zilongwang/ReadingBank huggingface dataset:
FIREWORKS OR OTHER INCINDIARY DEVICES: Possession or use of fireworks, firecrackers, and smoke bombs on school property. All Offenses Grades 7 - 12 1-10 days ISS/OSS; Possible LA; Possible LT HARASSEMENT: Intentionally placing a student in a situation where mental or physical harm can take place. This may include verbal, written, or physical aggression, or racial remarks. 1st Offense 2nd Offense 3rd Offense Grades 7 - 12 Interventions; 1-10 days ISS/OSS; Possible LA 1-10 days ISS/OSS; Possible LA; Possible LT 1-10 days OSS; LA; Possible LT INDECENT EXPOSURE: Intentionally exposing one’s own body parts normally which are normally covered or forcibly exposing body parts of another person which are normally covered. All Offenses Grades 7 - 12 1-10 days ISS/OSS; Possible LA; Possible LT MISUSE OF COMPUTERS: Defacing or misusing computers; looking through unauthorized files, including but not limited to: sending unauthorized messages on the network, bypassing district content filtering program, unauthorized use of software or hardware, violation of copyright laws, or tampering with computer settings. 1st Offense 2nd Offense 3rd Offense Grades 7 - 12 Interventions; 1-10 days ISS/OSS; Possible loss of computer privileges; Possible LA 1-10 days ISS/OSS; Possible loss of computer privileges; Possible LA; Possible LT 1-10 days OSS; Loss of computer privileges for 1 year; LA; Possible LT NUISANCE ITEMS: Unapproved use of items such as video games, CD players, iPods, MP3 players, toys, and other items distracting to the educational environment. 1st Offense 2nd Offense 3rd Offense Grades 7 - 12 Warning; Device confiscated & returned at end of school day 30 min detention; Device confiscated & returned at end of day 1-5 days ISS; Device confiscated & parent must pick-up device PUBLIC DISPLAY OF AFFECTION: Display of affection such as kissing and/or other forms of personal contact other than holding hands have no place in school. It causes embarrassment for other students, staff members, and guests in our building. 1st Offense 2nd Offense 3rd Offense Grades 7 - 12 Interventions; Up to 5 days ISS Interventions; Up to 1-5 days ISS 1-5 days ISS/OSS
Step 4: Continuous, Job-Embedded Prof. Learning Plan Step 5 (End of the Year): 17-18 School Imp. Plan Reflection Step 6: Data Team Reflection 2018 Executive Summary Continuous Improvement Goals Learner Profile (Check all that apply) Support from FCS Depts.* (List all that apply) CCRPI Goal Lakeside Middle School will focus on the improvement of student literacy through the use of researched-based strategies. X X X X X Pursue Continuous Learning Exhibit Strong Personal Qualities Utilize Creative & Critical Thinking Engage & Contribute Interact Effectively · Teaching & Learning · Special Education · Student Support Services · Technology & Information Services · Educational Leadership Academic / Instructional Goal Lakeside Middle School will continue to improve the performance of students to achieve proficiency. X X X X X Pursue Continuous Learning Exhibit Strong Personal Qualities Utilize Creative & Critical Thinking Engage & Contribute Interact Effectively · Teaching & Learning · Special Education · Student Support Services · Technology & Information Services · Educational Leadership Climate Goal Lakeside Middle School will continue to improve the climate and culture of the school community. X X Pursue Continuous Learning Exhibit Strong Personal Qualities · Teaching & Learning · Special Education · Student Support Services
2013-16 Executive Summary School Improvement Plan School Name: Lakeside Middle School AdvancED Standards FCS Departments Purpose and Direction Governance and Leadership Teaching and Assessing for Learning Resources and Support Systems Using Results for Continuous Improvement Academics & Accountability Educational Leadership Facilities and Operations Finance and Operations Food and Nutrition Services Human Resources Public Information and Communications School Safety and Discipline Special Education Student Support Services Superintendent Technology and Information Services Transportation Continuous Improvement Goal AdvancED Standards Support from FCS Department(s) Implement Data Teams to focus on the improvement of teaching and learning by: Planning and implementing research instructional strategies Working in content and content by grade level collaborative planning teams Creating common pre-post assessments by grade and content Analyzing data from multiple EOCT, formative, and summative Standard 3- Teaching and Assessing Learning- The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Standard 5- Using Results for Continuous Improvement- The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. Academics and Accountability: Continue to provide professional learning and support for all teachers: Using Data Teams Implementation of Performance Based Tasks Implementation of Researched-Based Instructional Strategies Differentiated Instruction Technology and Information Services: Continue Assistance in Data Collection and Data Disaggregation. Continue itsLearning Training Human Resources: Implementation of the Teacher Keys Effectiveness System based state,
\ Indicator 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data. Conduct Data Digs using state assessment results -teachers will use data to write content by grade level AIM goals. -Due: September 13, 2013 Teachers will use pre and post assessment data to help drive instruction and implement research based instructional strategies. Teachers and Administration Teachers will use Spring 2013 and EOCT data to identify areas of strengths and weakness in student achievement. Administration will provide the data, model how to disaggregate the data, lead discussions and
management. Policies sighted were current. An infection control clinical nurse specialist plays a key role on the infection control committee (ICC) and is now supported by a newly appointed infection control nurse filling a long-term vacancy at Taupo Hospital. Hand hygiene audits are showing improving results in the wards sampled, with good levels of compliance maintained in most areas. A gold hand hygiene auditor has been appointed in the maternity ward. A comprehensive surveillance programme is well-established and implemented. It covers multi-drug resistant organisms, beta-lactamase (ESBL), hospital-acquired bloodstream infections and surgical site infections in accordance with the Health Quality and Safety Commission priorities. Monthly infection control committee meetings include review of surveillance data and audit results. The effectiveness of the current transmission based precautions was reviewed in detail and confirmed there is consistent practice and good understanding of the correct management of patients requiring isolation. Infection status is effectively communicated between wards and departments.
We are thrilled to invite your business to become a part of the LOS ALAMITOS HIGH SCHOOL LACROSSE FAMILY! The existence of our boys and girls championship lacrosse program is 100% reliant on fundraising from our families and community. In order to continue to provide a quality high school lacrosse program, we need to raise funds to the best of our ability. Your tax-deductible donation of cash, merchandise or services is greatly needed and sincerely appreciated! Your support and generosity will help guarantee the continued success of our program. Every year our community bands together to help support our school and all its amazing extracurricular programs at a special event called “Taste for Los Al.” It is an evening of great food and camaraderie for Los Al family and friends! People get to taste food from 40+ different restaurants from the Long Beach and Orange County areas. Over 20 LAHS booster groups present a plethora of silent auction items with the goal of raising funds to support their programs. This year, the 17th annual “TASTE FOR LOS AL” fundraising event will be held on Saturday October 14th, 2017 at the Shops at Rossmoor and we anticipate another big showing. On behalf of the Los Alamitos Lacrosse Program Boosters, we thank you for your consideration. Your participation will help to ensure another great “TASTE FOR LOS AL” success for our program. If you should have any questions, please do not hesitate to call. Sincerely, Shannon McCone – T4LA Event Chair Susanne Steiner- T4LA Event Chair (562) 714-3627 (562) 338-3258 Visit us at www.losalamitoslacrosse.com
Project EDDIE: MODELING CLIMATE CHANGE EFFECTS ON LAKES USING DISTRIBUTED COMPUTING Instructor’s manual This module was initial developed by Carey, C.C., S. Aditya, K. Subratie, and R. Figueiredo. 1 May 2016. Project EDDIE: Modeling Climate Change Effects on Lakes Using Distributed Computing. Project EDDIE Module 4, Version 1. .” Module development was supported by NSF DEB 1245707 and ACI 1234983. This module was first created by Cayelan Carey for her graduate-level ‘Freshwaters in the Anthropocene’ course at Virginia Tech in Spring 2015, and modified from subsequent use in her undergraduate Freshwater Ecology course at Virginia Tech and Global Lake Ecological Observatory Network (GLEON) graduate student workshops. Overall description: Climate change is modifying the thermal structure of lakes around the globe. In this module, students will learn how to use a lake model to explore the effects of altered weather on lakes, and then develop their own climate scenarios to test hypotheses about how lakes may change in the future. Once the students have mastered running one climate scenario for their lake, they will learn how to use distributed computing software to scale up and run hundreds of different climate scenarios for their lakes. The overarching goal of this module is for students to explore new modeling and computing tools while learning fundamental concepts about how climate change will affect lakes. Pedagogical connections: Phase Functions Examples from this module Engagement Introduce topic, gauge students’ preconceptions, call up students’ schemata Short introductory lecture Exploration Engage students in inquiry, scientific discourse, evidence-based reasoning Development of hypotheses of how climate change affects lakes; testing of these hypotheses by forcing lake models with climate scenarios to see how the lakes respond Explanation Engage students in scientific discourse, evidence-based reasoning In-class discussion of the effects of the different climate scenarios Expansion Broaden students’ schemata to account for more observations Using the GRAPLEr software to create hundreds of different climate scenarios Evaluation Assess students’ understanding, formatively and summatively In-class discussion of how climate change can affect lake thermal structure Learning objectives: Set up and run the General Lake Model (GLM) in the R statistical environment to
Reviser: _______________________________ Author: _______________________________ LETTERS ABOUT LITERATURE Checklist for Peer Revision Content ●Does your partner provide an overall statement of the text’s impact toward the beginning of your letter? Yes No ●Is the statement of impact clearly worded and concise? Yes Somewhat No ●Does your partner’s letter clearly inform your audience (the author of the text) of how the book changed his/her thinking and behavior (as opposed to a summary of the book or a fan letter)? Yes Somewhat No ●Has your partner included explanations, examples, and/or anecdotes as needed to thoroughly inform your audience? Yes Somewhat No On the chart below, circle where you would place the author: 10 8 6 4 2 0 The examples and explanations that show the impact are personal, detailed, thoughtful, and full of emotion. Everything mentioned in your statement of impact is addressed in your letter. Your letter includes sufficient examples and explanations to show impact. Each are detailed and interesting. Everything mentioned in your statement of impact is addressed in your letter. Your letter includes sufficient examples and explanations to show impact. Everything mentioned in your statement of impact is addressed in your letter. Your letter includes some examples/explanations to show impact, but you need one or two more connections to really make a strong case. You mention ideas in your impact statement that you never address in your letter. The body of your letter is mostly a summarization of the text instead of a reader’s response/description of impact, so you don’t have the examples/explanations you need to show how the text impacted you. ●Are all of the examples/anecdotes/explanations detailed and well-written about? Yes Somewhat No If you answered “somewhat” or “no,” please explain, so your partner knows how he/she can improve: ●Does the body of your partner’s letter include at least two well-written examples of figurative language that flow well with the rest of the writing? Yes No ●Does your partner’s letter refer to at least two specific moments in the text? Yes No Organization
prejudicial act towards them, and it obviates the need to collect contentious historical DRP data. APPENDIX 1: Terms of Reference Part one The AER considered the efficient financing practices of a benchmark efficient entity would be to minimise its financing costs over the life of its assets while managing refinancing risk and interest rate risk. The AER seeks a critical review of this view on efficient financing practices. The AER seeks a critical review of the efficient debt financing practices the AER considered a benchmark efficient entity would undertake under the following regulatory approaches: The on-the-day approach The trailing average approach; and A transition between the on-the-day approach and the trailing average approach (based on the transition path the AER proposed in the rate of return guideline). The averaging periods for these regulatory approaches are set out in table 2 of attachment 1. Question (2) should be answered from the perspective of a benchmark efficient entity. The AER defines a benchmark efficient entity as a pure play, regulated energy network business operating within Australia. Advise on whether the consultant’s advice on the efficient financing practices under the three listed regulatory approaches in question (2) differs for a benchmark efficient entity with a similar degree of risk as each of the NSW/ACT service providers. The consultant’s advice should engage with the following matters, in particular, and any other matters the consultant considers relevant: The debt portfolio size of a benchmark efficient entity with a similar degree of risk as each of the NSW/ACT service providers (see table 1 in attachment 2) The cost and availability of hedging instruments to a benchmark efficient entity with a similar degree of risk as each of the NSW/ACT service providers
March 09, 2013 St. Michael’s College VISION We, the members of St. Michael’s College community witness to the compassionate love of Jesus Christ. Inspired by the virtues of Mary and animated by the Ignacian spirituality, we empower and nurture individuals into becoming transformed citizens with courage and determination to make difference and contribute to social transformation. MISSION Develop a culture of appreciation, support and harmony and live with compassion and humility. Grow in prayer and reflection, practice discernment and attain interior freedom. Be open to global opportunities and trends to develop and maximize potentials and capabilities in order to become enterprising world class individual who practice the values of Faith, Excellence and Service. Advocate deep understanding of cultural diversity for peace and communion and promote environmental preservation. Build up resources to sustain the ministry. Consistently provide greater educational accessibility and opportunities to the poor. GOAL Formation of graduate who are transformative agents in building a loving community through the exercise of interior freedom and responsible Ignacian Marian leadership. OBJECTIVES The College graduate of St. Michael’s College is expected to: Lead a life guided by Gospel values and Ignacian Marian virtues characterized by an active commitment and involvement in Christ’s salvific mission;
Portfolio Rubrics Organization Presentation of Student Portfolio 5 (Good) 3 (Fair) 1 (Poor) Components include cover page (with name, title of unit, date taught) table of contents, reference, list of appendices. All components are included and clearly marked. Some of the preliminary components are missing. Many of the components are missing. Organization follows the instructions for the portfolio. Organization follows the instructions for the portfolio correctly and completely. Organization slightly follows the instruction for the portfolio. Organization does not follow the instructions for the portfolio. Word processed, grammatically and mechanically correct. Word processed, edited and obviously proofread. Word processed with few grammatical and mechanical errors. Word processed but many grammatical and mechanical errors. Neatness and creativity. Presentation demonstrates neatness and creativity in all areas and pages of the portfolio. Presentation slightly demonstrates neatness and creativity to some extinct. Presentation is neither neat nor creative. Completeness of contents. Contents are all completely filed and submitted. Some contents are missing and are disarranged. Most of the contents are missing and disarranged. Promptness(Working Days) Student portfolio is Student portfolio submitted no more Student portfolio submitted a week
“My new cooperating teacher Mrs. LoidaTraya used this.” “Ma’am Traya used the instructional materials I made in their subject in Sibika. They were so impressed when they happen to see the instructional materials I made.” WELLNESS CLUB AND MICSR MAKING
Liberal Arts Mathematics 1 2015 – 2016 Please Note: All standards are designed to be learned by the end of the course. This guide represents a recommended time line and sequence to be used voluntarily by teachers for planning purposes. Specific questions regarding when content will actually be addressed in a specific course are best answered by the individual teacher. Teachers may use a wide variety of instructional materials throughout their course. The Possible Resources listed may include the district adopted instructional resource or supplemental resources that align to the topic and/or standard. These Possible Resources provide sample problems that align to the topic/standard. Publisher Resource: Other Course Supplemental Resources – by standard and Topic: Quarter 1 Aug 10 – Oct 16 Week Major Concepts / Topics Possible Resources 1 Chapter 5 – Number Theory and the Real Number System Section 5.2: The Integers; Order of Operations Section 5.3: The Rational Numbers Assessment Section 5.2 – Section 5.3 – 2 Section 5.4: The Irrational Numbers Section 5.5: The Real Numbers and Their Properties; Clock Addition Assessment Section 5.4 – Section 5.5 – 3 Section 5.6: Exponents and Scientific Notation Assessment Section 5.6 –
5 Chapter 7 – Algebra: Graphs, Functions, and Linear Systems Section 7.1: Graphing and Functions Section 7.2: Linear Functions and Their Graphs Assessment 6 Functions Continued 7 Functions Continued 8 Functions Continued 9 Exam Week Quarter 3 Jan 5 – Mar 18 Week Major Concepts / Topics Possible Resources 1 Chapter 7 – Algebra: Graphs, Functions, and Linear Systems Section7.3: Systems of Linear Equations in Two Variables By Graphing By Substitution By Elimination 2 Systems of Equations Continued Assessment 3 Systems of Equations Continued Assessment 4 Basics of Geometry Assessment 5 Basics of Geometry Continued Assessment 6 Transformations Translations Reflections
Rotations 7 Transformations Continued Rotations Symmetry 8 Transformations Continued Dilations Similarity 9 Triangles: Congruence and Similarity Pythagorean Theorem, Triangle Sum Theorem 10 Triangles: Congruence and Similarity Finding missing lengths with similarity, Using AA Similarity 11 Assessment Quarter 4 Mar 29 – May 26 Week Major Concepts / Topics Possible Resources 1 Chapter 10 – Geometry (Topics: perimeter and area of figures, including circles) Section 10.3: Polygons, Perimeter, and Tessellations Section 10.4: Area and Circumference 2 3D Solids: Nets, Cross-sections and modeling 3 Section 10.5: Volume and Surface Area Density Word Problems 4 Chapter 11 – Counting Methods and Probability Theory Statistics Mean, Median, Mode 5 Sampling Frequency Distribution and Graphs
Penn State Institutes of Energy and the Environment. (2013). Pennsylvania Spatial Data Access. Retrieved from . State of Nebraska. (2013). NebraskaMap. Retrieved from . State Library of Iowa. (2014). State Data Center of Iowa. Retrieved from . U.S. Department of Agriculture Natural Resources Conservation Service. (2014, March 11). Geospatial Data Gateway. Retrieved from . U.S. Geological Survey. (2014a, May 14). EarthExplorer. Retrieved from . U.S. Geological Survey. (2014b, May 13). The National Map. Retrieved from /.
Lamar High School – School Store Schedule for 2018-2019 August 27 – August 31 Senior September 3 – September 7…Monday is a holiday Junior September 10 – September 14…Monday is teacher service day Sophomore September 17 – September 21 Freshman September 24 – September 28 Senior October 1 – October 5 Junior October 8 – October 12 Sophomore October 15 – October 19 Freshman October 22 – October 26 Senior October 29 – November 2 Junior November 5 – November 9 Sophomore November 12 – November 16 Freshman November 19 – November 23…THANKSGIVING WEEK (no school) November 26 – November 30 Senior December 3 – December 7 Junior December 10 – December 14 Sophomore December 17 – December 21…FINALS WEEK & Friday starts Winter Break December 24 – December 28…WINTER BREAK (no school) December 31 – January 4…WINTER BREAK (no school) January 7 – January 11 Freshman January 14 – January 18 Senior January 21 – January 25…Monday is a holiday Junior January 28 – February 1 Sophomore February 4 – February 8 Freshman February 11 – February 15 Senior February 18 – February 22 Junior February 25 – March 1 Sophomore March 4 – March 8 Freshman March 11 – March 15…SPRING BREAK (no school) March 18 – March 22 Senior March 25 – March 29 Junior April 1 – April 5 Sophomore April 8 – April 12 Freshman April 15 – April 19…Friday is a holiday Senior April 22 – April 26 Junior April 29 – May 3 Sophomore May 6 – May 10 Freshman May 13 – May 17 Senior May 20 – May 24 Junior May 27 – May 31…Monday is a holiday & FINALS WEEK
outline why you believe these activities should be prioritised. energy use and household bills, particularly in Victorian climate zones. Since the Federal Home Insulation Program is no longer operating, re‐inclusion within VEET will drive uptake of this important measure. Any real or perceived risks of insulation installation can be addressed by establishing a best‐practice suite of measures including accreditation, training, auditing and minimum product standards. 2. Commercial lighting. There are significant opportunities for expanding activity in the commercial lighting sector, which currently represents a fraction of total activity in Victoria compared with NSW. Expanding activity in this area will be key to achieving higher targets, and will create jobs as commercial lighting installations are relatively more than residential activities. 3. Split system air‐conditioning units for Electric split system air‐conditioning units used for heating are currently ineligible for the generation of VEECs in gas‐reticulated areas, based on the historical assumption that gas is a more affordable and less emissions‐intensive heating fuel than electricity. But with rapidly rising gas prices and highly efficient electric appliances now available, this assumption no longer holds. This exclusion should therefore be removed. 9. Please suggest up to three changes which should be made to improve the VEET scheme. Please outline why you believe these changes should be a priority. Incentives for ‘whole of house’ upgrades. A ‘whole of house’ approach, beginning with a comprehensive audit, saves time and money by identifying the best mix of efficiency measures for each house. Consideration should be given to encouraging providers to deliver ‘deeper’ comprehensive household retrofits, for example by allowing for the bundling of complementary measures (e.g. ceiling insulation and down-light covers}.
Liquidity Instrument Indexes Green Bond Principles ESG Analysis Credit Rating 11 10 6 2 9 6 Difference to infrastructure bonds Yes No 9 5 Definition of green bond Transparency Green Bond Principle Governance Environmental Projects Climate Change 4 9 4 3 Additionality Pre-approved projects Price premium Unfunded projects Capital recycling 1 1 3 2 Green bond market future Sub-market type Project type Awareness raising 6 7 9
Screening Grid Characteristic Could this project affect this group less favourably than others in ? YES/NO If yes how? Assessment of potential impact HIGH/MEDIUM LOW/NONE UNKNOWN Provide details: a) Is internal action required? If yes what? b) Is further assessment required? If yes, why? Could this project promote equal opportunities for this group? YES/NO - Explain how good practice can promote equal opportunities Positive Negative Age No High None Yes. Positive for local community and therefore local children as the project will provide greater choice and diversity for parents. The school will be a focal point for the local community – and will help build the community. Disability No – any new build will be fully compliant with the 2010 Equality Act and fully inclusive. High None Yes, children from the local community with SEN and/or disabilities can attend school with their local friends. Gender N/A N/A N/A N/A N/A Gender identity N/A N/A N/A N/A N/A Race No High Low N/A N/A Religion or belief No. Although a C of E faith school, the admission criteria welcomes children of other faiths or no faith. High None N/A Yes. The school curriculum covers all religions. Sexual orientation N/A N/A N/A N/A N/A Pregnancy and maternity N/A N/A N/A N/A N/A Marriage and Civil Partnerships N/A N/A N/A N/A N/A
Is it desirable to operate without a person in a full-time, formal role as principal? It depends. There are many reasons for having a principal. One person can more easily take responsibility for convening and facilitating conversations, securing focus, monitoring progress, working through personnel-related or legal difficulties, working with the district, and handling political pressures. In spite of the problems that may arise from giving so much responsibility to one person, principals continue to be the key to school improvement. Unless a school has already developed high leadership capacity, teacher behavior is often a function of principal behavior. Schools that have developed high leadership capacity take on a different character, however. Even if the principal is reassigned while the school is still in the transitional phase—which often happens—staff commitment can survive the change and even energize the new principal. Teachers find leadership in one another, assigning both credibility and authority to their peers. They tap into mutual authority by expecting others to identify problems and bring them to the group. When principals lead for “whenever they will not be there,” as most of the principals in our study did, teachers share responsibility for the effectiveness of the school. Broad-based, skillful participation in the work of leadership contributes to lasting school improvement that is all too rare. Principal's Role in High Leadership Capacity Schools Displays the following personal attributes and behaviors: Learns continually. Thinks strategically. Is value- and vision-driven. Continues and expands behaviors initiated in earlier phases. Participates with other members of the community to Share concerns and issues. Share decisions. Monitor and implement shared vision. Engage in reflective practices (reflection/inquiry/dialogue/action). Monitor norms and take self-corrective action. Think strategically. Build a culture of interdependency. Self-organize. Diversify and blend roles. Establish criteria for self-accountability. Share authority and responsibility (dependent on expertise and interest rather than on role). Plan for enculturation of new staff and successor. Uses his or her formal authority to Implement community decisions. Mediate political pressures. Work with less-than-competent staff. Work with legal and reform challenges. Endnotes 1 For a more detailed discussion of the study, see Lasting Leadership: A Study of High Leadership Capacity Schools (Lambert Leadership Development, 2004).
is characterised by proximal muscle weakness with augmentation of strength after exercise, mild oculomotor signs, depressed deep tendon reflexes and autonomic dysfunction (dry mouth, constipation, erectile failure). picture is characterised by proximal muscle weakness with augmentation of strength after exercise, mild oculomotor signs, depressed deep tendon reflexes and autonomic dysfunction (dry mouth, constipation, erectile failure). Diagnosis should be confirmed by the presence of antibodies to Voltage gated calcium channels, electrophysiology consistent with LEMS, or both. Justification for Evidence Category In the Biotext (2004) review, one systematic review (containing one RCT with 9 patients) and one case series of 7 patients with a crossover design were included. IVIg appeared to provide some benefit to patients with LEMS. However, both studies only included a small number of patients. Expert consensus states that IVIg produces temporary improvement in patients with LEMS. It therefore has a role as second line therapy IVIg Advisory Board 2004). One submission to the National Blood Authority reported on a randomised controlled trial that showed significant improvement in strength associated with a decline in the level of pathogenic antibodies (NSW IVIg User Group). In the Biotext (2004) review, one systematic review (containing one RCT with 9 patients) and one case series of 7 patients with a crossover design were included. IVIg appeared to provide some benefit to patients with LEMS. However, both studies only included a small number of patients. Expert consensus states that IVIg produces temporary improvement in patients with LEMS. It therefore has a role as second line therapy IVIg Advisory Board 2004). Treatment of LEMS with 3,4DAP and pyridostigmine has been shown to be efficacious in an RCT (Wirtz Clinical pharmacology & Therapeutics; VOLUME 86 NUMBER 1, JULY 2009) and should be regarded as combined firstline therapy. 3,4DAP is not a licensed medication in Australia but can be Section has been revised including evidence for Ig treatment of paraneoplastic LEMS.
If… Students with patterns of poor attendance are identified and strategies put in place to support these students Performance tasks are developed which align to common core standards in all core area and CTAE courses. Common academic vocabulary identified through collaboration between teams of teachers and students and utilized across disciplines All core area teams meet weekly during the common planning time to analyze student achievement data and design research based instruction, Then… Attendance rates will increase. EOCT scores will increase. Horizontal and vertical alignment of curriculum will be supported. EOCT, AP and SAT scores will increase. Year long October training Year long August – October, 2013 Year long
If… 100% of teachers understand the standards of the TKES evaluation and use them to guide their daily work, Teacher leaders are trained in the Data Team process 100% of teachers are trained to utilize ItsLearning and provided with ongoing support Then… Teachers will understand the domains and standards of the TKES and its role as an evaluation instrument to support student achievement. Teacher leaders can lead their teams in the use of the process to gather, analyze, and evaluate student achievement data. The ItsLearning platform will be utilized by teachers to support student achievement. Year long September, 2013 training Year long System TKES training Staff TKES training during planning period meetings – Administrative team Data teams training Data team modeling – teacher leaders Staff ItsLearning training led by Ruth Allen
Actions, Strategies and Interventions (Includes Professional Learning Plan) Impact on Student and Adult Behavior (“If…then...” Statements) Timeline Resources Needed? Who is Responsible? AdvancED Standard(s) 1.3; 2.1; 4.2; 4.3; 5.5 If… The Lambert High School facility is managed and planned for continuous improvement Lambert High School staff are hired and retained with a goal of continuous improvement The local and instructional budgets are managed effectively The Lambert High School facility is managed with safety, cleanliness, and health as its priority The LOC (line of credit) is paid off Then… The facility will be able to meet the needs of a growing student body, faculty, and staff. Staffing resources will be allocated to most effectively meet the needs of students. Resources will be allocated to meet the instructional and extra- curricular needs of students. Students and staff will affirm that LHS is a safe, clean, and healthy environment in which to learn and work. Resources can be directed toward other facility needs. Year long Year long Year long Year long Year long Resources: Instructional Budget Local Budget Allotments Who: Principal Leadership team All staff 2013-14 Professional Learning Plan for School Improvement Planning School Name: Lambert High School
8. Selection of the project Selection of the projects will be made by the deliberation of committee members of the Joint Usage/Research Center. Especially, “necessity, creativity, and possibility of achievement” will be important criteria for judgment. 9. Notification of selection The decision of the committee will be notified to the principle investigator by the end of May. 10. Specifying acknowledgement When the fruits of the joint use, collaboration project, and seminar and meeting are reported, please add a brief acknowledgement as shown in the following example. Additionally, please submit printed matters (manuscript reprint, abstract book and so on) to the Office of Research Support Division (above item 7). Example of acknowledgement “This study was supported by the Ministry of Education, Culture, Sports, Science and Technology, Japan (MEXT) to a project on Joint Usage/Research Center, Leading Academia in Marine and Environmental Research (LaMer). ” 11. Report of research product and meetings Principal investigator should report the outcome of research and/or meeting by February 28, 2017. Form 3 should be used for submitting the report to the Office of Research Support Division. The report will be published or open to the public. If the report must be kept confidential for patent application, please inform the same it to the office. 12. Intellectual property right If the intellectual property right is to be produced by the collaboration project, please consult with appropriate division of the PI’s institute. 13. Legal process for animal experiments and recombinant DNA experiments All of legal process should be done by the side of applicants. 14. Security export control When the research group contains foreign researchers, a written pledge for classification is needed according to the foreign exchange control law and/or foreign trade law.
Environmental Studies, CMES) Application Form (Fiscal year 2016) To Director of LaMer (d , m , 2016) Date of application Principle investigator (PI) First Name Surname Institution Department and employment position Mailing address with ZIP 〒 Contact address Phone Facsimile E-mail Category of application (circle appropriate alphabet) A: Joint Usage of Equipment B: Collaboration by using storage samples in environmental specimen Bank (es-Bank) C: General collaboration D: Seminar and research meeting Title of project or meeting Japanese (if possible)： English： Contributing members Name Institution and Department Employment position E-mail
Form 3 Annual Report LaMer, Ehime University Date (d , m , 2017) To Director of LaMer Principle Investigator: Affiliation ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ Position ＿＿＿＿＿＿＿＿＿＿＿＿ Name in print ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ e-mail Include the report on the result of the project/meeting in a separate sheet. 1. Project / Meeting title 2. Members of project / meeting Name Affiliation Position Contribution part PI Members
Yours faithfully, Authorised Signatories (Name & Designation, seal of the firm) Date: Annexure IV Company Profile Details filled in this form must be accompanied by sufficient documentary evidence, in order to verify the correctness of the information. S.No. Item Details Name of Company Mailing Address Telephone and Fax numbers Date of registration of the Company Year of commencement of Business Name and designation of the person authorized to make commitments to the College Turn over of the company (not of group) 20010-2011 2011-2012 Sales Tax Number (Proof enclosed) Service Tax No. (Proof enclosed) Tin No. (Proof enclosed) VAT No. (Proof enclosed) ISO/ISI No. and (Proof enclosed) Are you manufacturer or authorized dealers ? Signature (Name & Designation) Date: Annexure V Certificate from the bidder on their letterhead stating that the Company has not been blacklisted by any government organization, Non-Government or Public Sector organization To, The Principal, University College of Medical Sciences, Dilshad Garden, Delhi – 110095
Signature (Name & Designation): _________________ _________________ Date: _____________ Note:- Technical documents (Product of the Brochures, Leaflets, manuals etc.) must be enclosed with the Technical Bid.
IMS can merge the surface files after they are built so press the <Yes> button when prompted (Figure 42). Figure 42: Message to merge seams after they have built. NOTE: The model build process can be quite time consuming, depending on the number of cells, assays and seams in the model, and the amount of drillhole data.
Colonial Settlement Map and Presentation Name: Date: CATEGORY 4 points 3 points 2 points 1 point Score Title of Map Title tells the purpose/content of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. Title tells the purpose/content of the map and is printed at the top of the map. Title tells the purpose/content of the map, but is not located at the top of the map. Purpose/content of the map is not clear from the title. Scale of Map All features on map are drawn to scale and the scale used is clearly indicated on the map. Most features on map are drawn to scale and the scale used is clearly indicated on the map. Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map. Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map. Labels, Compass Rose & Features - Neatness 90-100% of the labels/features can be read easily. 89-80% of the labels/features can be read easily. 79-70% of the labels/features can be read easily. Less than 70% of the labels/features can be read easily. Presentation of Layout Logical rationale for the location of every place on list is given. Logical rationale for most locations is given. Logical rationale for some locations is given. Few if any rationales were given. Content 90-100% of the required elements are present on the layout. 89-80% of the required elements are present on the layout. 79-70% of the required elements are present on the layout. Less than 70% of the required elements are present on the layout. Total
LAMORINDA SUNRISE ROTARY BREAKFAST AND PROGRAMS Friday mornings at 7:00 am at The Lafayette Park Hotel & Spa, Mt. Diablo Blvd, Lafayette. Check us out at www.lamorindasunrise.com or email us at lamorindasunrise@gmail.com April 20: - “Operation Babylift" – Bill Yaley will describe the rescue of 2,500 children from South Vietnam in 1975 to the U.S. April 27: - Our very own, Claire Roberts will share her family history. “The good, the bad and the…! “ May 11: - Your friendly tax guy, Gus Kramer, Assessor, Contra Costa County is coming to liven up the place. Kramer has served as the County Assessor for more than twenty years. THEATRE NEWS 8th ANNUAL LAFAYETTE COMMUNITY MUSIC FESTIVAL Saturday, April 28, 2018 Town Hall Theatre Doors open @ 6:30 P.M. Music @ 7:30 P.M. $25 in Advance, $30 At the Door Featuring: The Elmwoods, Sin Silver, Frankie G, The Alley Kats, and The Muted Jeweltones The Lafayette Community Music Festival is an annual benefit for the Town Hall Theatre. The musicians on the bill donate their time and talents, with the proceeds benefiting Town Hall’s various programs. The show is modeled around Neil Young’s famous Bridge School Benefits, with each musician or band performing a 25-30 minute set of songs in a more “stripped down” acoustic format. We are excited to feature local musicians, many of whom have recording credits or have released music professionally. Join us for a high quality event -- every year our patrons leave the building blown away by the quality of the talent. It is a “trust us on this one” kind of night that you don’t want to miss. We will also be featuring various high quality, craft beers for your enjoyment in the lobby before the show and during the break. Get your tickets now for this fantastic event!
Battery Charger – 1 unit Hard Case for Storage – 1 unit 1 AVA 5 HD/SD DIGITAL VIDEO RECORDER c/w 2x 1tb ssd card Connections SDI Video Inputs : 1 SDI Video Outputs : 4, Single Link or Quad Link. SDI Rates : 270Mb, 1.5G, 3G, 6G. HDMI Video Inputs : 1 x HDMI type A connector including Ultra HD 4K support. HDMI Video Outputs : 1 x HDMI type A connector including Ultra HD 4K support. Analog Video Inputs : Y, B-Y, R-Y Analog Video Outputs : Y, B-Y, R-Y Analog Audio Inputs : 2 x XLR connectors for professional balanced analog audio. 2 x RCA connectors for unbalanced analog audio from consumer equipment. Analog Audio Outputs : 2 x XLR connectors for professional balanced analog audio. Timecode Connection : 1 x XLR in and 1 x XLR out. SDI Audio Inputs : 16 channels embedded in SD and HD in QuickTime files. 2 channels in Avid DNxHD MXF files. SDI Audio Outputs : 16 channels embedded in SD and HD in QuickTime files. 2 channels in Avid DNxHD MXF files.
Shutter SHUTTER SPEED : 1/30 – 1/10,000 (30 fps) Shooting IMAGE PROCESSOR : BIONZ X™ image processor OTHER SHOOTING FUNCTIONS : Loop Recording, Motion Shot LE, Burst Shooting, 4K Time-lapse capture, Live Streaming 4 WATERPROOF : Up to 60m with supplied Underwater Housing (MPK-UWH1) DUSTPROOF : With supplied Underwater Housing (MPK-UWH1) SHOCKPROOF : With supplied Underwater Housing (MPK-UWH1) 5 Recording Media COMPATIBLE RECORDING MEDIA : Memory Stick Micro™ and Micro SD/SDHC/SDXC compatible Recording RECORDING FORMAT (VIDEO) :- MP4: MPEG-4 AVC/H.264, XAVC S format: MPEG-4 AVC/H.264 RECORDING FORMAT (STILL IMAGE) : DCF Ver.2.0 compatible, Exif Ver. 2.3 compatible, MPF Baseline compatible VIDEO RESOLUTION : MP4 PS: 1920 x 1080
Mechanics Report contains no grammatical errors (spelling, capitalization, punctuation, subject/verb agreement) Report contains 1-3 grammatical errors Report contains more than 3 grammatical errors. Individual Oral Presentation Rubric Criteria Proficient Approaching Developing Delivery Maintains eye contact with audience 80% or more of the time; fluctuations in volume and inflection are intended to add to clarity of presentation; no non-purposeful movement; volume is loud enough to be heard in the back of the room 90% or more of the time. Maintains eye contact with audience over 60% of the time (but less than 80%); 1-2 non-purposeful movements; volume is loud enough to be heard in the back of the room 75-89% of the time. Eye contact is less than 60%; more than 2 non-purposeful movements; inaudible in the back of the room more than 20% of the time. Comprehension and Accuracy Student responds to questions from members of the audience correctly, providing at least 4 accurate scientific facts. Student responds to questions from members of the audience correctly, providing at least 2 accurate scientific facts. Student failed to answer question correctly or could not provide a scientific fact. Quality of Individual Solution Explanation The solution aligns to all conditions in the group problem statement. The solution aligns to all but one of the conditions in the group problem statement. The solution fails to align to 2 or more conditions in the group problem statement. Quality of Individual Justification Explanation Reason given for advocating the group “best solution” is scientifically accurate and fiscally feasible. Reason given for advocating the group “best solution” is scientifically accurate but not fiscally feasible. Reason given for advocating the group “best solution” is not scientifically accurate but may or may not be fiscally feasible. Quotations Report contains 3 relevant informational quotations from research related to the topic which are accurately used and/or portrayed in the speech and/or visual aids. Report contains at least 1-2 informational quotation from research related to the topic which are accurately used and/or portrayed in the speech and/or visual aids. Report contains no informational quotations from research related to the topic. Mechanics No grammatical errors are included in the visual aids. 1-3 grammatical errors are included in the visual aids. More than 3 grammatical errors are included in the visual aids.
Today’s child care world is dynamic and complex! For experienced staff, there are both opportunities and challenges that call for strong leadership, administration and management skills. IF you have a minimum of three years experience in child care you are responsible for aspects of administration and management in your program you are interested in exploring new career opportunities THEN this professional development program is for YOU! LAM offers an exciting opportunity to learn and practice leadership, administration and management skills in a supportive environment. Whether you work with infants, toddlers, preschoolers, or school age children, LAM will build your knowledge base, confidence and effectiveness as you continue on your child care career path. Vancouver Community College Statements of Completion will be issued to all participants who meet attendance and assignment requirements. The LAM Program Developed by the community, for the community, and offered in the community, LAM comprises a 60-hour curriculum based on six 10-hour modules. To meet your needs as working adult learners, the LAM Program will convene twice each month from November to April. Sessions will be offered on Thursday evenings from 6.00pm to 9:00 pm and Saturday from 9:30 am to 4:30 pm as follows. 2012/2013 (CRN 30455) Module I Thursday/Saturday – November 15/17 Leadership in Child Care Module II Thursday/Saturday – December 6/8 Understanding our Child Care Context Module III Thursday/Saturday – January 10/12 Overview of Program Administration Module IV Thursday/Saturday – February 7/9 Human Resources in Child Care Module V Thursday/Saturday – March 7/9 Financial Management Overview Module VI Thursday/Saturday - April 11/13 Family, Board and Community Relations All sessions will be held at Downtown Campus Vancouver, Room TBA LAM course fee is $350. We hope that employers will support your participation by enabling you to leave in time for class and/or contributing to the fees. Please Note: Applications will be accepted between August 6 and October 25, 2012 To apply: Download a Continuing Studies application form at . Bev Christian is the LAM facilitator. Bev has more than 22 years of experience in childcare positions across and is currently Assistant Director at UBC Childcare Services. She brings a wealth of knowledge to the program. Additional content experts will also contribute to various modules during the program. Evaluation remarks from former students: