zilongwang/ReadingBank huggingface dataset:
stakeholders to engage in shared leadership Reflections of Student Growth 3.5 Provides evidence of student growth that results from the school improvement planning process School improvement planning process results in no improvement in student academic growth School improvement planning process results in minimal improvement in student academic growth School improvement planning process results in measurable improvement in student academic growth School improvement planning process results in significant improvement in student academic growth 5.5 Provides evidence of student growth of selected teachers Multiple measures of student achievement of selected teachers show no academic growth Multiple measures of student achievement of selected teachers show minimal academic growth Multiple measures of student achievement of selected teachers show measurable academic growth Multiple measures of student achievement of selected teachers show significant academic growth 8.3 Provides evidence of growth in student learning Achievement data from multiple sources or data points show no evidence of student growth toward the district’s learning goals; there are growing achievement gaps between student subgroups Achievement data from multiple sources or data points shows minimum evidence of student growth toward the district’s learning goals for identified subgroups of students Achievement data from multiple sources or data points show evidence of improving student growth toward the district’s learning goals; the average achievement of the student population improved as does the achievement of each subgroup of students identified as needing improvement Achievement data from multiple sources or data points show evidence of consistent growth toward the district’s learning goals; there is consistent record of improved student achievement, on multiple indicators, with identified subgroups of students
3.2 Analyzes and interprets multiple data sources to inform improvement efforts Reviews and shares limited school-level data only as required; interpretation of data may be incorrect or incomplete; misuses data Uses numerous data analysis methods and to broaden knowledge of data analysis and interpretation; uses school-level data to inform improvement across eight criteria Analysis includes multiple of data, including state, district, school and formal and informal classroom assessments; interprets available data to make informed decisions about strengths and areas of need; provides teacher teams with previous year’s data and asks them to assess students’ current needs Is proficient AND consistently in data interpretation, analysis, and communication; links multiple years of student data to teachers and builds capacity of staff to understand and use their data for improved teaching and learning; practices a high standard for data reliability, validity and fairness and keeps these concepts in the forefront of conversations with staff 3.3 Implements data-driven plan for improved teaching and learning Plan is limited, not data driven and/or not aligned with the needs of the school; little stakeholder involvement and commitment Plan is monitored, evaluated and revised resulting in data driven changes; to build stakeholder involvement and commitment; models data-driven conversations in support of plan Provides leadership such that plan is clearly articulated and includes action and progress monitoring strategies, and strategies in the plan are directly aligned with the data analysis process and are research based; leads ongoing review of progress and results to make timely adjustments to the plan; data insights are regularly the subject of faculty meetings and PD sessions Is proficient AND creates a school culture of data for decisions and continuous improvement in aspects of school life; orchestrates high-quality, low-stakes action planning meetings after each round of assessments; data driven plan specifically documents examples of decisions made on the basis of data analysis and results are documented to inform future decisions; provides assistance or coaching to other school administrators to improve their data driven plan and analysis
IBC/Biosafety approval ESCRO approval Occupational Health review and recommendations Training of key personnel Approval of all animal use rooms (if outside the vivarium) IACUC and veterinary review of the protocol Prerequisites for grant transfer: Approved IACUC protocol that includes all proposed experiments for all years of the grant Review for concordance between grant and protocol(s) by OAW Approval of form eGC-1 by all reviewers and OSP Prerequisites for animal transfer: Approved IACUC protocol that includes a rationale and at least some experiments for the animals being transferred Consultation with Comparative Medicine regarding health reports and quarantine
Unsatisfactory Basic Proficient Distinguished CP2: Teacher knowledge of content Teacher demonstrates a lack of knowledge of discipline-based concepts and habits of thinking by making content errors. Teacher demonstrates an understanding of how concepts and habits of thinking relate to one another or build upon one another within a unit. Teacher demonstrates an understanding of how discipline-based concepts and habits of thinking relate to one another or build upon one another over the course of an academic year. Teacher demonstrates an understanding of how discipline-based concepts and habits of thinking relate to one another or build upon one another over the course of an academic year as well as in previous and future years. CP3: teaching approaches Teacher rarely uses teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking. Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and habits of thinking at one or two points within a unit. Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking throughout the unit, but not daily. Teacher uses discipline-specific teaching approaches and strategies that develop students’ conceptual understanding and discipline-specific habits of thinking on a daily basis. P3: Design of performance task Performance tasks do not require demonstration of thinking connected to the learning target. Performance tasks require a demonstration of thinking connected to the learning target. Performance tasks require a demonstration of thinking connected to the learning target. Performance tasks require application of concepts or skills. Performance tasks require a demonstration of thinking connected to the learning target. Performance tasks require application of concepts or skills. Students are able to use prior learning/understandings to engage in new performance tasks.
Certificated Teacher Focused Summative Scoring Document Criterion 5: UW-CEL 5D+ The purpose of this document is to capture the progress over the course of the year and to facilitate a growth-focused conversation. Teacher: Grade Level(s): Date: Evaluator: District/School: School Year: Comprehensive Evaluation ________________ From School Year: *The final focus summative rating will be the same as the Comprehensive score unless it is a 3 and evidence during this evaluation period indicates a level 4 practice. Criterion 5: Fostering and managing a safe, positive learning environment Unsatisfactory Basic Proficient Distinguished CEC1: Classroom arrangement and resources Physical environment of the classroom is unsafe or resources are not accessible to all students to support their learning during the lesson. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson. The physical environment is safe. The resources, materials and technology in the classroom relate to the content or current unit and are accessible to all students. The arrangement of the room supports and scaffolds student learning and the purpose of the lesson. Students use resources and the arrangement of the room for learning. CEC3: Use of learning time Instructional time is frequently disrupted. Some instructional time is lost through inefficient transitions or management routines. Teacher responds to student misbehavior with uneven results. Instructional time is maximized in service of learning through efficient transitions, management routines and positive student discipline. Student misbehavior is rare. Instructional time is maximized in service of learning through efficient transitions, management routines and positive student discipline. Students manage themselves, assist each other in managing behavior, or exhibit misbehavior.
Identify or create measures to track impact of education materials for the general public. Education materials for the general public are distributed. Activity/Milestone Not started Date started (MM/DD/YYYY) *if exact day is unknown use 1st of the month Date Completed/ Implemented (MM/DD/YYYY) *if exact day is unknown use 1st of the month Not Applicable Notes Phase 4 – Full Screening population testing (if outside lab is conducting pilot test, please describe in the notes).
Determine standard assessments for the system, i.e. basic skills, mental health, disability, etc. Research opportunities for building upon existing portals and data warehouses for data sharing and potential electronic common intake, including WA Connection, WorkSource WA, etc. (share learning with Data Sharing committee) Develop guiding principles that define a positive customer experience Research external data collection/sharing systems for best practices SCHEDULE MILESTONE STATE DATE FINISH DATE Adopt project charter 08-15-2016 11-XX-2016 Expand membership to include WIOA non-core partner programs 08-15-2016 12-XX-2016 Reach consensus on operating definitions 09-XX-2016 01-XX-2017 Develop general knowledge of WIOA core/partner intake processes 09-12-2016 03-XX-2017 Develop common intake “data map” 10-17-2016 02-XX-2017 Identify data transfer, security, and protocol issues and constraints 10-31-2016 tbd Identify service agreements needed across programs/partners 11-14-2016 tbd Draft recommendations, including key stakeholder input as needed 12-12-2016 tbd Finalize recommendations 12-16-2016 tbd Deliver recommendations to WTECB (via Interagency Committee) N/A tbd Recommendations by at January regular meeting N/A tbd OUTCOMES AND MEASURE OUTCOMES MEASURES OF SUCCESS Reduce number of repetitive data entry by client and staff To be determined Increase number of program participants Number of referrals and multiple program enrollments Reduce the number of questions related to program eligibility for inter-program referrals Number of referrals and multiple program enrollments. Reduced time-to-enrollment. Increase number of cross-program referrals To be determined once common exit dates are implemented RELATIONSHIP TO END GOAL
________________________________________________________________________________________________________ FROM: ____________________________________________ Department Campus Zip TO: Human Resources – Employment Services 6032 CAMPUS MAIL Staple Here
Paul Leslie, director of Rights and Equalities in Newham, a charity that works to eliminate discrimination, said there was a good cross section of views. He added: “I would like to see more of these. It’s a good opportunity to do something different around community engagement.” Linette a Plaistow resident for 28 years, came to the assembly to find a solution to fly-tipping near her home. She said: “It is a brilliant idea to start listening to the grass roots. It’s also an opportunity to get to know my local councillor and speak to her.” Magdalene Titolie, a resident for 50 said: “I think these opportunities are important because the council can get a one-to-one about the issues we face.” The Mayor said: “The assemblies have been well attended and have captured the imagination and creativity of our residents. I’ve been mightily impressed by some of the great ideas people are coming up with to support the development and growth of their neighbourhoods. It’s important that we listen and then jointly address their challenges and shape the opportunities where they live. If you have been along to put your views across, thank you.” Residents will be able to download slides from the September assemblies and responses given by visiting A second round of assemblies in November will focus on identifying activities and solutions to achieve the outcomes prioritised by local people for their areas. NOVEMBER SESSIONS Beckton & Royal Docks Wednesday 28 November, 6-9pm, Beckton Community Centre, 14 East Ham Manor Way, E6 5NG Green Street Tuesday 13 November, 6-9pm, Katherine Road Community Centre, 254 Katherine Road, E7 8PN Plaistow Thursday 8 November, 6-9pm, Barking Road Community Centre, 627-633 Barking Road, E13 9EZ Manor Park Wednesday 21 November, 6-9pm, Jack Cornwell Community Centre, Jack Cornwell Street, E12 5NN East Ham
What you might see in club Unexplained absences or lateness Children and young people attending club when ill rather than staying at home; Children and young people who are constantly tired, on edge and unable to concentrate Children and young people whose behavior and personality changes dramatically; Children and young people who become quiet and withdrawn and have difficulty in developing positive peer relations; Children and young people displaying disruptive behavior or acting out violent thoughts with little empathy for victims; Children and young people who are no trouble at all. What we can do Staff can create an environment which both promotes their belief and commitment that domestic abuse is not acceptable, and that they are willing to discuss and challenge it. For many victims, the club might be the one place that they visit without their abusive partner. 0808 800 5000 and ChildLine 0800 11 11; Parentline 0808 800 2222; Worcestershire’s Forum Against Domestic Abuse and Sexual Violence (WFADSA) 24 hr. helpline: 0800 980 3331, website: West Mercia Constabulary - Police Domestic Abuse Units 101. Staffs can support individual children and young people by: Introducing a philosophy that domestic abuse is unacceptable; Responding to disclosures and potential child protection concerns; recognising that domestic abuse and forced marriage may be a child protection concern; policies and procedures must include domestic abuse; Advice for clubs on receiving notification of a Domestic Abuse incident Club action On receiving this information, the DSL should: Log the information and keep the record alongside other information/concerns that the club has on this child/family, with all other confidential records in a secure place. Inform any staff of notification on a ‘need to know’ only basis Monitor children/young persons behavior in club and should concerns arise which may be attributed to the impact of the incident, consult with Social Care through the Access Centre as the concerns may be significant and lead to new safeguarding action, or to seek advice on how to proceed. Provide appropriate support for child, if required – do not question children/young people about the incident. Respect the child's decision on whether or not they wish to discuss the situation. Provide appropriate support for if asked – e.g. helpline number (0800 980 3331) or website address: If in doubt, consult with either the Access Centre (01905 768054) Evenings and weekends 01905 768020
(1 -3 Omitted) The defendant, regardless of whether a term of imprisonment may be imposed, has the right to a trial by an impartial jury of no less than six persons, that is drawn from sources that: 1) reflect a fair cross section of the community, and 2) do not systematically exclude any distinctive group in the community. 23-10-01 JURIES 23-10-02 ELIGIBILITY FOR JURY DUTY; GENERALLY Any potential must meet the following requirements: They must be an adult resident member of the Tribe. They must be able to speak and understand the English language. They must not have an interest in the case, or be related as spouse, parent, brother, sister, or child to any of the parties or their attorneys. They must not have been convicted of a felony within one (1) year prior to appointment. Any felony conviction of the appointee must not bear a similarity to the crime with which the defendant is charged. They must not be a member of the Tribal Council; a Judge, Officer or employee of the Court or Jail; a Tribal Law Enforcement Officer; or admitted to practice before the Court. Elders of 65 of age or older, who would be unduly burdened by serving on a jury may contact the Court to be excused. 23-10-03 ELIGIBILITY FOR JURY DUTY; SPECIAL DOMESTIC VIOLENCE CRIMINAL JURISDICTION Any potential juror for a special domestic violence criminal jurisdiction case must be an adult 18 years or older who meets the eligibility requirements of 23-10-02 except for that of In such a case, the juror must be drawn from sources that reflect a fair cross section of the community. 23-10-04 JURY LIST; GENERALLY A list of at twenty-one (21) residents of the Tribe and other persons as designated herein who are eligible for jury duty shall be prepared and maintained by the Clerk. Each voting district on the Reservation shall be represented on the list. Potential jurors may be selected from a variety of sources including but not limited to enrolled members of the Oyate, residents within the jurisdiction of Lake Traverse Reservation pursuant to 20-02-02 and 20-01-07, full-time employees of the Tribe or its entities (educational institutions, businesses, agencies, subdivisions, or instrumentalities) who have completed the required probationary period, and persons leasing lands from the Tribe. Each potential juror
Submitting the Assignment To submit your assignment, from the LiveText document, click the “Continue Submit” button from your LiveText Document. The Continue Submit button will take you to the Assignment steps and you are ready for Step 3. (Note, if you are not in your LiveText Document, you can click “Continue Assignment” on your Dashboard to get to this step.) You may add any additional comments to go with your assignment and then click the “Submit Assignment” button at the bottom right. Once you have successfully submitted the document, the status of the assignment will turn to “Awaiting Assessment” in the top right corner and the assignment will also appear in yellow on the Dashboard. If the Withdraw feature has been enabled from the assignment you can “Withdraw Submission” prior to the due date if you need to make a modification. If this feature is not enable, notify the instructor by email that you would like to modify and the professor can “Request Resubmission” to allow you to update and submit again. Viewing Graded Work Once an assignment has been graded, it turns green on the Dashboard. Click the “View Assessment” button next to the Assignment. Scroll down to the Assessment Results Section and you will see a link to the completed rubric and your LiveText document with comments. NOTE: If you have received feedback on the assignment from the professor on more than one version of the assignment you will have a second evaluation available under “Previous Submissions”.
Course Organizer Lynn Knipe Processed Meats Extension Specialist Department of Food Science & Technology Department of Animal Sciences Ohio State University (614)292-4877, Fax (614)292-0218 Course Location Nationwide and Ohio Farm Bureau 4-H Center 2201 Fred Taylor Drive Columbus, OH 43210 Lodging See lodging information at: Thermal Processing of Meat Products A Short Course For the Meat Industry April 20-22, 2016 Presented by Ohio State University Extension And the Departments of Food Science and Technology Animal Sciences
The full registration fee will be refunded for cancellations made before March 29, 2016. After that date, there will be a $50 fee for cancellation. There will be no refund after April 5, 2016. I Will Need: Driving directions to the Ohio 4-H Center. Special accommodations. Please specify:
Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis, attainment & progress & should be written up by Designated Teacher as an outcome of discussion at the meeting My Initial PEP Action Plan. N.B Targets set at an initial PEP may not always be focussed on attainment, particularly if there has been a change to school or family placement. The targets should be about the needs of the child so they are secure and ready to learn My Targets Should Curriculum Personal/Social/Emotional needs Learning Behaviours Wider community & engagement What will I do? Who will help me, how and when? How will we know when I have achieved my target? These should include aspirational quantitative measures as well as qualitative statement s How will additional funding be used to support this? There is accountability for PP spend at school & LA levels please provide detail Review Date Interventions (in class and out) that will help me with my targets: Please include any school based/EMTAS assessments that will inform the plan
Nancy Culver Catherine Dean Deacon Jim Dombek1 Austin Edmundson Luz Ercolani Rebekah Ernat Lucille Fink2 Brianna Foley Jim Gordon Jenn Heinisch Bob Higdon2 Andrew Hubbard Dorothy Imm1 Dawn Jones2 Justin Keck Ian Kidd Christie Krupp Jim Laskowski Cheryl Lehman Mark Lenz Cassie Lexa Love Sean Nadeau Josh Nehnevaj1,3 Nick Noe Dan Olson2 Carlo Ordonez Micah Pfundstein Ben Read Kristina Riedelsperger Kassandra Salgado Denise Sanders Seabert Mike Tina Sharkey Regina Smith1 Mike Bri Tobin Daphne Voorhis Walter1 Clay Ward Birdie Welsh Sean Wolfe Amy Wolski 1Pastoral Council member 2Finance Council member 3Action Plan subcommittee
Berkeley Graduate Division. “ERG Students Achieve National Recognition for Groundbreaking Studies” by M. Hellman. 2015. http://grad.berkeley.edu/news/featured/erg-students-achieve-recognition/ Energy and Resources Group. “Student Spotlight.” September-October 2014. http://erg.berkeley.edu/people/newman-erica/ Amherst Magazine. Amherst College. Fall 1997. Skills and Proficiencies Arc GIS, R, Mathematica, advanced electronics, advanced machining, intermediate proficiency in spoken and written French Monitoring experience with Federally Endangered, Threatened and Significantly Rare Species •Piping plover (Federally endangered): brood and nest watch •Red Cockaded woodpecker (Federally endangered): cavity cavity peeping, and chick banding •Bachman’s sparrow (Federal species of concern): monitoring, tracking, mark-recapture, and banding •American Oystercatcher (NC Species of special concern): monitoring, nest checks, brood watch, and banding of adults and chicks •Loggerhead sea turtle (IUCN Endangered): nest location, egg excavation and transfer Societies and Professional Organizations Present Society for the Study of Evolution (2013-present); Ecological Society of America (2012-present); Association for Fire Ecology (AFE) and student chapter (SAFE) at UC Berkeley 2012-present; Northern California Prescribed Fire Council (2010-present); International Association of Wildland Fire American Ornithologists' Union, 2008-present; Association of Field Ornithologists, International Association for Landscape Ecology, 2010, 2015-present. Previous Society for Conservation Biology, UC Berkeley chapter, (2009-2014); Sandhills Natural History Society, (Southern Pines, North Carolina) 2007-2010; The Wildlife Society, North Carolina Chapter, 2008; North Carolina Prescribed Fire Council, 2008-2011; Women in Physics (University of Michigan), 1999-2000; Society of Sigma Xi, 1998; Amnesty International (school chapter president), 1993-1994.
For Further Research and Exploration Sociological Theories This series of flash cards allows students to review functionalism, conflict, symbolic interactionism, and exchange theories. Rational Choice Exchange Theory This 7-min clip explains and critiques rational choice theory. Produced collaboratively by the Association of American Medical Colleges and Khan University. Role Strain and Role Conflict This 2-min clip provides a brief discussion of role strain, role conflict, and primary and secondary groups. It was produced collaboratively by The Association of American Medical Colleges and Khan University. What Are Social Groups and Social Networks? This is a brief text and graphic overview of primary and secondary groups, in-groups, out-groups, networks, and homophily. It was produced collaboratively by The Association of American Medical Colleges and Khan University. Chapter 3: Building Reality: The Social Construction of Knowledge Chapter 3 focuses on the social construction of reality. As such, it helps students better understand Foundational Concept 9, Content Category A “Social constructionism.” Chapter 3 also explores as sociological research. A section of this chapter introduces the students to qualitative and quantitative research methods of sociology. As such, it is tied to all four skill categories explored in the MCAT Scientific Inquiry and Reasoning Skills section at the end of this document (see Appendix A). The resources below provide some additional supplementary materials for an introduction to thinking sociologically.
2,007 2008 2,009 distance 0.705087* 0.166355 -0.21651 traffic 0.716612* 0.161374 -0.34098 size of largest vessel na na -0.65394* * p-value significant at <.005 2 Correlations between rates and distance, traffic by country and size of the largest vessel 2007 2008 2009 imports exports imports exports imports exports China 2,235 82 1,287 129 212 441 SEAsia 2,235 172 826 278 588 591 Japan 1,788 112 1,288 193 353 477 Korea 2,086 82 547 129 565 441 Australia 1,267 1,788 1,095 1,159 1,130 1,483 ECSA 1,325 200 1,425 1,300 1,225 650 WCSA 1,267 1,400 1,166 1,400 2500 800 table 3 Northern Range European Import and Export freight rates for selected markets (in €)
textbook reading Humphreys, chapters 4 & 11 www readings Purcell & Rainie, “Technology’s Impact on Workers” “Top Ten Slide Tips” Week 10, March 27-31: mobility, privacy, & surveillance QUIZ OVER WEEK 10 READINGS www readings Ling, “Just Connect: The Social Life of the Mobile Phone” (click on “Download full-text PDF”) Rainie & Zickhur, “Americans’ Views on Mobile Etiquette” Ryoo, “Big Data Security Problems Threaten Consumers’ Privacy” Madden and Smith, “Reputation Management and Social Media” Week 11, April 3-7: the dark side – stalking, bullying, trolling, & addiction QUIZ OVER WEEK 11 READINGS AND VIDEO www readings Marwick, “To Catch a Predator? The MySpace Moral Panic”
DESSERTS Orange and Cinnamon Bread and Butter Pudding, Marmalade Ice Cream Blueberry and Apple Crumble Sauce Anglaise, Vanilla Ice Cream, Optional Sticky Toffee Pudding Toffee Sauce, Vanilla Ice Cream Cheese Board Celery, Oatcakes, Chutney, Oat Shards Selection of Homemade Ice Cream OR Sorbet Brandy Snap Basket, Fruit Coulis, Optional TEA AND COFFEE Tea Decaffeinated Tea Fruit Teas Espresso Double Espresso Americano Café Latte Cappuccino Macchiato Liqueur Coffee Hot Chocolate LIQUEURS Baileys Tia Kahlua Cointreau Grand Marnier Disaronno Drambuie Glayva 6.50 6.50 6.50 9.50 5.00 2.80 2.80 2.90 2.70 2.90 2.70 2.90 2.90 2.90 6.00 2.90 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00
Ages and Stages Questionnaire Training 2 Aida Homs-Rivera, Coordinator of Education Support, University of New Mexico CE Early Childhood Services Center Training & Consultation HUB 6 Hour Quality Childcare for All* Part 2 *Must attend all sections to receive certificate Jesica Radaelli-Nida, Program Specialist, University of New Mexico CE Early Childhood Services Center Training & Consultation HUB From the Inside Out: A on Reflective Practice Monica Whitman, Western New Mexico University TTAP Lead Managing Consultant Gallery Walk FOCUS Programs will be featuring their success stories Bear A Bear B Eagle B Wolf 4:00-5:00 PM Closing Remarks and Celebrations Tamaya Ballroom
about the topic in the PSA. the topic in the PSA. Focus Establishes a purpose early on and maintains a clear focus throughout that address your progressive cause. There are a few lapses in focus, but the purpose is fairly clear. It is difficult to figure out the purpose of the presentation. Media PSA uses various types of media effectively (selection of images that capture the idea of the event/selection of music and sound that captures the mood of the event. PSA uses various types of media (Images somewhat capture the idea of the event/Music somewhat captures the mood of the event Images do not connect to the event/Music was inappropriate for project. PSA Design Expertly designed video that is at least 1 minute and that incorporate the images, text effects and sound to create a persuasive and informative video on the topic. The show some design in an attempt to incorporate the images, text, effects and sound to create a persuasive and informative video on the topic Poorly designed that is less than 1 minute and uses poor images, text, effects and sound that made the video unprofessional, unpersuasive and had only limited information on the topic.
Standard VS.10a: SWBAT demonstrate knowledge of government, geography, and economics by identifying the three branches of Virginia government and the function of each. The government of Virginia is divided into three branches. Legislative branch of the Virginia government Called the General Assembly It is divided into two Senate House of Delegates Makes state laws Executive Branch of the Virginia government Headed by the governor sure that state laws are carried out. Judicial Branch of the Virginia government State’s court system Decides about People accused of breaking the law Whether or not a law agrees with the Virginia Constitution Organize the information above into this chart: Legislative Branch Executive Branch Judicial Branch Function: State Laws Function: Makes sure state laws are carried out Function: Decides cases about people accused of breaking a law and whether or not a law agrees with the VA Constitution. Misc. Info: Called General Assembly Divided into the Senate and House of Delegates Misc. Info: Headed by the governor Misc. Info: State’s court system Study Hard! Your Test is on _______________________________________
Comfortable Two Bedroom in Copperas Cove This apartment, which is available for immediate occupancy, is located in a quiet residential area of town. It is in, what is considered to be, the best school district in the Fort Hood area. Walking distance to shopping. Be on post at Fort Hood in minutes without encountering a single traffic light. Pets are limited to cocker spaniel size and smaller and a one-time $300 pet fee is required per pet. The Security Deposit is $300. This is an all-electric apartment and you would be responsible for a water and an electricity bill. It comes with all kitchen appliances, including a DISHWASHER. Any other questions, please call 254-698-4824. The apartment is available for immediate occupancy. Or visit our web site at craftsmenproperties.com to view other vacancies and to download and submit a free application. PAGE DOWN TO SEE PICTURES
Enrollment Effective Date Date student’s enrollment status took effect. Format CCYYMMDD Date M Comma Char. M Enrollment Status Code for student’s enrollment status: ‘F’ (full-time) ‘Q’ (three-quarter time) ‘H’ (half-time) ‘L’ (less than half-time) ‘A’ (leave of absence) ‘G’ (graduated) ‘W’ (withdrawn) ‘D’ (deceased) ‘X’ (never attended) ‘Z’ (record not found) Char. M Comma Char. M Anticipated Completion Date Expected date of graduation or termination for student. Format CCYYMMDD Date M Comma Comma Char. M Term Begin Date Date on which the current term began. Format CCYYMMDD Date O Comma Char. M Term End Date Date on the current term will end. Format CCYYMMDD Date O Comma Char. M Address Effective Date Date student’s address became effective or the sender became aware of the information. Format CCYYMMDD Date M
Comma Comma Char. M Student’s Permanent Address Postal Code Postal code where student lives. Char. M Comma Comma Char. M Student Phone Type The type of phone number being reported. Values are: ‘C’ (Cell) ‘H’ (Home) ‘O’ (Other) ‘W’ (Work) Char. O Comma Comma Char. M Preferred Phone Number Flag Flag indicating whether this is a phone number the student prefers to use. Values are: ‘Y’ (Yes) ‘N’ (No) Spaces default to ‘Y’. Char. O Comma Comma. Char. M Student Phone Country Code The country code for the student phone number. Char. O Comma Char. M Student Phone Number The student’s phone number. Char. O Comma Comma. Char. M
New orders November 2018 C. Angelopulos, European Intermediary Liability in Copyright. A Analysis, Wolters Kluwer, 2016 E. Bonadio-N. Lucci (eds.), Non-Conventional Copyright. Do New and Atypical Works Deserve Protection?, Edward Elgar, 2018 T. Dornis, Trademark and Unfair Competition Conflicts: Historical-Comparative, Doctrinal, and Economic Perspectives, Cambridge University Press, Cambridge, 2017 C. Geiger-C. A. Nard-X. Intellectual Property and the Judiciary, Edward Elgar, 2018 A. Murray, Information Technology Law, Oxford University Press, 2016 M. Rees, On the Future. Prospects for Humanity, Princeton University Press, Princeton, 2018 J. Riordan, The Liability of Internet Intermediaries, Oxford Univ. Press, 2016 C. Wadlow, The Law of Passing Off, London, Sweet & Maxwell, 2016 T. Wu, The of Bigness. Antitrust in the New Gilded Age, Columbia Global Reports, 2018 October 2018 S. Freyer, Urheberrechte als Kreditsicherheit, Nomos, Baden-Baden, 2018 H. Schweitzer-J. Haucap-W. Kerber, R. Welker, Modernisierung der Missbrauchsaufsicht für marktmächtige Unternehmen, Nomos, Baden-Baden, 2018 September 2018 Dreier-Schulze, Urheberrechtsgesetz, Beck, München, 2018 Hartung-Bues-Halbleib (Eds.), Legal Tech, Beck, München, 2018 Kai-Fu-Lee, AI Superpowers: China, Silicon Valley, and the New World Order, Houghton Miffin, Harcourt, 2018 August 2018 E. Derclaye (ed.), Research Handbook on the Future of Copyright, EE, Cheltenham, 2009 A. Kur-M. Intellectual property rights in a fair world trade system - proposals for reform of TRIPS, Edward Elgar, Cheltenham, UK-Northampton, MA 2011 J. Fawcett-P. Torremans, Intellectual Property and Private International Law, Oxford University Press, Oxford, 2011
irschi IB Magnet High School Pep Rally Schedule 1st period 7:45 a.m. – 8:30 a.m. 2nd period 8:34 a.m. – 9:19 a.m. 3rd period 9:23 a.m. – 10:08 a.m. 4th period 10:12 a.m. – 10:57 a.m. Announcements 10:57 a.m. – 11:02 a.m. 5th period 11:06 a.m. – 12:27 p.m. 6th period 12:31 p.m. – 1:04 p.m. 7th period 1:08 p.m. – 1:41 p.m. 8th period 1:45 p.m. – 2:18 p.m. Pep Rally 2:18 p.m. – 2:54 p.m. Lunch 1st Lunch 11:06 a.m. – 11:38 a.m. 2nd Lunch 11:51 a.m. – 12:27 p.m.
irschi IB Magnet High School Early Release – MYP 1st period 7:45 a.m. – 8:13 a.m. 2nd period 8:17 a.m. – 8:45 a.m. 3rd period 8:49 a.m. – 9:17 a.m. 4th period 9:21 a.m. – 9:49 a.m. Announcements 9:49 a.m. – 9:53 a.m. 5th period 9:57 a.m. – 10:25 a.m. 6th period 10:29 a.m. – 10:57 a.m. 7th period 11:01 a.m. – 11:29 a.m. 8th period 11:33 a.m. – 12:00 p.m. Lunch 12:00 [A wing, D wing, out buildings (Tech Plaza, Choir, Auto, Hut)] 12:10 [B wing and C wing] MYP Meetings 1:15 p.m. – 3:30 p.m.
irschi IB Magnet High School Late Arrival Schedule 1st period 9:45 a.m. – 10:15 a.m. 2nd period 10:19 a.m. – 10:49 a.m. 3rd period 10:53 a.m. – 11:23 a.m. 4th period 11:27 a.m. – 11:57 a.m. Announcements 11:57 a.m. – 12:03 p.m. 5th period 12:07 p.m. – 1:12 p.m. 6th period 1:16 p.m. – 1:46 p.m. 7th period 1:50 p.m. – 2:20 p.m. 8th period 2:24 p.m. – 2:54 p.m. 1st Lunch 12:07 p.m. – 12:37 p.m. 2nd Lunch 12:42 p.m. – 1:12 p.m.
Irish/Irish/British Gypsy or Irish Travel Any white background Prefer not to say White and Black Caribbean and Black African White and Asian Any other mixed/multiple ethnic background Prefer not to say Asian/Asian British Indian Pakistani Bangladeshi Chinese Any Asian background Prefer not to say Black/African/Caribbean/Black British African Caribbean Any other Black/African/Caribbean background Prefer not to say Other ethnic group Arab Prefer not to say Any ethnic group, please write in Do you belong to any of the groups below? Adoption, Foster Care, Care Leavers, Special Guardianship Order (SGO), Single Mum, Single Dad or Lesbian, Gay, Bisexual, Transgender (LGBT), Young Parent Carer, Disabled Parent Carer. Any other group, please describe …………………………………………………………………………………………………… Do you attend any support groups in Stockport? Please describe………………………………………………………………………………………………………………………………. Information Advice and Support Service (IASS) Stockport IASS provide the following: Impartial and confidential advice and information for families on special educational needs and disabilities (SEND) around Education, Health and Care. Support with writing letters and completing and assistance with discussions and meetings with schools, SEND professionals involved with your child. Support with resolving disagreements, helping you to consider and determine the best way forward. We offer independent support with Education, Health and Care Assessments and Plans. Support with Transition and Preparing for Adulthood. Signposting to the local mediation team. t: 0161 480 3189, e: , w: Stockport’s Offer
Condition #4 Date Noticed: How did this condition begin? Have you had this condition in the past? Y N How is your condition changing? Getting Better Getting Worse __ Not Changing Frequency of symptoms: Constantly (76-100% of day) Frequently (51-75%) Occasionally (26-50%) Intermittent (0-25%) Rate the pain or severity of the condition (1= minimal 10 = excruciating) 1 2 3 4 5 6 7 8 9 10 What activities aggravate your condition? What therapies or activities help to relieve the condition? Who have you seen for this condition or symptom? Name: Diagnosis: Treatment: Condition #5 Date Noticed: How did this condition begin? Have you had this condition in the past? Y N How is your condition changing? Getting Better Getting Worse __ Not Changing Frequency of symptoms: Constantly (76-100% of day) Frequently (51-75%) Occasionally (26-50%) Intermittent (0-25%) Rate the pain or severity of the condition (1= minimal 10 = excruciating) 1 2 3 4 5 6 7 8 9 10 What activities aggravate your condition? What therapies or activities help to relieve the condition? Who have you seen for this condition or symptom? Name: Diagnosis: Treatment:
Please any relevant symptoms or conditions you have or previously had: General Gastrointestinal Cardiovascular Ear, Eye, Nose & Throat □ Allergies □Abdominal Pain □ High blood pressure □ Impaired hearing □ Depression □ Bloody stool □ Low blood pressure □ Ear ache □ Dizziness □ Colitis/Crohn’s □Hardening of arteries □ Ringing of the ears □ Fainting □ Constipation □ Irregular pulse □ infection □ Fatigue □ Diarrhea □ Pain over heart □ Sore throat □ Headaches or migraines □ Change in appetite □ Poor circulation □ Vision problems □ Loss of sleep □ Hernia □ Change in beat □ Frequent colds □ Tremors □ Liver trouble □ Swelling of ankles □ Stuffiness □ Weight loss/gain □ Nausea □ Nose bleeds □ Seizures □ Vomiting Respiratory □ Memory loss □ Chest pain Other conditions: Genitourinary □ Chronic cough □Anemia Muscle/Joint □ Bladder infection □ Difficulty breathing □ Arteriosclerosis □ Arthritis/rheumatism □ Blood in urine □ Shortness of breath □ Asthma □ Bursitis □ Kidney infection □ Spitting up blood □ Cancer □ Foot trouble □ Kidney stones □ Diabetes □ Muscle weakness □ Prostate trouble Skin □ Edema □ Low back pain □ Pus in urine □ Bruise easily □ Epilepsy □ Neck pain Urination □ Hives/Allergies □ Goiter □ Mid back pain □ Overnight >Twice □ Rash □ Gout □ Joint pain □ > 8x in 24hrs □ Varicose veins □ Heart burn □ Numbness or tingling □ Decreased flow □ Acne or boils □ Heart disease □ Painful urination □ Itching □ High cholesterol □ Urgency to urinate □ Eczema □ HIV/AIDS WOMEN ONLY □ Multiple Sclerosis □ Congested breasts Menstrual flow Birth control method: _______ □ Pace maker □ Hot flashes □Reg □ Irreg. □ Pain Prior miscarriage? □Yes □No □ Stroke □ Lumps in breast Date last period:____ Date of last PAP exam: _______ □ Osteoporosis □ Menopause Are you pregnant? □Yes □ No Date of last mammogram:______ □ Thyroid disease □ Vaginal discharge If yes, how many months? ___ □Normal □Abnormal # of children you have _____
Constitutional Yes No Respiratory Yes No Yes No Weight loss Cough Easy Bruising Fatigue Coughing Blood Bleeding gums Fever Wheezing Enlarged glands Eyes Chills Musculoskeletal Glasses/Contact Gastrointest. Joint Pain/Swelling Eye Pain Heartburn/ Reflux Stiffness Double vision Nausea/Vomitting Muscle Pain Cataracts Constipation Back Pain Ear, Nose, Throat Change in BMs Skin Difficulty hearing Diarrhea Rash/Sores Ringing in the ears Jaundice Lesions Vertigo Abdominal Pain Itching/Burning Sinus trouble or Bloody Stools Neurological Nasal stuffiness Genitourinary Loss of Strength Frequent sore throat Burning/ Frequency Numbness Cardiovasc Nighttime Frequency Headaches Murmur Blood in Urine Tremors Pain Erectile Dysfunction Memory Loss Palpitations Abnormal Discharge Addictive Behaviors Dizziness Bladder Leakage Gambling Fainting Spells Allergic Shopping/Spending Shortness of Breath Hives/Eczema Internet Difficulty lying flat Hay Fever Pornography Swelling ankles Psychiatric Sex Endocrine Anxiety Gaming Loss of hair Depression Food Heat/cold Intolerant Mood swings Reviewed by: Date:
spiritual advisor or attorney. Your VA health care team can make your advance directive part of your medical record. Do I need to fill out a durable power of attorney and a living will? No. Even though the VA form contains both, it’s up to you whether you complete the durable of attorney for health care, the living will, or both. Can I change my advance directive? Yes, you may change or cancel your advance directive at any time. In fact, you should review your advance directive periodically, especially if there is a change in your health, to make sure it’s up to If you change it, be sure to tell your health care team and have them put it in your health record. Share your new directive with your family members and other loved ones. VA Form 10-0137B SEP 2011 YOUR RIGHTS REGARDING ADVANCE DIRECTIVES Advance Directives. Advance directives are legal forms that state your preferences about your future medical and mental health care. If you become too ill to make decisions about your care, an advance directive can help your doctors and family members understand what you want. It is up to you to decide if you want an advance directive. Your decision will not affect your access to health care or other VHA services.
LUNGS / BREATHING: None Mild Moderate Severe Remarks: Cough Wheezing Shortness of breath Chest Tightness Are these symptoms CONTINUOUS Or do they occur in EPISODES? Continuous Episodes Do the above symptoms limit your activity No Yes How often: Do these symptoms wake you at night? No Yes How often: Have you been diagnosed with asthma? No Yes Have you been diagnosed with COPD, emphysema, or chronic bronchitis? No Yes Are you currently using any inhalers or nebulizers to help you breathe easier? No Yes Have you used any inhalers in the past? No Yes Have you been given oral steroids for breathing symptoms (ie Prednisone, Medrol) No Yes How often: Last Have you required Emergency Room care for breathing symptoms? No Yes How Last ER visit: Have you been hospitalized for breathing symptoms? No Yes How often: Last Hospitalized: Have you had any pulmonary function (breathing) testing? No Yes Details: Have you ever had a Chest Xray? No Yes Last done: Findings: SKIN / RASHES None Mild Moderate Severe Remarks: (red, raised, itchy blotches) Swelling of the skin Eczema / Atopic dermatitis Contact dermatitis Itching WITHOUT any rash Other rash / not sure Does it itch? No Yes Does it burn or hurt? No Yes Are there bumps? No Yes Are blisters? No Yes How long has it been present ____ days _____ weeks _____ months Is this a CONTINUOUS rash or does it come and go in EPISODES? Continuous Episodes How long to individual lesions last? ____ hours _____ days _____weeks Where does the rash START? What body part(s) are affected? Do any of the following make the rash worse: Dry Skin? No Yes Heat (ie hot tubs, heaters)? No Yes Exercise? No Yes Cold? No Yes Foods? No Yes List: Any relation to No Yes Medications? No Yes Other triggers you suspect:
primary care physician, heart doctor, psychiatrist, therapist, or any others). If you do not know the address (including zip code) and fax numbers, call your doctor’s office and obtain complete mailing address and fax number. Physician’s name Specialty Phone Number Fax Number Address (street number, city, state, zip code)
Student Name Date Cooperating Teacher School University Supervisor Semester Evaluator TEACHER EDUCATION PROGRAM – CLEMSON UNIVERSITY ELECTRONIC PORTFOLIO EVALUATION Please place an X in the box next to the rubric that best describes your student teacher’s performance for this portion of the portfolio evaluation. Please also enter the score awarded for each portfolio item evaluated. Artifact Representation of ADEPT Standards Items not included for all standards or items chosen to support standards were inappropriate, or were one dimensional; with little or no evidence of creativity. 1 point Items chosen to support standards were adequate. Most items selected were appropriate with evidence of creativity. 2 points chosen to support standards were appropriate and reflected uniqueness and creativity. 3 points Portfolio Organization and Writing Quality Overall portfolio material poorly organized, numerous errors in grammar and spelling. 1 point Portfolio showed continuity and organization. Errors, if present, are few and do not detract from the reader’s overall impression of the portfolio or the content of writing and reflective thought. 2 points Portfolio showed excellent continuity and organization, exactness, and clarity of thought with evidence of originality and creativity. No errors were present. 3 points Evidence of Reflection and Self- Evaluation: Written Portfolio Evidence of Reflection and Self- Evaluation: Written Portfolio Very little or no evidence of reflection and self-evaluation was present on the standards and/or revealed little or no awareness of integration standards; awareness of present development as a caring, capable, connected professional was limited; and no awareness of needs for future personal growth. 2 point