Questioning: How do science projects help with your critical thinking skills? Homework: Work on developing procedures to do science projects. Assessment: Students will turn in Lab Sheet to teacher for evaluation. Higher Order Questioning: What might you change if you were to redesign the pencil roll experiment? Assessment: Students will turn in their research plan (topic, hypothesis and procedure) on Monday. Higher Order Questioning: How is this backboard set-up? Is it organized? Is it clear? Could it be arranged differently to be clearer/more organized? Homework: Students will work on science project procedures. Resources: (Note: previous week was changed to a “water drops on a penny” lab.)
5. Break into groups. Using form analysis worksheet, ask each group to analyze the poem's form and content. 6. Pull class together and conduct discussion of worksheet results. Question: How does Frost marry form and content in this poem? As discussion progresses and the following questions to the mix: How would you describe the speaker and tone? How would you describe the neighbor? compare them. What is the meaning of the word "mending" in the title and the poem? What needs mending? What ways do walls become metaphorical and/or symbolic in this poem? Why do "good fences make good neighbors?" 6. Read the next 6 lines silently and then aloud (lines 5-11). Is there any change in the poem's consistency? How? Why do you think Frost did this? Assessment: Have student's write a short argumentative essay on Frost's marriage of form and content. Students may use the following questions to assist writing their essay: As the poem draws to a close, does the form continue to include gaps (rhythm, space between stones, etc.) or has the form mended itself? By the end of the poem do we have a complete wall? How does the form of the wall influence the theme of dispute between the neighbors? Resources: See resources on another sheet Lesson Plan 2 –The Road Not Taken Robert Frost Goals: To explore with students how the choices we make in life affect our thoughts, emotion, place/setting, outcome? Objectives: Students will define and understand in context common poetic devices such as rhymes and meter. Students will understand the relationship between a poem's form and content. Standards: For 8th grade:
As Virginia’s population grows, so does the demand for land. Forestland is often converted to other uses. As noted earlier, the most productive lands are often used for growing crops or for livestock pasture. Other lands may be developed for home sites, shopping centers, industry or other uses. Land may be flooded to build reservoirs or paved over for highways and parking lots. All of these human land-use choices affect the amount of forested land in Virginia. Ecoregion Summary Table Ecoregion Topography Soils Coastal Plain Flat; elevation range 0-250 feet above sea level Acidic, low in fertility; formed from sedimentary rock; vary from sandy and drought-prone to clay-based to poorly drained (wetlands) Piedmont Hilly; elevation range 200-2,500 feet above sea level Acidic low in fertility; formed from igneous and metamorphic rock; highly eroded from past farming Blue Ridge Mostly sloped, prone to erosion; elevation range 1,500 to 5,700 feet above sea level Shallow and rocky; formed from sedimentary rock on western slopes, igneous and metamorphic rock on eastern slopes Valley and Ridge Sloped on ridges to flat in valleys; elevation range 500-4,500 feet above sea level Shallow and rocky on ridges, deeper in valleys; formed from sedimentary rock, sometimes limestone, which makes them less acidic Appalachian Plateau Mostly sloped, often steeply; elevation range 1,000-4,000 feet above sea level Shallow and rocky on ridges, deeper in the narrow valleys; formed from sedimentary rock References Eyre, F.H. 1980. Forest Cover Types of the United States and Canada. Society of American Foresters, Washington, DC. Fleming, G.P., K.D. Patterson, K. Taverna and P.P. Coulling. 2012. The natural communities of Virginia: classification of ecological community groups. Second approximation. Version 2.5. Virginia Department of Conservation and Recreation, Division of Natural Heritage, Richmond, VA. Smith, W.B., Vissage, J.S., Darr, D.R. and Sheffield, R.M., 2000. Forest Resources of the United States, 1997. St. Paul, MN, U.S. Department of Agriculture Forest Service. University of Virginia Climatology Office website: Agronomy Handbook from Virginia Cooperative Extension, 2000. Part VI. Soils of Virginia by James C. Baker, Extension Soils and Land-Use Specialist: Virginia Forest Cover Types Map
While the ingredients that are used in this lab are not usually harmful, students should wear protective goggles. Aprons are also good if students are concerned about potentially staining their clothing, mustard is nearly impossible to remove. Students should be warned to not eat any of the lab ingredients. The eruption activity can be very explosive so students should stand back from the film canister quickly after applying the ingredients and placing the lid on. DO NOT STAND OVER OR PUT YOUR FACE OVER THE FILM CANISTER once the lid is on. RESOURCES: Film Canisters can be found for sale in a variety of places including: Local photography printing shops Ebay http://www.sciencebobstore.com/products/Bulk-Film-Canisters-for-Rockets.html Author: Tabitha Trosper, Yakima WATERS Project, CWU, Winter 2011
Impulse and Momentum Mass of cart 0.513 kg Trial Final velocity vf (m/s) Initial velocity vi (m/s) Change of velocity v (m/s) Average force (N) Duration of impulse t (s) Impulse (Ns) Change in momentum (kgm /s) % difference between Impulse and Change in momentum Elastic 1 –0.376 0.415 1.462 0.26 2 –0.458 0.500 1.685 0.27 3 –0.357 0.402 1.311 0.26 Inelastic 1 0.000 0.406 4.62 0.05 2 0.000 0.365 3.02 0.06
Section 1: Mother’s Background No. Questions and Filters Coding Categories Skips MB1 In what month and year were you born? DATE OF BIRTH MONTH __ __ DK MONTH 98 YEAR __ __ __ __ DK MB2 PROBE: HOW OLD WERE YOU AT YOUR LAST BIRTHDAY? AGE (IN COMPLETED YEARS) __ __ MB3 Have you ever attended school or preschool? YES 1 NO 2 MB5 MB4 What is the highest level of school you attended? PRESCHOOL 1 PRIMARY 2 SECONDARY 3 HIGHER MB5 What is your current marital status? READ THE RESPONSE OPTIONS SINGLE, NO PARTNER ...............................1 SINGLE, NON REGULAR PARTNER…… ...…..2 SINGLE WITH REGULAR PARTNER…… ……..3 MARRIED....................................... ...........4 COHABITING 5 WIDOWED............................. 6 DIVORCED/SEPARATED 7 Section 2: Child’s Background
No. Questions and Filters Coding Categories Skips CB1 RECORD THE NAME OF SELECTED CHILD: __________________________ NAME OF SELECTED CHILD CB2 What is the sex of [NAME]? CB3 I (NAME). (NAME) PROBE: WHAT IS HIS / HER BIRTHDAY? IF THE MOTHER/CARETAKER KNOWS THE EXACT BIRTH DATE, ALSO ENTER THE DAY; OTHERWISE, CIRCLE 98 FOR DAY MONTH AND YEAR MUST BE RECORDED. DATE OF BIRTH DAY __ __ DK DAY 98 MONTH __ __ YEAR __ __ __ __ CB4 (NAME)? PROBE: HOW OLD WAS (NAME) AT HIS / HER LAST BIRTHDAY? RECORD AGE IN COMPLETED YEARS. RECORD ‘0’ IF LESS THAN 1 YEARS. AGE (IN COMPLETED YEARS) __ __ Section 3: ARI Case Management No. Questions and Filters Coding Categories Skips HEALTH
CM1 At any time in the last two weeks, has (NAME) had an illness with a cough? YES 1 NO 2 DON’T KNOW 98 select other child select other child CM2 When (NAME) had an illness with a cough, did he/she breathe faster than usual with short, rapid breaths or have difficulty breathing? YES 1 NO 2 DON’T KNOW 98 select other child select other child CM3 Was the fast or difficult breathing due to a problem in the chest or a blocked or runny nose? PROBLEM IN CHEST ONLY………………………….1 BLOCKED OR RUNNY NOSE ONLY………………2 OTHER (SPECIFY) DON’T KNOW 98 select other child select other child select other child CM4 Did you seek any advice or treatment for the illness from any source? YES 1 NO 2 DON’T KNOW 98 CM7 CM7 CM5 How many days after the cough and fast breathing began did you first seek treatment for (NAME)? PROBE FOR EXACT NUMBER OF DAYS AND RECORD IN THE BOX. IF SAME DAY THEN RECORD 00 DAYS DON’T KNOW 98
CV1 (IF YES) May I see it please? YES, SEEN 1 YES, NOT SEEN 2 NO CV3 CV3 CV2 Copy dates for each vaccination from the card. Write ‘44’ in day column if card shows that vaccination was given but no date recorded. Date of Immunization Day Month Year BCG 1 2 3 DPT/PENTA1 DPT/PENTA2 DPT/PENTA3 MMR) A THIS TABLE SHOULD BE ADAPTED TO BE IN LINE WITH NATIONAL VACCINATION CARDS HAVE POLIO VITAMIN DO WHERE FEVER
ASK ONLY THOSE MOTHERS WHO DO NOT A VACCINATION CARD CV3 Has (NAME) ever received any vaccinations to prevent him/her from getting diseases, including vaccinations received in a campaign or immunization day? YES 1 NO 2 DON’T KNOW 98 VA1 CV4 Has (NAME) ever received a BCG vaccination against tuberculosis – that is, an injection in the arm or shoulder that usually causes a scar? YES 1 NO 2 DON’T KNOW 98 CV5 Has (NAME) ever received any “vaccination drops in the mouth” to protect him/her from getting diseases – that is, polio? YES 1 NO 2 DON’T KNOW 98 CV7 CV7 CV6 How many times was the polio vaccine received? NUMBER OF TIMES DON’T KNOW 98 CV7 (NAME) DPT/PENTA – PROBE BY INDICATING THAT DPT/PENTA VACCINATION IS SOMETIMES GIVEN AT THE SAME TIME AS YES 1 NO 2 DON’T KNOW 98 CV9 CV9 CV8 How many times has (NAME) received an injection in the thigh or buttocks? NUMBER OF TIMES DON’T KNOW 98 CV9 Has (NAME) ever received a Measles injection or an MMR injection – that is, a shot in the arm at the age of 9 months or older - to prevent him/her from getting measles? YES 1 NO 2 DON’T KNOW 98 A
Section 6: Diarrhoea, Cough and Fever Prevalence No. Questions and Filters Coding Categories Skips PR1 In the last two weeks, has (NAME) had diarrhoea? YES 1 NO 2 DON’T KNOW 98 ADMINISTER QUESTIONNAIRE ON DIARRHOEA (IF NEEDED) PR2 In the last two weeks, has (NAME) been ill with a fever at any time? YES 1 NO 2 DON’T KNOW 98 ADMINISTER QUESTIONNAIRE ON (IF NEEDED) PR3 At any time in the last two weeks, has (NAME) had an illness with a cough and fast/difficult breathing? YES 1 NO 2 DON’T KNOW 98 ADMINISTER QUESTIONNAIRE ON ARI (IF NEEDED) Record the time the interview ENDS ___ ___ : ___ ___ HOUR: MINUTE THANK YOU - END
Item Unit Quantity Unit Cost (US$) Unit Cost (Local Currency) Total Cost (US$) Remarks: (Use Local Currency Costs only if necessary) Training Facility Rental Days This can be the same venue as used for the initial LQAS training Projector Piece One LCD projector will be used in each venue Photocopy of Tabulation Tables Copies This cost includes copies for practice and for actual tabulation Photocopy Summary Tabulation Tables Copies This cost includes copies for practice and for actual tabulation DSA (including accommodation) during the Workshop Participants This DSA is only for individuals who must reside at a hotel during the training. Do not duplicate other costs paid by the training such as lunches. Lunch and refreshment Participants One morning and one afternoon coffee/tea break, plus a lunch Stationary SUB-TOTAL COST WORKHSHOP Budget for Hand Tabulation Workshop Budget for LQAS Data Collection Item Unit Quantity Unit Cost US$ Unit Cost (Local Currency) Total Cost US$ Remarks: (Use Local Currency Costs only if necessary) Prepare sampling frame for Supervision Area Use the Sampling Frame processor in the LQAS tool kit
Translation and back translation of Questionnaires Translator/ Questionnaires The back translation can normally be done with a small committee of bilingual supervisors working in the project Pre-testing of Questionnaires Produce and print SA maps (1 x SA) Maps These maps have a practical purpose. Costs not clear Photocopy questionnaires Questionnaires 3 extra for each county for wastage Transport hire for data collection teams Transport For example: Transport for each data collection team member 237x$5x8days (this can be motor bike, public transport, local car hire) Car / vehicle hire for supervision Car / or other Refuelling only if SMOH or NGO car Car hire for supervision Car / or other Refuelling only if SMOH or NGO car DSA for ___(e.g.,158 interviewers: state number of interviewers) Interviewers The DSA includes accommodation, meals and incidentals. DSA for ___ (e.g., 79 local supervisors: state number) Local supervisors One local supervisor/county/__ days DSA for district, provincial, state level supervisors / 5 days (keep this number to a minimum) District, provincial, state supervisors Supervisor who will actively engage in field work. DSA for central level supervisors (two per state/US$ ___/day/6 days) Central supervisors Air tickets for travel to and from the training ($___/ trip/person) Participants For example: 8 participants = 8 round trips. Include costs for the hand tabulation workshop as well. Local Guide allowances Guides For example: 1 village guide per location Air time allowances for local supervisors mobiles Supervisors For example: $4 /6daysx79 county supervisors Air time allowances for state overall supervisors State Supervisors For example: $4 /6daysx20 state supervisors Air time allowances for central overall supervisors Central supervisors For example: $4 /6daysx10 central supervisors Clip-boards for questionnaires Piece One for each interviewer and supervisor Bags to carry questionnaires Piece One for each interviewer and supervisor SUB-TOTAL COST DATA
Jon R. Gundry County Superintendent of Schools Parent Project Junior A Parenting Workshop Series October 5, 2017 8:30 AM to 10:30 AM And October 12, 19, 26, & November 2, 9 Understand how to lovingly parent and support your child’s growth and learning. Learn how to support children through the use of enrichment activities using the Common Core Standards in classrooms and at home. Lietz Elementary School Staff Room 5300 Carter Ave San Jose CA, 95118  Cost is FREE. Participants receive complimentary materials Registration Deadline—October 4, 2017 Use registration form below For additional information, please contact Pearle Martinez in the office Parent Project Junior—October 5, 2017 Lietz Elementary School Turn in this part of the form to the office. ( ) Name Phone Email Address School/s Your Children/Child Attend/s District/s
Mission Basilica School Fifth Grade Curriculum Religion/Christian Service Weekly Mass Annual Spiritual Retreat- Jesus lights the way hosted by SMCHS RCL Benzinger Blest Are We curriculum Faith families Christian service project- create decorations and cards for Serra’s Pantry Christmas party Liturgy Planning Altar Serving Mathematics 50 minutes of daily instruction Counting and cardinality Operations and algebraic thinking Numbers and operations in base ten Measurement data Geometry Skill reinforcement with Simple Solutions Emphasis on multiplication, division, fractions, decimals Houghton Mifflin Go Math curriculum Small group instruction Skill reinforcement on iPads Language Arts 100 minutes of daily instruction Key ideas and details Craft and structure Integration of knowledge and ideas Range of reading and level of text complexity Print concepts Phonological awareness Phonics and word recognition Fluency Text types and purposes Productions and distribution of writing Range of writing Comprehension and collaboration Presentation of knowledge and ideas Conventions of standard English Vocabulary acquisition and use DEAR- Drop Everything and Read McGraw Hill Reading Wonders curriculum Small group instruction Literature Circles Teacher Read Alouds Social Studies Harcourt curriculum The American Revolution The lives and culture of early Americans Educational field experiences: The Taste of America, Riley’s Farm Social Studies Weekly newspaper Science Curriculum aligned to Next Generation Science Standards Harcourt Science curriculum Earth’s Systems Human Body and Plant Systems Periodic Table Weekly current events Hands-on science labs Enrichment Curriculum Art integrated with social studies and religion Music integrated with social studies and religion Technology integrated throughout the curriculum Spanish Physical education and health
LRA Form 3.11 Amalgamating Bargaining Council applies for registration Page 3 of 5 Number of employees who are members of the trade union party to the Council REPRESENTATIVENESS OF EACH BARGAINING COUNCIL Number of their employees employed within the scope of the Council Name ……………………………………………………………………………………………………………. Number of employers who are members of the employers' organisation party to the Council Area (state each area separately, indicating whether magisterial district, province or other)
Liberty Partnerships Program Operations and Procedures Staff Training WHAT… Are staff being trained on? Assessments Program Culture Roles of staff as per contract/proposal Youth Development Model Cultural Competency Conflict Resolution Mindfulness Case Management/PLPs Meetings General Operating Procedures WHEN… Is staff being trained? Beginning of each term Ongoing throughout year WHO… Is involved in the training? Project Director LPP Staff Guest Speakers School District Personnel University Personnel CBO/Grant Partner Personnel HOW… Are training needs determined and implemented? Data Collection System (i.e., a drop box) Staff Needs Assessments/Exit Interviews CBO/Grant Partners Suggestions Site Visits Meetings Top-down Role Modeling WHERE… Is training taking place? On campus Schools CBOs State Ed Videoconferencing Professional Development Conferences
Student Recruitment WHAT… Is recruitment? Efforts to attract the appropriate students to your program Getting parental approval WHEN… Does recruitment occur? Continual and ongoing Year-long open enrollment School Open House/Orientation Summer Transition Program WHO… Is involved in recruiting? Project Director Staff Parents Students School District Personnel CBO/Grant Partner Personnel HOW… Is recruitment implemented? Application process (online and hard copy) Word of mouth Sibling/friend in program Referral by teacher, counselor, LPP staff, parent WHERE… Does recruitment take place? School CBO LPP Events/Activities Social Media
Parent/Home Contacts WHAT… Is its purpose? To ensure parents are involved in the educational process of their child To ensure parent permission for student involvement in the program WHEN… Do contacts occur? Part of the application process/intake Student and/or Parent events, such as… Monthly parent meetings, college visits, LPP trips (parents may act as chaperones) WHO… Is involved in contacts? Project Director LPP Staff Parents Students HOW… Are contacts made and maintained? Application (online or hard copy sent/mailed home) Periodic newsletters Social Media (text, Twitter, Facebook) Emails/Phone calls/Reminder Apps Invitations to and participation in student and/or parent events Parent Surveys Free refreshments LPP Websites Parent contracts requiring participation WHERE… Do contacts occur? Anywhere parents are with LPP staff Home School Trips Campus
has been retained as an option for specialist schemes which may be operational 24/7. 4. Commissioning The LRA had only one process for commissioning, which applied for all schemes regardless of how complex the commissioning requirements were for that type of facility. Specialist and standard commissioning drafting options have been included. D: Changes to reflect best practice 1. Equipment LRA does not include standard drafting in relation to equipment. Optional standard drafting has been inserted detailing CHP and Project Co's respective obligations concerning supply, installation, commissioning, maintenance and replacement of equipment. Schemes should develop an equipment strategy for Stage 1 approval. Particular attention will need to be given where clinical equipment is procured by CHP (or a third party) but has an impact on the design and needs to be installed during the construction phase. 2. Variations Currently there is insufficient clarity and visibility of costs of developing, implementing and pricing a variation. Amendments have introduced greater clarity around how variations are priced and profit margins. Project Co may recover additional administration costs incurred in processing and implementing the variation, but it should not be permitted to charge a profit margin on any variations. A Schedule of Rates will be incorporated for typical Services While all schemes have greater flexibility to request variations, for the majority of LRAs CHP will be the gatekeeper to any variation requests to ensure such requests are necessary and deliverable, and to discourage speculative variation enquiries. Variation pricing amendments reflect current DH guidance (in the context of PFI schemes). Amendments to ensure transparency of future costs before Financial Close. 3. Benchmarking of hard FM costs Currently, the hard FM cost is fixed for the term of the LRA, and there is Benchmarking and/or market testing has been introduced, to take place at 5 In our experience, an occupier's satisfaction or otherwise with a LIFT
Short video clips may enable establishing highly interactive, contextual and non-threatening learning environments with a minimum of facilitation. Initial analysis of PVCs including characteristic movements in patients, which may be subtle, periodic or infrequent, are suitable for use in buzz groups and optimise interactivity. Letting learners elaborate on their findings and compare them with the findings of more experienced clinicians enhances attention, clinical reasoning and diagnostic accuracy. Teaching and learning with PVCs in a workshop format may improve medical expertise for the benefit of the patients. Funding This report is independent research arising from a Doctoral Research Fellowship supported by the National Institute for Health Research. The views expressed in this publication are those of the author(s) and not necessarily those of the NHS, the National Institute for Health Research or the UK Department of Health Competing Interests There are no competing interests License for publication The corresponding author has the right to grant on behalf of all authors and does grant on behalf of all authors an exclusive licence (or non-exclusive for government employees) on a worldwide basis to the BMJ Group and co-owners or contracting owning societies (where published by the BMJ Group on their behalf), and its Licensees to permit this article (if accepted) to be published in Archives of Disease in Childhood and any other BMJ Group products and to exploit all subsidiary rights, as set out in our licence. References [1] Morris C, Blaney D. Work-based learning. In: Understanding medical education. Evidence, Theory and Practice Ed: Swanwick T. Wiley-Blackwell 2010 p 69 [2] Cook M, Irby D Sullivan W et al. American medical education 100 years after the Flexner Report. NEJM 2006;355:1339-45 [3] Reece A, Klaber R. Maximising learning on ward rounds. Arch Dis Child Educ Pract [4] last accessed 5th March 2015
Organization and Administration Level National Reasonable Accommodation Coordinators Organization NRAC Email Phone Veterans Health Administration Kenneth Law 205-267-8129 Veterans Benefits Administration Denise Williams 202-461-9702 National Cemetery Administration Beatrice Bernfeld 202 461-7129 Veterans Affairs Central Office (Vacant)/Temp Andreé Sutton 347 749-1414 Office of Information & Technology (OI&T) Nancy Hamilton 304-821-4298 Office of Resolution Management Chief of Reasonable Accommodation Services ORM Chief of Reasonable Accommodation (RA)Services Andreé M. Sutton, Chief of RA Services Andree.Sutton@va.gov 347-749-1414
The review is a good start to theming the factors that are impactful in parenting strategies to decrease alcohol use in adolescents. A limitation is the analysis of studies of poor quality. The studies were heterogeneous in nature. To make up for this diversity p values were combined using Stouffers method. This decreased the ability to estimate the effect of size of associations. Further research is required to support the findings of this systematic review. Summary/Conclusion As a result of the above critical appraisal the systematic review can be used as a valid resource for practitioners to incorporate into their clinical practice when targeting parents in decreasing underage alcohol consumption. Table 3: Characteristics of included studies Study 1 Moore et al. 2010 Study 2 Ryan et al. 2011 Study 3 Pettersson et al. 2009 Study 4 Foley et al. 2004 Intervention investigated The study examined “children’s perceptions of protective (parental monitoring, family closeness) and risk factors (conflict, liberality of parental attitudes towards antisocial behaviours and family history of substance misuse) within their family environment.” An expert panel produced specific strategies for parents on actions they can take to reduce alcohol consumption of their adolescent children. The study analysed the significance of socio-demographic factors for parental attitudes and behaviour regarding adolescent alcohol use. The study goal was to evaluate the importance of adult’s approval of adolescents alcohol use and to evaluate the effects on adolescents drinking behaviour. Comparison intervention N/A N/A N/A N/A Outcomes used Children between the ages of 11-16 were asked questions about their alcohol consumption behaviours. Questions related to family functioning, children’s perception of parental attitudes towards deviant behaviours and family history of alcohol or Expert consensus on a set of parental strategies to reduce alcohol use in their adolescent children. Survey questions related to parental attitudes and parental behaviour concerning adolescents and alcohol. Survey questions related to underage alcohol consumption were measured: the number of drinks on the last occasion, past 30 day use, and binge drinking.
Question: Other Comments Please provide any other comments you have. Examination hearing If your representation is seeking a modification to any of the policies, do you consider it necessary to participate at the oral part of the examination – the examination hearing? ☐ Yes ☐ No Examination hearing reasons If you wish to participate at the oral part of the examination, please outline why you consider this to be necessary Please note the Inspector will determine the most appropriate procedure to adopt to hear those who have indicated that they wish to participate at the oral part of the examination. Notifications Please confirm whether you wish to be notified, using the contact details provided, of any of the following: That the policies have been submitted for independent examination: ☐ Yes ☐ No The publication of the recommendations of the Inspector who carries out independent examination of the policies:
Touchbet Roulette 2,165,987 4,425,043 538,948 4,586,719 518,226 Two Up 7,772 1,202 9,535 2,006 0 0 Total * The difference in chip value held by the Casino for a given period Note: Columns may not add due to rounding Table 6: Lasseters Casino Performance, Turnover and Player Loss Game 2009-10 2010-11 2011-12 Handle $ Player Loss $ Handle $ Player Loss $ Handle $ Player Loss $ Table Game 11,546,018 2,887,244 12,163,269 3,029,643 12,640,995 2,754,638 Poker Machine 276,643,184 22,538,194 260,279,744 20,936,582 257,723,068 20,157,274 Total 288,189,202 25,425,438 272,443,013 23,966,225 270,364,063 22,911,911 Note: Columns may not add due to rounding Table 7: SKYCITY Casino Performance, Turnover and Player Loss Game 2009-10 2010-11 2011-12 Handle $ Player Loss $ Handle $ Player Loss $ Handle $ Player Loss $ Table Game 76,900,314 16,316,774 84,886,481 16,323,142 76,095,889 16,930,426 Poker Machine 64,588,368 59,500,874 61,221,570 Keno 48,903,957 12,274,002 48,508,376 10,584,925 57,743,173 17,032,370 Total 93,179,144 86,408,941 95,184,366 Note: Columns may not add due to rounding 9 87 48 59
Appendix A Community Gaming Machines – Previous Years Please refer to past publications of this report at for details of previous years community gaming machine performance. Appendix B Community Benefit Fund – 2011-12 Annual Report Please refer to the following link http://www.nt.gov.au/justice/documents/depart/annualreports/cbf_annual_report_2011-12.pdf Appendix C Liquor Licences – NT Licensing Commission Please refer to past publications of this report at for details of previous years’ licence activity. Liquor Licences – NT Licensing Commission Transfer of Licences Premises 80300296 Kitty O’Shea’s Irish Bar, Café and Nightclub and KOB Sports Bar 80515460 Golden Orchid (formerly Lemon Grass on the Bay) 80518072 Bahn Thai Restaurant Palmerston 81202869 Wauchope Hotel 80816700 The Granites Social Club 81415350 Club Ranku (formerly Wurankuwu Aboriginal Corporation) 80900814 Anula Foodland 80216470 Mary River Park 80203967 The Diplomat Hotel 80305040 Uncles Tavern 80217364 Katherine Motel 80900092 Virginia Store 80202513 Elkira Resort Motel 80518020 Bangkok Hut (formerly Alaturka Turkish Restaurant) 80316240 Discovery
Spelling Menu This is for your spelling homework. Choose one activity to finish each night on your own paper. Please do a different activity each night every week. Use TEN spelling words from your list. Colorful Words Write each of your spelling words. Write each letter using a different color e.g. car Waterfall Words Example: c ca cat catc catch Silly Sentences Write silly sentences using a spelling word in each sentence. Underline the spelling words and write neatly! Rainbow Write First, write the words in pencil. Then trace over them in two different colors ABC Order Write your spelling words in ABC order. If words start with the same letter, look at the next letter. Three Times First, write each word in pencil. Then, write each word in crayon. Finally, write each word in marker! Fancy Words Write your words using fancy letters two times! Example: car Car Car Vowel Circle Write your spelling words. Then go back and circle all of the vowels in your spelling words! Example: c a t c h Colorful Consonants Write your spelling words. Trace over the consonants in each word with different colors. Adding My Words Vowels are 10 and consonants are 5. Write your words and then add the value of each word. e.g. c a t 5 +10+ 5 = 20 UPPER and lower Write your words one time with all uppercase letters and one time with lowercase letters e.g. CAT cat Magazine Words Use an old magazine or newspaper and find your words or letters that make up words. Glue them down. Hidden Words Draw and color a picture. Hide your spelling words inside the picture. See if someone can find your hidden word! Typing Fun Type your spelling words. You can print or attach and send it to our email! Draw and Label Draw and label your spelling words. You must color your drawings and labels. cat Story, Story Write a story using spelling words. Be sure to underline your spelling words in the story Fingerspelling! Video yourself fingerspelling and signing your spelling words. Squiggly Spelling Words You will write them two times. Write them first in squiggly letters. Then write them once more in regular letters. Write neatly! Shape Words Draw ten shapes. Write your spelling word inside each shape. Words Within Words Write each spelling word and then write at least two words made from that word. Ex: catch cat hat
Action Resources Time allocated Responsible Person Deadline Formalize IL program 1. Create a formal system for instructors and request IL sessions. 2. Make IL instruction the main task of the LRC Program Specialist. 3. Create IL Plan, including mission statement, goals and objectives, annual assessments, and IL surveys. 4. Implement and advertise new IL Program LRC Director LRC Program Specialist VP of Academic Affairs Faculty/Instructors Institutional Trainer Time Full Time Employee Budget Line in LRC Annual Budget. 10 months LRC Director, LRC Program Specialist, Faculty/Instructors, & Institutional Trainer. 1. Completed by 11/30/16. 2. Completed by 1/30/17 3. Completed by 9/1/17 4. Completed by 9/30/17 Increase Library square footage. 1. Work with Facilities on the planning and execution of the new Founder’s Hall building. Facilities workers Building budget VP of Academic Affairs Approximately 1 year (Completion date contingent upon Facilities schedule.) LRC Director and Facilities Director 1. Completion date contingent upon Facilities schedule.
2002 - (DVD) Designer Drugs and Human Physiology: Crack, Cocaine, Methamphetamines, 1993 - (DVD) Developmental Research: A New Paradigm, EDWIN J. THOMAS Diagnosis According to the DSM-IV Programs I, II, and III 2002 - (DVD) Disease Concept of Alcoholism Domestic Violence: Faces of Fear, PBS Drinking and Driving: The Toll, The Tears. 1989 Driving To Utopia Bereavement of Women and approach to aging Drug Abuse and the Brain NIDA - 1997 Drug Abuse and Dual Diagnosis, NCADI DSM IV Clinical Vignettes - (DVD) Dual Diagnosis DuBois, W.E.B. - (DVD) DWI Deadliest Weapon in America Dying To Be Thin NOVA 2003 D Ellis/Szasz Debate: Mental Illness, Fact or Myth? - (DVD) EMDR For Trauma: Eye Movement Desensitization and Reprocessing APA- FRANCINE SHAPIRO- (DVD) Emotionally Focused Therapy for Couples w/DR. SUE JOHNSON, 3 tapes, Creating a Healing Relationship, Healing Broken Bonds, Shaping Change Events Employee Assistance Program, FLI Learning Systems Erik H. Erikson: A Life's Work-Narrated by: Margaret Brennan-Gibson - 1994
Sharon McKinley Karriem 323 S. Jefferson Davis Pkwy, New Orleans, LA 70119 (504) 609-6522 SUMMARY Seeking a position in an organization where my skills acquired through training, experience and education may be utilized for the benefit of that organization. Dedicated and focused Administrative Assistant who excels at prioritizing completing multiple tasks simultaneously and following through to achieve project goals. Seeking a role of increased responsibility and authority. HIGHLIGHTS • Microsoft Office proficiency • Professional and mature • Excel spreadsheets • Strong problem solver • Meticulous attention to detail • Self-starter • Self-directed • Resourceful ACCOMPLISHMENTS Received recognition as Employee of the Year for Sewerage & Water Board’s Personnel Department EXPERIENCE HRI Lodging Guest Service Agent (Cornstalk Hotel) 06/11/2016 to Present Answer telephone calls from guests seeking to make or cancel hotel reservations via inroad system. Welcome arriving guests, assign rooms, issue keys, and collect guest payment and billing information. Answer guest requests for assistance and coordinate with housekeeping staff and management to fulfill guest requirements. Also deal with irate guests and find ways to resolve issues to the guest's satisfaction. Create schedule for approval by management for GSAs, housekeepers and security Also serve as concierges, assisting guests with transportation, restaurant or entertainment reservations, and providing other information about the city. Responsible for bookkeeping duties, including maintaining a cash drawer. Southern University at New Orleans Administrative Assistant III 11/18/2013 to 07/29/16 Handle all calls and inquiries from students, Faculty and the Administration. Help coordinate schedules for each semester. Type correspondence for the Chair of the Department of Social Sciences. Book flight and hotel accommodations for the Chair and Faculty. Reserve venues for Conferences Prepare requisitions for payments Payroll submission for Faculty Collect Midterm and Final grades to send to Registrar’s office. Minutes for Monthly Departmental meetings Catholic Charities Food for Families Clerk 09/2011 to 11/15/2013 • Input food distribution and issuance per site into system. • Secure signatures for food issued to participants. • Run reports showing issuance for submission to the State. Mt Hermon Baptist Church
Proceedings of the LREC 2016 Workshop “Translation evaluation – From fragmented tools and data sets to an integrated ecosystem” 24 May 2016 – Portorož, Slovenia Edited by Georg Rehm, Aljoscha Burchardt, Ondrej Bojar, Christian Dugast, Marcello Federico, Josef van Genabith, Barry Haddow, Jan Hajic, Kim Harris, Philipp Koehn, Matteo Negri, Martin Popel, Lucia Specia, Marco Turchi, Hans Uszkoreit Acknowledgments: This work has received funding from the EU’s Horizon 2020 research and inno- vation programme through the contracts CRACKER (grant agreement no.: 645357) and QT21 (grant agreement no.: 645452).
Opening Session 09.00 – 09.10 Introduction 09.10 – 09.50 Author Title (invited talk) 09.50 – 10.30 Author Title Session Title 11.00 – 11.45 Author Title 11.45 – 12.30 Author Title 12.30 – 12.45 Author Title 12.45 – 13.00 Author Title Session Title 14.30 – 15.15 Author Title 15.15 – 16.00 Author Title Closing Session 16.30 – 17.15 Author Title Discussion
Attorney Profile: Attorney profiles appear on the website provided by the State Bar of Montana- Please attach photo to this application or email to mhallinan@montanabar.org Fields of Law for Referrals Adoption Agricultural Law Animal Law Appellate Arbitration/ Mediation Banking Law Bankruptcy Business/Corporate Law Child Custody/ Support Civil Litigation Civil Rights Collections Commercial Law Construction Law Consumer Contracts Criminal Law Dental Malpractice Disability divorce domestic Violence Drug Offenses DUI Elder Law Employee Benefits Employment Law Environmental Law Estate Planning Family Law Finance Franchise Law Government Grandparents’ Rights Guardianship Health Care HIPAA Immigration Insurance Investment/ securities Labor Law Landlord/ Tenant Legal Malpractice Limited Scope Litigation Mediation/ arbitration Medical Malpractice Medicare/ Mental Health Law Military Law Motor Vehicle Accidents Municipal Law Natural Resources Patent Personal Injury Probate Administration Product Liability Professional Malpractice Real Estate-Foreclosure Real Estate-General Sex Discrimination Sexual Harassment Slander/ Defamation Social Security Taxation Trademark, Patents & Copyrights Traffic Violations Transportation Tribal Law Trusts Unemployment Compensation Veterans Issues Water Rights Wills Workers Compensation Please return application and fee to: State Bar of Montana PO Box 577 Helena, MT 59624
Next Board Meeting: Sunday July 12 2015, 6pm Old Business: Treasure: As of last statement the bank balance is $45196.31. Snack Shack balance is $1888.41 Snack Shack: Getting rid of the ice cream person. He is not showing up. The freezer is not keeping the ice cream hard. Schwan’s – if we buy their product, they will provide the freezer and 10% off. Can spend $80 and make $120. They also will give back a portion to the league. Player Agents: Jr girls – only 4-5 girls want to continue to play, the rest of the players have walked away. Having major’s girls who can play up help out. There is talk with other leagues who might only have one JR team for all stars. Brent has laid out the expectations with the team. Information Officer: Hit a thon – have made about $5100 with a little left to collect. Fireworks – will have the firework stand at Safeway this year. Need to hire someone for security. Will need security for the whole week. Need volunteers to stay up the entire night and watch the stand. Will need coverage from the 28th or 29th through the 4th. The 4th of July is a very busy day/night. Brent will work the 4th. Fall ball – need to see if anyone wants to do Fall Ball. This would be a good introductory with Kalama too. All stars – there is no ballot needed for Jr. 50/70 has 15 players and there will need to be a vote. Same with Seniors.
management skills Ability to present complex concepts in a clear manner Ability to contribute to strategic planning Excellent IT skills (Microsoft Office applications, email and the web) Experience Demonstrable experience of working with researchers in HE to promote and support at least one of the following: Open Access, research skills development, impact and dissemination Experience of delivering support services Demonstrable/proven project management skills Experience of working with colleagues from a range of professional backgrounds, including IT specialists Experience of influencing and negotiation Experience of working across organisational boundaries Demonstrable experience of supporting the information needs of researchers in the HE sector Experience of supporting the REF Experience of research communication tools e.g. Mendeley, and/or research repository systems Demonstrable ability to identify new opportunities and creative solutions Experience of leading/motivating project teams Experience of project recovery – i.e. ability to analyse, trouble-shoot, and Other Critical thinking and problem solving skills Enthusiastic and proactive ‘can do’ approach Team player and willingness to be flexible and adaptable, to both audience and priorities Customer focused Decision Making i) taken independently by the role holder Day to day management of relationships with research stakeholders Details of project implementation Scheduling of work within agreed deadlines Prioritisation of own workload Event organisation, promotion and facilitation, and dissemination activities Advising researchers on Open Access and scholarly communication Advising on the appropriate use and exploitation of dissemination tools/technologies Anticipating difficulties, where they might arise and taking proactive measures to minimise their impact ii) taken in collaboration with others Strategic decisions on marketing and promotion of activities undertaken within the remit of the Team and Section Identification and integration of new techniques or processes for enhancing research support Deadlines and priorities within projects Trialling new services and systems, and changes in systems which impact LRLR services
Administration Name Position Room Email Cindy Kremer Principal 100 Kelly Ward 6th Grade Assistant Principal 111 Anne Waechter 7th Grade Assistant Principal 144 Carrie Jacobs 8th Grade Assistant Principal 232 Office Staff Name Position Room Email Revella Pugh Lead Secretary 100 Cheri Unger Bookkeeper 100 Betty Crawford Student Data Manager 100c Yolanda Nieves Receptionist 100 Deputy Lee Pulley School Resource Officer 234 Student Services Name Position Room Email Whitney McCallister 7th Grade Guidance Counselor 148 Jennifer Howard 6th Grade Guidance Counselor 141 Fredrick Thomas 8th Grade Guidance Counselor 230 Darrell Burton Social Worker 146 Sarah Hamel Psychologist 227 Sarah Wallace Speech Therapist Pamela Draughn Student Services Technician 100 Barbara Horton Nurse Tamara Cronin AIG 200k Amanda Haymore IRT 200 Elizabeth Kaulfuss Literacy Coach 211 Martin Cooper ALC / ISS 119
World Languages & Other Teachers Name Position Room Email Cindy Bowling ESL 139 Marinella Rogers Spanish Carol Brown Reading Academy MU3 Special Programs Name Position Room Email Arolyn Kiser Special Programs, Department Chair 213 Jeffrey Worthington Autistic 114 Catherine TMD 118 Deborah Hunter BST MU12 Glenda Forde Cross Categorical Resource 139/209 Suzanne Scofield Cross Categorical Resource 139 Nichelle Edwards de Souza Cross Categorical Resource 139 Louise Pfeiffer Cross Categorical Resource 139 Kathleen Osinski Cross Categorical Resource MU4 Renee Garris Teacher Assistant 211 Richard Harris Teacher Assistant MU12 Candy Earles Teacher Assistant 118 Wendy Edwards Teacher Assistant 118 Melvetine Boykin Teacher Assistant MU12 Justin Curry Teacher Assistant 114 TBA Teacher Assistant 114 TBA Helen Hammonds Teacher Assistant 114 Michelle Greene Teacher Assistant 118 Debra McCullough Teacher Assistant 118
Adding an Assignment Description Add a description of the assignment. You can include formatting, hyperlinks, and images using this text editor, or add additional documents and links as resources from the Resource Library. Note: The escription cannot be more than 32,000 characters. Adding Assignment Resources To add resources to an assignment Click the Add From Library button within the Resources section. : Input a URL in the Enter URL box and click the Add button. Click the Choose Files button to upload a local file. Click the Add button next to any of the existing resources within the Resource Library. Click the Save button. Adding Performance Measures Add competencies, performance indicators, and criteria to the assignment. These should already be in your Competency Library. Assignments must have performance measures to be published or tied to a course. Essentially, this is how you are building the rubric for the assignment. This rubric will not only act as a structure for students to follow, but will ensure to the instructor that learning has taken place based upon satisfactory completion of each competency, performance indicator, and criteria. When you select a competency, related performance indicators are displayed and you are prompted to select some or all criteria for a given performance indicator using the Add or Add All buttons. As you select performance measures, the right hand side of the screen will show the competencies, performance indicators, and criteria you selected. To view the default descriptors for each criterion, click the down arrow to the left of a criterion.
Will the policy be reviewed? It be reviewed by the BHC. If applicable, set review date: / Does implementation go beyond minimum EU requirements? Are any of these organisations in scope? If Micros not exempted set out reason in Evidence Base. Micro < 20 Small Medium Large What is the CO2 equivalent change in greenhouse gas emissions? (Million tonnes CO2 equivalent) Traded: Non-traded: I have read the Impact Assessment and I am satisfied that, given the available evidence, it represents a reasonable view of the likely costs, benefits and impact of the leading options. Signed by the responsible : Date:
<insert name of declarant> name of City, Town, Region, etc.> in the Province of <insert name of Province> this day of , 20 Signature of Declarant Name of Commissioner of Oaths, etc. <insert name of Commissioner of Oaths, etc.> Note: Statutory declarations must be solemnly declared and signed before commissioners of oaths or similar officials (e.g. notary public). Signature of Commissioner of Oaths, etc. SCHEDULE “A” FINANCIAL MODEL (see attached) SCHEDULE “B” AUDIT LETTER ADDRESSED TO THE IESO (see attached) SCHEDULE “C” Capitalized terms not defined herein have the meaning ascribed thereto in the LRP I Contract. Date <insert date> Legal Name of Supplier <insert legal name of Supplier> LRP I Contract reference # <insert LRP I Contract reference #> Contract Date <insert Contract Date>
1 Obtaining environmental and Project and Site approvals and permitting for the Project Progress: Issues: 2 Completion of Impact Assessment(s), including receipt of approvals from the System Operator, Transmitter or LDC, as applicable Progress: Issues: 3 Execution of an EPC Contract in respect of the Project Progress: Issues: 4 Financial Close Progress: Issues: 5 Ordering of major equipment Progress: Issues: 6 Delivery of major equipment Progress: Issues: