zilongwang/ReadingBank huggingface dataset:
Instructional Design Wildland Fire Leadership Development Program components Refer to: www.fireleadership.gov The prework reading assignment: Title was taken from the Professional Reading Program. All participants had the book. Examples from the reading assignment were utilized throughout the event. The Wildland Fire Values and Principles were referred to throughout the event. Yes / No Yes / No Yes / No Yes / No Training in context Group exercises and field simulations: Comprised at least 50% of the event presentation time. Field simulations were used in addition to round table group discussion type exercises. Exercises and simulations are related the target audience’s level of leadership responsibility. Yes / No Yes / No Yes / No Case studies Case study examples were frequently utilized from other high-risk work environments. Yes / No After Action Review An After Action Review process was used for continuous improvement of the event. Results are reported to the sponsoring agency and the L-580 Steering Committee. Yes / No General Findings Deficiencies and Suggestions: Note: Checking “No” in any of the evaluation blocks above does not necessarily mean that an event is unsuitable as an L-580 delivery. These evaluation blocks are simply meant as factors to consider; the narrative should discuss how the presence or absence of these elements enhanced or detracted from the delivery.
Legacy Tools Content Control Properties Objective 2: Insert Form Fields Start Word 2007 and open the Company Potluck Form template file if you don’t already have it open. Click in the empty table cell beside the Name field (second row, right column). On the Developer tab, in the Controls group, click the Legacy Tools button. Point to the various tools and note the ScreenTips that display. Click Text Form Field. This will create a place where text can be entered in the cell. Click in the cell beside the Department field and insert another Text Form Field. Click in the cell beside the Food field and insert another Text Form Field. Click in the empty table cell beside the Preferred Data field. On the Developer tab, in the Controls group, click Date Picker. This inserts a field with a pop-up calendar so the person filling out the form can select a date using the calendar. Click in the cell beside the Beverage field. On the Developer tab, in the Controls group, click Drop-Down List. This inserts a field with a pop-up calendar so the person filling out the form can select a date using the calendar. Click on the drop-down menu to select it, then on the Developer tab, in the Controls group, click Properties. In the Content Control Properties box beside Title, type Click drop-down arrow. Click the Add button. Type Soda in the Display Name box and click OK. Repeat this step, adding at least 2 more beverage choices. Click the OK button to close the Content Control Properties box. Save the file.
Teaching Strategies/Procedures Learning Activities Direct Instruction Differentiated Instruction Reinforcement and Remediation Scaffolding Modeling Teacher circulation Teacher-led discussions Use of technological tools Teacher created class webpage Book report guidelines Interdisciplinary Activities (Holocaust, Genetics, Stock Market) Cooperative Learning Activities (e.g. lit circles, stereotype posters) Class discussions Various vocabulary practices from novels (e.g. word maps, context clues, character/vocab charts) Video presentations (e.g.The Outsiders, Holocaust) Interactive whiteboard activities Homework Debate Differentiation Dependent and independent group work Diagnostic Assessment Cooperative Learning (Flexible Grouping) Peer tutoring Tiered activities, assignments, and assessments Hands-on activities Re-teach and enrichment activities Study Guides Assessment Formal and informal teacher observation Test/Quizzes Projects Class discussions/participation Homework/class work Oral question responses Discussion List Notebooks Rubrics Student self-evaluation Suggested Resources Suggested Novels The Westing Game by Ellen Raskin The Outsiders by S.E. Hinton The Giver by Lois Lowry Literature Circle Novels The Diary of Anne Frank by Anne Frank Thanks to my Mother by Schoschana Rabinovici Night by Elie Wiesel I Am a Star: Child of the Holocaust by Inge Auerbacher Four Perfect Pebbles: A Holocaust Story by Lila Perl & Marion Blumenthal Lazan Margit: A teenager’s journey through the Holocaust and beyond by Margit Feldman & Bernard Weinstein Daniel’s Story by Carol Matas Behind the Bedroom Wall by Laura Williams Journey to America by Sonia Levitin Frederich by Hans Peter Richter The Devil’s Arithmetic by Jane Yolen Other resources Short articles Discovery Education website Holocaust Videos
Unsubsidized federal loans Indication (for example, Y or N) whether participant received unsubsidized federal loans. Date unsubsidized loan received Date unsubsidized loan was received or awarded. Other loan(s) received to attend college Indication (for example, Y or N) whether participant received this loan(s). Date other loan(s) received Date other loan(s) was received or awarded. Scholarship receipt Indication (for example, Y or N) whether participant received a scholarship. Date scholarship receipt Date scholarship was received or awarded. Tuition assistance receipt Indication (for example, Y or N) whether participant received tuition assistance from an employer. Date tuition assistance received Date tuition assistance was received. Annual gross income Annual gross income (income before taxes). Credit score Participant’s credit score. Date credit score received Date student received credit score. Credit agency Agency providing credit score (such as Experian, Transunion, and Equifax); indicate if self-reported or unknown. FAFSA = Free Application for Federal Student Aid 4. Participant program of study and coursework The data on participants’ program of study and coursework in Table 4 will allow us to examine postsecondary programmatic and course-taking patterns before and after receiving WSSN services. To allow us to do this, please provide data on all programs of study and coursework ever taken by each participant at your college, including WSSN and non-WSSN courses, credit and noncredit courses, and remedial courses. Colleges may provide the data on coursework (Table 5) in a separate file, with each student having a separate row for courses taken each term. Table 4. Participant program of study Data element Description Participant identifiers for linking data sets Please include items from Table 1 to enable linking these data to activity and outcome data. Campus of college The campus of the college at which student is enrolled during each term, if relevant. Name of program of study Name of each program of study in which participant was enrolled (such as Business, Computer Science, Nursing). Type of degree awarded Type of each degree awarded to participant, such as A.A., A.S., or B.S. Date degree awarded Date each degree was awarded. Name of certification awarded Name of each certification awarded to participant, such as a certification in medical coding or supply chain management. Date certification awarded Date each certification was awarded.
Working Week (Days and Hours) We ask that you give the overall weekly hrs to be worked and also state if includes weekends/shifts etc….. Also what is the day- to-s day hours. 08.30 -1600hrs Monday-Friday 38.5 hours per week Shift examples 7:30am-4:30pm, 8:00am-5:00pm, 9:00am-6:00pm Future prospects description This is a one year contract with the potential to continue onto full time employment with the nursery and to continue training to Level 3. Employer Details Employer Description Enter a sentence giving a description of the employer. La Petite Academy is a small private day nursery based in Littleover, Derby. Employer website and logo. You can opt to upload a logo which appears in the top right hand corner of the vacancy when viewing in AVOL. www.lapetiteacademy.co.uk Vacancy Location Vacancy Location & Postcode (Complete if Multiple) La Petite Academy Ltd 10-12 Highfield Rd Littleover Derby DE23 1DG Training Information Occupation Type (Sector) Childcare/ Education Job Role (Framework ) Childcare Vacancy Type Full time Training to be Provided NVQ, Key Skills, Technical Certificate, and any training required for the job role e.g. Health and Safety, First Aid etc. Apprenticeship at Level 2 to gain Certificate for Children and Young People’s Workforce, Functional Skills at Level 1 (in English, Maths and ICT), Paediatric First Aid, Safeguarding, Manual Handling, Health and Safety and EYFS. Expected Duration Please enter 12 months, 1 year, the expected duration. 12 months About the Candidate Skills Required Good communications skills to be able to talk to children of all ages, staff and parents. Friday
This brings the largest polygons to the top of the table. Notice that the largest areas are coded “U”, for uplands, and “Out”, area outside the mapping jurisdiction for these data, in this case, in Wisconsin. We will be classifying the polygons by their size, which is contained in the “Area” attribute. Left click on the dropdown in the upper left corner, below the word Table. You may need to expand the window to the right to view the button. Then left click on Select By Attributes in the dropdown menu This opens a query builder. You select a Method at the top (for this Lab use “Create a new selection”). You use the items listed in the second pane with the operation buttons listed below it to build an expression in the bottom pane. This expression is applied to the data table to select features. In the Select by Attributes box, 1) double click on the “Wet_type” field, 2) single click on the = button, 3) double click on the “Get unique Values” button, 4) scroll to and double click on the “Out” value. Your selection expression should appear as shown to the right. Remember to use the buttons on the menu to compose the selection expression, e.g., the “Wet_type” = Out”. Typing in a selection via the keyboard is possible, but it is easy to make mistakes which cause syntax errors. Click Apply. This selects all the records in the file that have the “Out” code.
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] Study cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Università degli Studi « Foro Italico » Ufficio Relazioni Internazionali IROMA05 Piazza Lauro De Bosis, 15 00135 Roma Italia diego.visentini@uniroma4.it tel. 0636733221 – 0636733385 fax.0636733220 Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees After the Mobility Table D - Traineeship Certificate by the Receiving Organisation/Enterprise Name of the trainee: Name of the Receiving Organisation/Enterprise: Sector of the Receiving Organisation/Enterprise: Address of the Receiving Organisation/Enterprise [street, city, country, phone, e-mail address], website: Start date and end date of traineeship: from [day/month/year] …………………. to [day/month/year] ……………….. Number of working hours per week: Traineeship title: Detailed programme of the traineeship period including tasks carried out by the trainee: Knowledge, skills (intellectual and practical) and competences acquired (achieved Learning Outcomes): Evaluation of the trainee: Date: Name and signature of the Supervisor at the Receiving Organisation/Enterprise:
In LAN-based backup, all servers are connected to the LAN and all storage devices are directly attached to the storage node (see Figure 12-8). The data to be backed up is transferred from the backup client (source), to the backup device (destination) over the LAN, which may affect network performance. Streaming across the LAN also affects network performance of all systems connected to the same segment as the backup server. Network resources are severely constrained when multiple clients access and share the same tape library unit (TLU). This impact can be minimized by adopting a number of measures, such as configuring separate networks for backup and installing dedicated storage nodes for some application servers. The SAN-based backup is also known as the LAN-free backup. Figure 12-9 illustrates a backup. The SAN-based backup topology is the most appropriate solution when a backup device needs to be shared among the clients. In this case the backup device and clients are attached to the SAN.
ACTIVITY NO.3 Title of Activity Date Total Attendees Venue Objective of the Activity Type of Activity GMM Seminar Socio-Civic Others _______________________________ Activity in line with 4Ps Profession Professional Professional Organization Professional Product Activity in support of the UAP corporate thrust Unity Accountability Professional Excellence Articles, Caption, Details and Photos:
Irrelevant or vague classes. We discard scheduling software, scheduler, software, and meeting information because they are irrelevant. Attributes. We model time and acceptance status as attributes. An invitation is a type of notice; we need the enumeration attribute noticeType to record whether an invitation is an invitation, reschedule, cancellation, refusal, or confirmation. Roles. Chair person and attendee are association ends for user.
During the Mobility Exceptional changes to Table A (to be approved by e-mail or signature by the student, the responsible person in the Sending Institution and the responsible person in the Receiving Institution) Table A2 During the mobility Component code (if any) Component title at the Receiving Institution (as indicated in the course catalogue) Deleted component [tick if applicable] Added component [tick if applicable] Reason for change Number of ECTS credits (or equivalent) Choose an item. Choose an item. TOTAL olarak değişiklik sonrası mevcut derslerin ve yeni eklenen derslerin ECTS toplamı yazılacak. TOTAL: Exceptional changes to Table B (if applicable) (to be approved by e-mail or signature by the student and the responsible person in the Sending Institution) Table B2 During the mobility Component code (if any) Component title at the Sending Institution (as indicated in the course catalogue) Deleted component [tick if applicable] Added component [tick if applicable] Number of ECTS credits (or equivalent) TOTAL olarak değişiklik sonrası mevcut derslerin ECTS toplamı yazılacak. TOTAL: Commitment Name Email Position Date Signature Student Student Responsible person at the Receiving Institution Departmental Coordinator at the Receiving Institution Institutional Coordinator at the Receiving Institution
IRO Acquiring of asset Financing of exp. Disposal of asset Supply of service FOR FEC / FCOC on TRANSLATION date, use rate on TRANSACTION DATE Thus: no difference on translation date Take into account on realisation NOTE: Where FEC entered into to hedge debt = the CTR and DEBT constitute TWO SEPARATE EXCHANGE ITEMS (THEREFORE: Calculate exchange differences in relation to both items at the translation and realisation dates) SILKE 22.5 DEFERRAL OF ECHANGE GAIN / LOSS {s24l(7)} Loan / advance / debt utilised iro Acquisition, installation, erection / construction of any MACHINERY, PLANT, IMPLEMENT, UTENSIL, BUILDING OR IMPROVEMENT TO BUILDING OR Devising, developing, creation, production, acquisition, restoration of any INVENTION, PATENT, DESIGN, TM, ©, or similar property/knowledge ito s11(gA) & (gB) Exchange loss or gain DEFERRED UNTIL YOA in which asset is BROUGHT INTO USE for the purpose of person’s trade (or commissioner satisfied that the loan will no longer be incurred / utilised as contemplated OR asset will not be brought into use for trade purpose) SILKE EG 22.7
Paging Contnued Basic Method The basic method for implementing paging involves breaking physical memory into fixed-sized blocks called frames and breaking logical memory into blocks of the same size called pages. When a process is to be executed, its pages are loaded into any available memory frames from their source (a file system or the backing store). The backing store is divided into fixed-sized blocks that are of the same size as the memory frames. Every address generated the CPU is divided into two parts: a page number(p) and a page offset (d). The page number is used as an index into a page table. The page table contains the base address of each page in physical memory. This base address is combined with the page offset to define the physical memory address that is sent to the memory unit. The page size (like the frame size) is defined by the hardware. The size of a page is typically a power of 2, varying between 512 bytes and 16 MB per page, depending on the computer architecture. The selection of a power of 2 as a page size makes the translation of a logical address into a page number and page offset particularly easy. If the size of the logical address space is 2m, and a page size is 271 addressing units (bytes or words), then the high-order m- n bits of a logical address designate the page number, and the n low-order bits designate the page offset. Thus, the logical address is as follows: where p is an index into the page table and d is the displacement within the page. As a concrete (although minuscule) example, consider the memory in Figure 8.9. Here, in the logical address, n= 2 and m = 4. Using a page size of 4 bytes and a physical memory of 32 bytes (8 pages), we show how the user's view of memory can be mapped into physical memory. Logical address 0 is page 0, offset 0. Indexing into the page table, we find that page 0 is in frame
*. Branch: ALU output← NPC + (Imm << 2) Cond ← (A == O) Operation: The ALU adds the NPC to the sign-extended immediate value in Imm, which is shifted left by 2 bits to create a word offset, to compute the address of the branch target. Register A, which has been read in the prior cycle, is checked to determine whether the branch is taken. Since we are considering only one form of branch (BEQZ), the comparison is against 0. Note that BEQZ is actually a pseudoinstruction that translates to a BEQ with R0 as an operand. For simplicity, this is the only form of branch we consider. The load-store architecture of MIPS means that effective address and execution cycles can be combined into a single clock cycle, since no instruction needs to simultaneously calculate a data address, calculate an instruction target address, and perform an operation on the data. The other integer instructions not included above are jumps of various forms, which are similar to branches. 4. Memory access/branch completion cycle (MEM): The PC is updated for all instructions: PC ← NPC; *Memory reference: LMD ← Mem[ALUOutput] or Mem[ALUOutput] ← B; Operation: Access memory if needed. If instruction is a load, data returns from memory and is placed in the LMD (load memory data) register; if it is a store, then the data from the B register is written into memory. In either case the address used is the one computed during the prior cycle and stored in the register ALUOutput. * Branch: if (cond) PC ← ALUOutput Operation: If the instruction branches, the PC is replaced with the branch destination address in the register ALUOutput. 5. Write-back cycle (WB): * Register-Register ALU instruction: Regs[rd] ← ALUOutput;
* Register-Immediate ALU instruction: Regs[rt] ← ALUOutput; *Load instruction: Regs[rt] ← LMD; Operation: Write the result into the register file, whether it comes from the memory system (which is in LMD) or from the ALU (which is in ALUOutput); the register destination field is also in one of two positions (rd or rt) depending on the effective opcode.
LEARNING AGREEMENT FOR STUDIES The Student Last name (s) First name (s) Date of birth Nationality Sex [M/F] Academic year 20../20.. Study cycle Bachelor/Master (delete the unnecessary) Subject area, Code Business and administration; 0410 Phone E-mail The Sending Institution Name BA School of Business and and Finance Faculty - Erasmus code (if applicable) LV RIGA13 Department - Address K. Valdemara 161, Riga, LV-1013 Country, Country code Latvia, LV Contact person name Irīna Kukliča Contact person e-mail / phone irina.kuklica@ba.lv +371 67709278 The Receiving Institution Name Faculty Erasmus code (if applicable) Department Address Country, Country code Contact person name Contact person e-mail / phone For guidelines, please look at Annex 1, for end notes please look at Annex 2.
1 MILE RUN - Minimum time required in minutes:seconds Males: 8:30 8:08 7:53 7:35 Females: 11:10 11:00 11:44 11:20 Note: All exercise physical qualification requirements will be completed on the second full day of training at the Academy, which is normally Tuesday. Cadets will be given only one attempt to pass the Leadership Academy physical fitness requirements. Frequent long distance runs in small groups in an attempt to get cadets in running shape who failed the initial 1 mile run, will not be permitted. Cadets failing to complete the qualification requirements will not receive the silver cord, and will be immediately sent home at their own expense. Instructors will be contacted in the event of a cadet failure and must provide a recall number and be available on Tuesday morning until 11:00 AM. Units having a failed cadet will be penalized five (5) points per failure on the unit End Of Year (EOY) report and could be docked a LA quota for next year for each failure to graduate. Cadet Letter Agreement A Cadet Statement of Agreement for attendance at the Academy must be completed and forwarded by the Senior Naval Science Instructor to the Area Manager prior to commencement of training. This letter basically ensures an understanding of the requirements for being accepted at the Academy. Cadet Transportation Units will be responsible for providing transportation to the Academy. However, in some cases students may be responsible for their own transportation. No cadet will be allowed to drive to Leadership Academy. Cadet Costs. A minimum charge is required to cover the costs of cadet berthing and meals while in training. Cadets pay their unit and the SNSI will make a single check from the NJROTC Unit/school account for the total amount for each cadet attending the Academy. Cadets should bring additional money for personal necessities. Visitor and Phone Call Policy. Only emergency incoming calls will be accepted. In an emergency, parents should contact the host activity where the Leadership Academy is located. While the NJROTC barracks duty office will have a phone, that number may not be assigned until shortly before the commencement of the Academy, and therefore unavailable for publication prior to cadet’s arrival. Leadership Academy Duty Office phone number will be published via email as soon as available. Cadets will be allowed to notify parents of their arrival or in cases of extreme need. These calls will be kept to a minimum and must be authorized by Academy staff. VISITORS ARE NOT ALLOWED UNTIL THE MORNING OF GRADUATION. Cadet Uniforms and Equipment.
(THIS PAGE INTENTIONALLY LEFT BLANK) 11 GENERAL ORDERS TO THE SENTRIES The following information will be memorized. It will be required at all inspections as well as other occasions during attendance at Leadership/CO/XO Academy. All hands will sound off in a loud, clear voice as shown in the example below. Take charge of this post and all government property in view.
Math 8 EOG Review: Pythagorean Theorem and Volume Name _____________________ # ____ Find the length of each missing side. Round to the nearest tenth, if necessary. 1. 2. 3. 4. Mrs. Green tells you that a right triangle has a hypotenuse of 13 and a leg of 5. She asks you to find the other leg of the triangle. What is your answer? 5. Two joggers run 8 miles north and then 5 miles west. What is the shortest distance, to the nearest tenth of a mile, they must travel to return to their starting point? 6. Oscar’s dog house is shaped like a tent. 7. One side of a suitcase measures 24 inches
Informal Checks for Understanding How will you know if students are getting it? Student watch, and quality of their conversations Formal Checks for Understanding How will you know if students are getting it? The quality of student’s baseline creative writing skills both pre-and post- self/peer edit. Summative Assessment How will you know if students have got it? I’m going to use the BC writing standards rubric for assessing their baseline creative writing skills Stage 3 – Learning Plan Processing/Learning Activities Designed to Ensure Understanding and Promote Critical Thinking: Examples: A/B partner share, think-pair-share, Socratic seminars, opinion line-ups, See-Wonder-Think, expert jigsaws, tabletop twitter, manipulatives, etc. A/B partner share/edit, eating manipulatives, teacher comments Lesson Format: Components to consider: hook/introduction, body of lesson, closure (bringing the lesson back to the PLOs), timing, transitions and transition activities, materials, methods/strategies/activities, places for differentiation, logistics, etc. Potential Barriers to Success: Might include: engagement, motivation, organization, language ability, exceptionalities, reading level etc. Engagement: This class can struggle with staying on task in small group conversations, but especially in large class conversations. Adaptations: Resources/manipulatives: Oreo cookies Short story planning sheet Ipads schoology T. will be allowed to dictate his created paragraphs. L. will be allowed to work with his SEA to try his best to write descriptive paragraphs. First Nations Principles of Learning: Learning is reflective We’re eventually going to come back to this creative piece later in the semester to see how far the students have come Learning is experiential Students need to experience the cookie as they’re eating it, as well as describe their experience in great detail
When applying, you can ask for immediate help if your family has little or no cash and needs emergency housing, food, utilities, clothing, or medical care. APPLICATION PROCESS The DPSS office will set up a mandatory face-to-face interview with a CalWORKs Eligibility Worker. During the interview, the CalWORKs Eligibility Worker will: Obtain the necessary facts and verify the applicant’s eligibility to the program; Advise and explain the rules and responsibilities to the applicants; and Have the participant complete the required application and forms and provide proof of income and property, citizenship status, age, social security number, residence, shelter costs, work or school status and other information for each family member. *New Applications*: Families who are applying for benefits could schedule an appointment online by accessing the Your Benefits Now website at . Families could access some of the CalWORKs rules by clicking on the following links: ; Persons applying for assistance on or after April 1, 1998 are eligible to receive GAIN services after signing a WTW plan. WTW activities include employment, job search, assessment, education and training, community service, substance abuse treatment, mental health services and domestic violence counseling. provides employment-related services to CalWORKs recipients to help them find employment, stay employed, and move on to higher paying jobs, which will ultimately lead them to self-sufficiency and independence. WtW activities must be a minimum of 20 or 30 hours per week for single parents, depending on the age of the children. Two parent families must participate
PROJECT REFERENCE # FIRM NAME SUBCONTRACTOR INFORMATION ORIGINAL ADDITIONAL INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION INDIVIDUAL’S NAME FIRM’S NAME E-MAIL FUNCTION
5 Place Planning, Access & Inclusion 5a (i) To ensure that all children in Cornwall are able to attend their nearest or designated school, if they wish to do so, and that applications for school places are allocated in line with the School Admissions Code 2014. By doing this the Council will reduce the need for children to travel long distances to and from their allocated school. This will have a positive impact on the home to school transport budget, as costs will be reduced, and will support families and children’s access to local schools. 5a (ii) To commission high quality school places in Cornwall to meet demand, especially in the areas where demand is highest; Truro, St Austell, Newquay, Launceston, Camelford rural areas, and Bude / Stratton – town and rural 5b To ensure that the LA’s duty is met in respect of children permanently excluded from school and children without a school places by ensuring that all schools comply with School Exclusions Regulations (January 2015) and that suitable alternative education provision is in place. To manage / administer Fair Access Pupil Placement Panels. 5c (i) To build capacity in local schools to narrow the gap for identified underachieving ethnic minority groups. (ii) To support schools in developing an inclusive curriculum Sharon Hindley Senior Manager PPAI Sarah Lewis, Pupil Placement Manager Helen Peerless, Policy & Organisation Manager Paul Renowden, Education Capital Manager Sharon Hindley Senior Manager PPAI Sarah Lewis Pupil Placement Manager Pat Barr, E&D Lead Pat Barr, E&D Lead Council Business Plan / Directorate / Service Priorities: Greater Access to essentials for living / Engaging with our communities / Healthier & Safe Communities RAAS Priority 4 School Place Planning Strategy 2015-17 RAAS Priority 2 / 4, RAAS Priorities 1 and 2 RAAS Priorities 1 and 2
English - Reasoning through Language Arts Objectives Steck-Vaughn (1 semester) Suggestion (content in blue has priority) Writte homework + Workbook Class 1 *Main Idea (Unit 1, Lesson 1) *Summarize (Unit 1, Lesson 2) *Sequence (Unit 1, Lesson 3) *Categorize (Unit 1, Lesson 3) Find a text where you identify the main idea and supporting details. Class 2 *Cause and effect (Unit 1, Lesson 5) *Cause and effect in fiction (Unit 1, Lesson 14) *Compare and Contrast (Unit 1, Lesson 6) *Compare and contrast in fiction (Unit 1, Lesson 15) Write paragraph comparing and contrasting 2 texts. Class 3 *Determine author’s point of view (Unit 1, Lesson 7) *Narrative point of view (Unit 1, Lesson 20) *Determine author’s purpose (Unit 2, Lesson 1) *Analyze elements of persuasion (Unit 2, Lesson 2) *Identify Theme (Unit 1, Lesson 22) Write 2 paragraphs with opposing points of view using reasons to support each argument. Class 4 *Identify evidence (Unit 2, Lesson 3) *Make inferences (Unit 1, Lesson 8) *Make inferences in fiction (Unit 1, Lesson 21) (briefly :) *Analyze style and tone (Unit 1, Lesson 9) *Analyze plot elements (Unit 1, Lesson 16) *Analyze characters (Unit 1, Lesson 17) *Analyze el setting (Unit 1, Lesson 18) *Interpret figurative language (Unit 1, Lesson 19) Write a paragraph where you compare and contrast evidence of 2 texts. Class 5 *Draw conclusions (Unit 1, Lesson 10) *Analyze the structure of arguments (Unit 2, Lesson 7) (briefly) *Draw conclusions in fiction (Unit 1, Lesson 23) *Make generalization (Unit 1, Lesson 11) *Synthesize information (Unit 1, Lesson 12) Read Unit 3 Lesson 1 y 2. Write a thesis statement comparing 2 opposing arguments. Class 6 *Identify faulty evidence (Unit 2, Lesson 5) *Compare opposing arguments (Unit 3, Lesson 1) *Develp a thesis (Unit 3, Lesson 2) (briefly) *Use context clues (Unit 1, Lesson 13) *Apply ideas (Unit 1, Lesson 24) Essay 1 (emphasis in thesis statement at the end of introduction)
Class 7 *Define points and gather evidence (Unit 3, Lesson 3) *plan the extended response (Unit 3, Lesson 4) *Write introduction and conclusion (Unit 3, Lesson 5) (briefly) *Identify faulty evidence (Unit 2, Lesson 5) *Valid and invalid evidence (Unit 2, Lesson 6) *Rhetorical devices (Unit 2, Lesson 8) Essay 2 Class 8 *Compare and contrast texts (Unit 2, Lesson 9) *Compare and contrast different formats (Unit 2, Lesson 10) *Draft an extended response (Unit 3, Lesson 6) (briefly, continuation) *Identify faulty evidence (Unit 2, Lesson 5) *Valid and invalid evidence (Unit 2, Lesson 6) *Rhetorical devices (Unit 2, Lesson 8) Essay 3 Class 9 *Compare and contrast different texts (Unit 2, Lesson 10) *Compare and contrast different texts (Unit 2, Lesson 10) *Review extended response (Unit 3, Lesson 7) Essay 4 Class 10 *Compare and contrast texts (Unit 2, Lesson 11) * Compare and contrast texts (Unit 2, Lesson 12) * Compare and contrast texts (Unit 2, Lesson 13) Essay 5 Class 11 Essay 6
LEARNING AGREEMENT FOR TRAINEESHIPS The Trainee Last name (s) First name (s) Date of birth Nationality Sex [M/F] Academic year 20../20.. Study cycle Subject area, Code Business administration; 041 Phone E-mail The Sending Institution Name BA School of Business and Finance Faculty - Erasmus code (if applicable) LV RIGA13 Department - Address K. Valdemara 161, Riga, LV-1013 Country, Country code Latvia, LV Contact person name Irina Kuklica Contact person E-mail / phone irina.kuklica@ba.lv +371 67709278 The Receiving Organisation/Enterprise Name Sector Department Address, website Country Size of enterprise Contact person name / position Contact person e-mail / phone Mentor name / position Mentor e-mail / phone For guidelines, please look at Annex 1, for end notes please look at Annex 2.
Although reducing congestion on roads is important, works generally keep up with increasing traffic demands. Providing better, efficient, frequent and reliable public transport will be a much better option West Preston tram needs to be extended to Reservoir station. PUBLIC REALM Participants wanted existing open space to be enhanced, especially Darebin Creek Better pedestrian amenity is needed Promoting alternative housing models for sustainable living and more affordable homes is important Need to better blend industrial area with residential and retail uses EMPLOYMENT INITIATIVES Building the profile and identity of the La Trobe NEC is needed. This will help leverage existing investments and contribute to further business growth opportunities More engagement with business is needed Should be more complementary medical to support Austin hospital Repat hospital redevelopment should introduce a new through road and it needs a new image NBN access is poor for business, needs to be improved Need a framework for business and education to work together to increase employment Local businesses should be supported by linking them with education providers and providing grants would help businesses to grow LA TROBE UNIVERSITY La Trobe University is keen to formally pursue a proposed tram route through the university grounds, re-routing the existing Tram Route 86 that goes to Bundoora La Trobe University does not have links externally and being inwards facing makes the Cluster connectivity less effective Open La Trobe University to the community Promote University events to wider community Next Steps The preparation of the La Trobe National Employment Cluster Framework Plan is proposed to progress from the current stage ‘Public Engagement Phase 1’ to formulating the draft plan for further engagement in 2017 as outlined in the process to date. The key steps in the process are outlined below in Figure 11. Figure 11 – Process and Next Steps
Draw the flag under the country name Major Religions Language Type of Government Population Capital Current Leader Environmental Issues Year became a country Natural Resources Fun Facts Mexico Venezuela Brazil Cuba Latin American Webquest See my website for ALL directions and resources. There’s another assignment when you’ve finished.
SECOND INDIVIDUAL APPLICANT (if applicable) Other Title (for example, Rev) Surname First names Date of birth I am 18 years old or over Please tick yes Nationality Current postal address if different from premises address Post town Postcode Daytime contact telephone number E-mail address (optional) (B) OTHER APPLICANTS Please provide name and registered address of applicant in full. Where appropriate please give any registered number. In the case of a partnership or other joint venture (other than a body corporate), please give the name and address of each party concerned. Name Address Registered number (where applicable) Description of applicant (for example, partnership, company, unincorporated association etc.) Telephone number (if any) E-mail address (optional)
F Recorded music Standard days and timings (please read guidance note 7) Will the playing of recorded music take place indoors or outdoors or both – please tick (please read guidance note 3) Indoors Outdoors Day Start Finish Both Mon Please give further details here (please read guidance note 4) Tue Wed State any seasonal variations for the playing of recorded music (please read guidance note 5) Thur Fri Non standard timings. Where you intend to use the premises for the playing of recorded music at different times to those listed in the column on the left, please list (please read guidance note 6) Sat Sun
H Anything of a similar description to that falling within (e), (f) or (g) Standard days and timings (please read guidance note 8) Please give a description of the type of entertainment you will be providing Day Start Finish Will this entertainment take place indoors or outdoors or both – please tick (please read guidance note 4) Indoors Mon Outdoors Both Tue Please give further details here (please read guidance note 5) Wed Thur State any seasonal variations for entertainment of a similar description to that falling within (e), (f) or (g) (please read guidance note 6) Fri Sat Non standard timings. Where you intend to use the premises for the entertainment of a similar description to that falling within (e), (f) or (g) at different times to those listed in the column on the left, please list (please read guidance note 7) Sun
D Boxing or wrestling entertainments Standard days and timings (please read guidance note 8) Will the boxing or wrestling entertainment take place indoors or outdoors or both – please tick (please read guidance note 4) Indoors Outdoors Day Start Finish Both Mon Please give further details here (please read guidance note 5) Tue Wed State any seasonal variations for boxing or wrestling entertainment (please read guidance note 6) Thur Fri Non standard timings. Where you intend to use the premises for boxing or wrestling entertainment at different times to those listed in the column on the left, please list (please read guidance note 7) Sat Sun
B Films Standard days and timings (please read guidance note 7) Will the exhibition of films take place indoors or outdoors or both – please tick (please read guidance note 3) Indoors Outdoors Day Start Finish Both Mon Please give further details here (please read guidance note 4) Tue Wed State any seasonal variations for the exhibition of films (please read guidance note 5) Thur Fri Non standard timings. Where you intend to use the premises for the exhibition of films at different times to those listed in the column on the left, please list (please read guidance note 6) Sat Sun
H Anything of a similar description to that falling within (e), (f) or (g) Standard days and timings (please read guidance note 7) Please give a description of the type of entertainment you will be providing Day Start Finish Will this entertainment take place indoors or outdoors or both – please tick (please read guidance note 3) Indoors Mon Outdoors Both Tue Please give further details here (please read guidance note 4) Wed Thur State any seasonal variations for entertainment of a similar description to that falling within (e), (f) or (g) (please read guidance note 5) Fri Sat Non standard timings. Where you intend to use the premises for the entertainment of a similar description to that falling within (e), (f) or (g) at different times to those listed in the column on the left, please list (please read guidance note 6) Sun
F Recorded music Standard days and timings (please read guidance note 8) Will the playing of recorded music take place indoors or outdoors or both – please tick (please read guidance note 4) Indoors Outdoors Day Start Finish Both Mon Please give further details here (please read guidance note 5) Tue Wed State any seasonal variations for the playing of recorded music (please read guidance note 6) Thur Fri Non-standard timings. Where the club intends to use the premises for the playing of recorded music at different times from those listed in the column on the left, please list (please read guidance note 7) Sat Sun
I Supply of alcohol Standard days and timings (please read guidance note 8) Will the supply of alcohol be for consumption – please tick (please read guidance note 9) On the premises Off the premises Day Start Finish Both Mon State any seasonal variations (please read guidance note 6) Tue Wed Thur Non-standard timings. Where the club intends to use the premises for the supply of alcohol at different times from those listed in the column on the left, please list (please read guidance note 7) Fri Sat Sun
Index A Assumptions, 5 C Callout Boxes, 3 Contents, iv Conventions Documentation, 3 D Disclaimers, 2 Software, 2 Documentation Conventions, 3 Navigation, 4 Symbols, 3 F Figures, vi G Glossary, 29 H Help At Prompts, 4 Online, 4 Question Marks, 4 Home Pages Adobe Website, 5 VA Software Document Library (VDL) Website, 5 How to Use this Manual, 1 HTML Manuals, 1 I Intended Audience, 1 M Manuals In HTML, 1 Reference, 5 O Online Documentation, 4 Orientation, 1 Q Question Mark Help, 4 R Reference Materials, 5 S Software Disclaimer, 2 Symbols Found in the Documentation, 3 T Table of Contents, iv Tables, vi U URLs Adobe Website, 5 VA Software Document Library (VDL) Website, 5 V VA Software Document Library (VDL) Website, 5 W Websites Adobe Website, 5 VA Software Document Library (VDL), 5
Index A Assumptions, 5 C Callout Boxes, 3 Contents, iv Conventions Documentation, 3 D Disclaimers, 2 Software, 2 Documentation Conventions, 3 Navigation, 4 Symbols, 3 F Figures, vi G Glossary, 33 H Help At Prompts, 4 Online, 4 Question Marks, 4 Home Pages Adobe Website, 5 VA Software Document Library (VDL) Website, 5 How to Use this Manual, 1 HTML Manuals, 1 I Intended Audience, 1 M Manuals In HTML, 1 Reference, 5 O Online Documentation, 4 Orientation, 1 Q Question Mark Help, 4 R Reference Materials, 5 S Software Disclaimer, 2 Symbols Found in the Documentation, 3 T Table of Contents, iv Tables, vi U URLs Adobe Website, 5 VA Software Document Library (VDL) Website, 5 V VA Software Document Library (VDL) Website, 5 W Websites Adobe Website, 5 VA Software Document Library (VDL), 5
4. What environmental aspect is addressed by this project? (e.g. Waste, Water Quality, Air Quality, Biodiversity, Climate Change, Sustainability etc.) Please indicate (“x”) which of the following best fits your project: Training, Education and similar Awareness-Raising Initiatives e.g. Workshop School/Community Gardens & Allotments Development of Community Areas including Wildlife and Biodiversity Repair, Reuse, Recycling Composting and Rainwater Harvesting Audits, Surveys and Action Planning Other If ‘other’ please provide details: 5. How will this project develop a more sustainable local community
8. Have you applied for funding from one or more other Local Authorities for this Project. Yes No 8.1. If you answered “yes” to the previous question, please list the other local authorities applied for in the following table: Note: No more than 8 applications may be made to local authorities for any one project. Local Authority Applied to: Amount € € € € € € € € Total Funding Sought for this Project from all Local Authorities € 9. Have you applied for funding from other local authorities for any other project Yes: No: 9.1 If "yes" to the previous question, please list both the project name, and names of local authorities applied to, on the following table: Any further details of other projects applied for through this scheme can be supplied on a separate page. Local Authority Applied To: Title Of Project Amount € € €
10. Applicant’s Authorisation for Assessment, Audit and Data Retention All particulars as entered above, and any supplementary materials supplied in support of this application, are correct as of the date of this signature. I consent that my application form will be assessed based on the attached criteria and understand that it may or may not receive a funding allocation. I consent that my application form will be held by the relevant local authority in line with appropriate data retention policies. To ensure appropriate governance, I acknowledge that my application may be subject to audit. Signed:____________________ ______ Date:_______________________ FOR LOCAL AUTHORITY USE ONLY: Date Form Received :_______________________ Local Authority Stamp: Overall Mark Awarded :_______________________
LA7 Fall Semester Agenda 2018 GRAMMAR: Writing and Grammar 7 WRITING: Core Skills Grade 7 VOCABULARY: Roots Up Volume I In Class Work WEEKLY WORK In Class Work WEEKLY WORK In Class Work WEEKLY WORK 8/14 Review together: Class Policies Class Agenda and Weekly Schedule ****Bring all 3 curriculum books (writing, grammar, vocab) for a grade 8/14 Discuss your writing that you brought and share ideas together as a group ***Respond to prompt in paragraph form -What qualities make a good learner? What strategies will make you successful in class this year? Discuss: Weekly work assignment and how to complete Do an example together 8/21 -Notes: Sentences Chapter 1: Sentences Prior to Class: Read chapter Write all In Summary sections and place in grammar section of notebook After Class: a. Complete all exercises (One chosen to grade) Sentences After Class – complete listed pages Pg. 15-16,22, 41, 43 NONE Roots Up 1-7 Study the definition of each root word Study each derivation of the root word Use each derivation in a sentence (this will be graded weekly) 8/28 -Notes: Nouns Chapter 2: Nouns Sentence Variety, Errors Pg. 53-59 NONE Roots Up 8-14 Study for Vocab Quiz 9/4 -Notes: Pronouns Chapter 4: Pronouns ***Study for TEST: Chapters 1,2,4 Nouns, Pronouns Pg. 5, 6 DUE: Grammar: pg. 283 Biographical Sketch VOCABULARY QUIZ: Roots Up 1-14 Roots Up 15-21 9/11 GRAMMAR TEST: Chapters 1,2,4 NONE Verbs Pg. 46-47 NONE Roots Up 22-28 9/18 -Notes: Verbs Chapter 3: Verbs Verbs Pg. 19-21 DUE: Grammar: pg. 121 Poem from Prose NONE Roots Up 29-36 Study for Vocab Quiz 9/25 -Notes: Adjectives Chapter 5: Adjectives Adding Details Pg. 23-27 DUE: Grammar: pg. 140 Family Tradition VOCABULARY QUIZ: Roots Up 15-36 Roots Up 37-43 10/2 -Notes: Adverbs Chapter 6: Adverbs Adverbs Pg. 7, 48-50 DUE: Grammar: pg.161 Describe a Process NONE Roots Up 44-52 Study for Vocab Quiz
Response – The responses to Part A, questions 1 to 3 are given in table 1 below – A1 A2 A3 Month of Application Applications Including alone or and Occupation together only in the initial application Applications at A1 subsequently amended to cover 'Actions Involving Children' or 'Financial and Property' or both Applications including and 'Actions Involving Children' and/or 'Financial and Property' in the initial application Apr-12 669 80 431 May-12 909 110 555 Jun-12 769 81 459 Jul-12 845 82 532 Aug-12 807 78 507 Sep-12 721 64 442 Oct-12 851 84 595 Nov-12 734 74 505 Dec-12 611 77 404 Jan-13 693 91 498 Feb-13 753 95 567 Mar-13 865 94 650