zilongwang/ReadingBank huggingface dataset:
All exhibits to be staged between 9.30 & 11.00am. Judging commences at 11.00am The show will be open to the public at 2.30pm. Award of prizes presented at 3.15pm approx. Refreshments, raffle and auction If you would like to donate any of your exhibits to the auction which will follow the presentation of prizes and raffle draw, please place them on the table nearest the stage during the prize giving and raffle. Children’s activities. There will be a story telling session during the afternoon, if children would like to bring their favourite book to be read they are most welcome to do so. Division 1. Cut flowers in vases A vase of mixed cut flowers – at least 3 varieties A vase of 3 Dahlia’s – any variety A vase of 5 Sweet Peas – annual A vase of 3 – any variety A vase of 3 Asters – any variety A vase of 3 Pansies – any variety A vase of 3 Marigolds – any variety A vase of 3 Antirrhinum – any variety Division 2. Growing plants in pots Fuchsia Geranium Busy Lizzie Flowering house plant not previously mentioned Foliage house plant
3 tomatoes – cherry, any colour (stalks on) 3 tomatoes – medium size or beef, any colour (stalks on) Pair of courgettes – not over 6 inches long 5 French beans Collection of 3 or more veg not previously mentioned of 3 or more fruit Collection of 3 or more veg / salad not previously mentioned Please note classes 43, 44, 45 to be exhibited in a box no larger than 12 x 18 inches Division 7. Art A sketch – pencil or charcoal A collage – any medium (e.g. paper, fabric, threads, natural materials) A picture – any medium not mentioned in 46. (oil, pastels, water colours, gouache, acrylics etc.) A 3-D sculpture – any material (can include decoupage etc.) An item of Calligraphy Division 8. Photography A building Pet/pets Feathered friends Humorous photograph with a caption Monkland village landmark (*special prize) Photograph depicting colour Division 9. Children Age 5 & under A painting on a paper plate An item made from Lego Age 6 to 10 A painting on a paper plate ‘My house’ A item made from Lego Age 11 to 16
Rental Agreement-Terms & Conditions The Student Renter hereby agrees to rent one MicroFridge refrigerator/freezer or cube refrigerator from University Logistics, Inc. for the academic year, according to the following terms: University Logistics shall, during this agreement, keep and maintain the Unit in good working condition, reasonable wear and tear alone is accepted. University Logistics will at its own expense replace or repair any Unit should said Unit fail to operate normally, except those that are damaged through misuse, negligence, carelessness or irresponsible use by the student renter. The Unit may not be removed from the residence hall where it is originally assigned. If you change rooms, please call 800-525-7307 to notify us of your room change. At the low cost of $19.99 per academic year you can purchase insurance in the event your MicroFridge Appliance is damaged. The insurance covers excess wear and tear, minor repairable damage to microwave and refrigerator/freezer and is available on all rental units. This plan does not cover full destruction or loss of the appliance. The unit must be thoroughly cleaned, defrosted, dry and ready for storage upon return to University Logistics. The unit must have all parts and accessories included when returned. The student renter understands that the Unit requires a grounded outlet. If the room is not equipped with a 3 prong grounded outlet, a grounded 3 prong adaptor must be used. The student renter understands that he/she is responsible for normal care of the equipment in their temporary possession and that they will be charged for any physical damage or loss of equipment and/or accessories as a result of any act(s) of theft vandalism or abuse. Replacement cost for the unit with a microwave will be $500.00; $350.00 for units without a microwave. The Student Renter acknowledges and agrees that this is a private rental agreement between University Logistics and the student; Monmouth University is not party to this agreement. The University will receive a percentage of net sales from the rental equipment.
2 Considered the operation of the Prioritisation System Considered projects / funding including the ROWIP grant Yes Yes 11 Dec 2104; 28 April 2015 11 Dec 2014; 28 April 2015; 9 June 2015; 9 Sept 2015 Consultations 3. Considered response to Welsh Government consultation on Improving Opportunities to Access the Outdoors for Responsible Recreation; Responded to NRW consultation on Draft Guidance for Rights of Way Improvement Plans; Yes Yes 9 Sept 2015 17 Nov 2015 Special Projects
appropriate training (at the relevant levels) to enable them to discharge their safeguarding duties. arrangements and how this is monitored by your setting. What arrangements are in place for updates and renewals 6.2 All staff and Volunteers are assessed in relation to safeguarding training needs. How is this achieved? 6.3 There is a record kept of all adult/child protection and safeguarding training and this is updated as appropriate. Provide a copy of your training record 6.4 Arrangements are in place to evaluate the impact and effectiveness of training and the identification of adult/child protection and safeguarding training. STANDARD 7: Safe Recruitment
7.1. All staff and volunteers have DBS checks prior to employment if they are engaged in regulated activity. Describe how you monitor DBS arrangements: 7.2. All staff who have contact with children, young people and adults at risk are selected in accordance with the Safe Recruitment Policy and have appropriate checks in line with current legislation and guidance: References are always taken up prior to appointment. Identity and qualifications are verified. Professional registration is in place Face to face interviews are carried out. Provide information about any DBS risk assessments that you have undertaken since the last audit: how can you be confident that sound decisions are made?
Previous employment history is checked. Any anomalies or discrepancies are followed up. Necessary checks are carried out before the employee takes up the post (e.g. DBS if they are engaged in regulated activity). 7.3 There is a Safe Recruitment policy in place. 7.4 people involved in recruitment within your setting have undertaken Safe Recruitment Training Provide details of any training undertaken:
High Yield Strategies (link to optional resources) Aligned to Systemic Initiatives (*including Title I) Leader(s) Responsible for Implementing Strategy Checkpoint 1 Progress Notes (qualitative description) Checkpoint 2 Progress Notes (qualitative description) Final Progress Strategy: (“Restorative Circles in Schools” by Bob Costello) Goal 1 PBIS Team Tool: Informal Observations on the percent of classes conducting daily circles with mindfulness activities. Tool: Informal Observations on the percent of classes conducting daily circles with mindfulness activities. Tool: Informal Observations on percent of classes conducting daily with mindfulness activities. Strategy: School-Wide Consistent Implementation of Priority 9 PBIS Team Tool: Monthly PBIS Lesson Plans: 1 Habit per month Tool: Monthly PBIS Lesson Plans: 1 Habit per month Tool: Monthly Lesson 1 month Priority 7 (Title I) Volunteer Committee Family Involvement Committee Attendance Committee Tool: SANE Tool: SANE Tool: SANE
High Yield Strategies (link to optional resources) Aligned to Systemic Initiatives (*including Title I) Leader(s) Responsible for Implementing Strategy Checkpoint 1 Progress Notes (qualitative description) Checkpoint 2 Progress Notes (qualitative description) Final Progress Strategy: delivered through the framework Priority 1 Priority 2 Title 1 funds CST Providers Tool: ALP Plans Tool: ALP Plans Tool: ALP Plans Strategy: Priority 1 Priority 2 EL Teachers Classroom Teachers Tool: Informal Observation Recording Tool Tool: Informal Observation Recording Tool Tool: Informal Observation Tool Strategy: Priority 1 Priority 2 Title I CST Providers Administration Tool: SANE Tool: SANE and ALP analysis Tool Tool: SANE and analysis Tool
Guidelines for the Participants Projects should be original and based on new/innovative ideas and must have undergone some exploration and ground work to prove its feasibility and show impact. The Projects are invited in Five Categories/areas – i) Agriculture, ii) Basic Sciences, iii) Engineering & Technology, iv) Health Sciences and Allied Subjects, Pharmacy, Nutrition, etc. v) Social Sciences, Humanities, Commerce and Law (Objective and Result Oriented Projects). In case of a Group project, only three members [the principal investigator and two major contributors] are allowed to participate in the zonal/ national convention. But, only one member will be allowed for presentation. Entries of the research projects will be purely INSTITUTIONAL and only BONAFIDE fulltime Students/Research Scholars from Undergraduate to Doctoral Degree level are eligible to take part in the convention. Entry Fee- Rs. 500/- (per student). The entry fee for zonal level competition in the form of Demand Draft drawn in favour of Association of Indian Universities, New Delhi and the Registration form should be sent to the Deputy Director, Research Division, Association of Indian Universities, New Delhi with a copy to the coordinator of the Organizing University) There is No Registration Fee for participating in National level Convention. Registration is compulsory for all participants. The entries for projects in the convention will be accepted only if forwarded through the Head of the Institution. The Projects can be presented in the form of live demonstrations /models / posters/podium (oral) presentation in any aforementioned Each university is allowed to send a maximum number of five projects for the zonal level Student Research Convention. The duration of the convention will not exceed a maximum of days. The projects will be presented in three rounds. In the first round the participants will display their projects in poster presentations (Size of Posters - 1m X 1m) before a panel of judges. If selected in the first round, the project will be allowed for podium and oral presentation before the panel of Judges in the second round. In the third Round the presentation will be open for question-answer. The host university will provide the required infrastructural facilities like Display/Mounting Boards, space for display, LCD/ overhead projector, etc., required for presentation. In case any special assistance is required the participants may request the Coordinator of the host university for the same at least three days before the Convention starts.
Fisher, D. L., & Fraser, B. J. (1983). A comparison of actual and preferred classroom environment as perceived by science teachers and students. Journal of Research in Science Teaching, 20, 55-61. Fisher, D., Frase, B., Kent, B (1998). Relationships between Teacher-Student Interpersonal Behaviour and Teacher Personality. School Psychology International Journal, 19(2), Fisher, D., Rawnsley, D. (1998). Learning environments in mathematics classrooms and their associations with students attitudes and learning.” Paper presented at the Australian association for Research in Education Conference. Fisher, D., Rickards, T. (1998). Association between Teacher-Student Interpersonal Behaviour and Student Attitude to Mathematics. Mathematics Education Research Journal, 10 (1), 3-15. Middleton, D. (1981). Observing classroom processes. Milton Keynes: The Open University Press. Sanchez, K., Zimmerman, L., Ye, R. (2004). Secondary students’ attitudes toward mathematics. Academic Exchange Quarterly. Schulz, W. E., G. (1986). Classroom learning environment in North American School. Journal of American Indian Education. Vol.26, No.1. K., Granville, M., & Dika, S. (2002). Mathematics and science achievement: Effects of motivation, interest, and academic engagement. Journal of Educational Research, 95(6), 323-332. Wahyudi & Treagust, D. F. (2006). Science Education in Indonesia: A Classroom Learning Environment Perspective. In D. L. Fisher & M. S. (Eds.), Contemporary approaches to research on learning environments (pp. 221- 243). Singapore: World Scientific. Wubbels, T., Brekelmans, M., & Hooymayers, H. (1991). Interpersonal teacher behaviour in the classroom. In B, J. Frasel & H. J. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 141-160). Oxford, UK : Pergamon.
Educational Objective: Students will demonstrate their applied learning and monologue practice by performing their full monologue alone in front of the class. Materials Needed: Stopwatch or timer of some kind Rubrics for grading students, (influenced by and partly taken from ) Teaching Presentation: First ask for volunteers to perform their monologues, then call on students if no one else volunteers. All students must slate and perform their monologues in under three minutes. Time them. Thank them for their hard work. Give some class notes on monologues that applied to many students, then dismiss them. Monologue Rubric Criteria Excellent Work (88-100 points) Good Work (80-88 points) Fair Work (70-79 points) Poor Work (0-69 points) Elements of view and person are integrated; an implied listener is evident throughout the monologue point of view and person are clear, focused, and consistent; an implied listener is established point of view and person are clear and consistent; an implied listener is evident point of view and person are inconsistent; an implied listener is seldom evident Physical Delivery natural gestures and movement enhance message; fit character or role gestures or movements are fine, but may have omitted obvious character behaviors behaviors, gestures, or movements do not fit the character lacks involvement; no movement or gestures Speaking Techniques adjusts volume, tone, and pace to achieve a special effect or for impact; nonverbal gestures and facial expression enhance characterization uses volume, tone, and pace appropriate to the content and purpose; nonverbal gestures and facial expression suit the character uses volume, tone, and pace somewhat to suit the content and purpose; nonverbal gestures and facial expressions are occasionally distracting or inappropriate to the character uses volume, tone, and pace inappropriately or ineffectively; limited use of nonverbal gestures and facial expressions Memorization Fully memorized and does not need Mostly memorized but stumbles over a Poorly memorized; needs Not memorized; needs constant
4. Compact; OR 5. Large molecule; 6. Cannot leave cell; 2 (c) 1. Long and straight chains; 2. Become linked together by many hydrogen bonds to form fibrils; 3. Provide strength (to cell wall); 3 [7] M2. (a) (i) β / Beta glucose; Accept b / B Reject any reference to alpha / α 1 (ii) Glycosidic; Reject references to α(1-4) glycosidic bond, but allow beta 1-4, or unspecified reference to 1-4 (1,4) 1 (iii) OH / hydroxyl / HO; Reject hydroxide Reject OH / HO molecule Ignore alcohol 1 (b) (i) Starch Cellulose 1. (1,4 and) 1,6 bonds / contains 1,6 bonds / branching 1. 1,4 bonds / no 1,6 bonds / unbranched / straight; 2. All glucoses / monomers same 2. Alternate glucoses / monomers
Chyleen's 2's and 3's "4's Too" 116 Ellen Lane, Morgantown, WV 26505. (304) 598-0040 chyleensdaycare.com Hours: 7:00am to 5:30pm Ages: 2-4 years Drop-ins not accepted Waiting list: Yes Shuttle Service Before/After School Care Summer Programs Morning Snack Provided Lunch Provided Snacks Provided Accredited Accept DHHR Payments NO NO YES YES YES YES NO NO FEES: $570.00 per month full time Partnering with Monongalia County Schools in the Pre-K classroom – Discount during the school year. $255.00 per month Tues & Thurs $345.00 per Mon-Wed-Fri Covenant Day School 802 Greenbag Rd. Morgantown, WV 26508. (304) 292-6050 covenantmc.com Hours: 8:00am to 3:30pm (7:00am and 5:45pm before/after school) Ages: 3yrs - 8th Drop-ins not accepted Waiting list: No Shuttle Service Before/After School Care Summer Programs Breakfast Provided Provided (for 4-5yr olds) Snacks Provided NAEYC Accredited Accept DHHR Payments NO YES NO NO YES YES NO YES FEES: discount available) 3,4,5 Years $4766 per year 1/2 Day (3,4,5 Years) $2940 per year 1st – 8th Grade Before/After school $4200 per year monthly (10 month program) Elite Learning & Social Center 56 Mileground Road, Morgantown, WV 26505. (304) 290-5770 Hours: 6:30am to 6:00pm Ages: Infants (6 - School Age Drop-ins not accepted Waiting list: No Shuttle Service Before/After School Care Summer Programs Breakfast Provided Lunch Provided Snacks Provided NAEYC Accredited Accept DHHR Payments NO YES YES YES YES YES NO NO FEES: 6 – 1 year $200.00 per week 1 year – 3 years 3 years – 4 years $175.00 per week $162.00 per week Part-time (3 days/week) $112.00 per week for all ages Before/After school $10.00 per day
Who is the founder of Islam? The prophet Muhammad, who was born in A.D. 570 at Mecca, in Saudi Arabia, is often regarded as the founder of Islam. He was the last prophet to be sent by Allah. However the first prophet was Adam. were many prophets before Muhammad including: Adam, Noah, Abraham (Ibrahim), Ishmael, Isaac, Jacob, Joseph, Job, Moses (Musa), Aaron, David, Solomon, Elias, Jonah, John the Baptist, and Jesus (Isa). What do Muslims believe? The belief of Islam is that there is only one God, whose name in the Arabic language is Allah, and who is the sole and sovereign ruler of the universe. Muslims have 6 main beliefs Belief in Allah as the one and only God. Belief in angels. Belief in the holy books. Belief in the Prophets (special messengers). e.g. Adam, Ibrahim (Abraham), Musa Dawud (David), Isa (Jesus). Muhammad (peace be upon him) is the final prophet. Belief in the Day of Judgement... The day when the life of every human being will be assessed to decide whether they go to heaven or hell. Belief in Predestination... That Allah has already decided what will happen. Muslims believe that this doesn't stop human beings making free choice
Persian Empire Israeli Empire Egyptian Empire Matching: Write the letter of the quote on the blank line with the religion it describes. Use the bolded words to help make your choices. _D____ 8. Hinduism a.) “All that is required of you is that you do justice, have mercy, and walk modestly with God as Abraham once did” __E___ 9. Christianity b.) “There is no God but Allah and Muhammad is His Prophet” __A___ 10. Judaism c.) “Life is full of suffering…..the way to overcome suffering is by following the Eightfold Path” _B____ 11. Islam d.) “Oh Gods! All your names and forms of Brahman are to be revered, saluted, and adored.” _C____ 12. Buddhism e) “Those that believe in The Father, The Son, and the Holy Ghost will have eternal life” “In 711 CE, the Moors (Muslims) invaded Spain and established Islamic rule. During this period, philosophy, mathematics, and science flourished in the nation. For instance, Ibn Zuhr, a physician and surgeon, tested medical procedures on animals before using them on humans. His work was translated into Latin and Hebrew and had a significant impact on the medical field. Spain remained closely connected to Baghdad for 200 years before becoming independent. Spain was one of the wealthiest areas of Europe during the period of Moorish rule.” 13. Based on the above passage, how did the Moorish (Muslim) invasion of Spain affect civilization in the region? a. It DID NOT allow the advancement of philosophy and emphasized religion. b. It led to the development of new scientific and mathematical techniques. c. It created an isolated area of economic development and trade. d. It transformed Spain into a society primarily concerned with military power. 19. on this map titled The Crusades, 1096-1204: Which crusade did not make it all the way to Jerusalem? The First Crusade
TALENT Talent comprises anyone in front of the camera and includes, but is not limited to, actors, hosts, correspondents, presenters, park visitors, cooperators, volunteers, National Park Service and concessioner staff, etc. Do you intend to utilize talent? Yes No If “Yes”, provide a full description below of who they are and how they will be utilized. (attach additional pages, if necessary) EQUIPMENT Description of equipment, backdrops, sets, props (attach additional pages, if necessary). Please note if any of the following will be included: weapons, animals, minors, nudity. ELECTRICAL REQUIREMENTS Description of electrical requirements (attach additional pages, if necessary). Generators? If “Yes”, provide quantity and size. Yes No Quantity Size LIGHTING REQUIREMENTS Lighting? Yes No (If “Yes”, explain below) Reflectors Only? Yes No Description of lighting requirements (attach additional pages, if necessary). ROAD USE Will you require the use of roads? Yes No If “Yes”, please explain: Do you require road closures? Yes No If “Yes”, please provide the following information (attach additional pages, if necessary) Starting Date Ending Date Starting Time Ending Time Location AM AM PM PM AM AM PM PM AM AM PM PM AM AM PM PM AM AM PM PM Types of Shots: Driving Drive-by Towing Wet down road Drive-ups and away Other (explain):
Monroe Educator Insider June 2015 Volume 2, Number 2 In This Mill Lake Lights It Up Blue For Autism! Read to Retell: Remarkable Readers at Barclay Brook Brookside is “Flipping the Classroom” Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Mission Statement The Monroe Public Schools in collaboration with the members of the community shall Welcome to the June edition of our professional development / best practices newsletter! Now that you are preparing for summer and thinking about next year, what resources are available to you as you plan for next year? A good place to start is . There are an abundance of resources available to you to increase the rigor in your lessons including sample lessons, student writing examples, and tools for planning. Remember to take a look at the model curriculum and anchor standards. Some other resources that may be of interest to you and are free: Newsela.com – a website of news articles. You can adjust the Lexile of articles to meet your students’ needs. Readworks.org - provides research-based units, lessons, and authentic, leveled non-fiction and literary passages directly to educators online. - a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to that appear more frequently in the source text. Here is an example of a wordle of our district vision statement, mission statement, and goals. And don’t forget to take some time for you this summer! When you are rejuvenated, it will show in your classroom and, ultimately, we all benefit. Have a wonderful summer vacation! Written by: Dr. Dori Alvich, Assistant Superintendent of Schools
Teachpoint continued!! The format of following along on a computer 1 2 12 16 helped me to understand the content presented. The presenter encouraged teacher participation, 2 8 20 input and/or questions. The presenter's explanations were concise and 3 6 21 easy to follow. The pace of the session matched the amount 2 12 16 of material covered and held my attention. I will be able to use what I learned in this session 2 9 19 when I use teachpoint. 3. Standards Partipants ONLY Please circle standards session(s) you attended 1 2 3 4 Strongly Strongly disagree Disagree Agree The presenter was knowledgeable and 6 20 well prepared. The presenter was audible and easy to 7 19 understand. The process of unpacking the standard from the 2 11 12 teacher evaluation rubric by using the graphic organizer was helpful to me. The case study and the connected activities 1 7 17 utilized in the session made sense and were helpful to me. The presenter encouraged teacher participation, 4 21 and/or questions. The presenter's explanations were concise and 5 20 easy to follow. The pace of the session matched the amount of material covered and held my attention. 4 21
How does the teacher use evidence to show his support all students in his How does the teacher show meaningful self-reflection to improve his practice? What ideas/insights could you draw from the video to utilize in your own evaluation experience? What aspects of the video do you question or disagree with? What aspects do you value? Action Plan What will be done? Why is it important? Timeline By When? Resources: What do I have available? What do I need? Potential Barriers/Challenges? Where might resistance come from? How can I overcome it? Communications Plan: With whom do I need to communicate? How often? March Madness Calendar
Location Temperature (F) Relative Humidity (%) Pool Hallway 74 65 426 71 59 Background (Outdoors) 68 58 328 72 58 306 72 58 318 72 58 319 72 58 Cafeteria 73 58 320 73 58 214 74 58 314 74 58 417 70 57 428 72 57 321 72 57 308 73 57 104 73 57 218 74 57 221 74 57 225 74 57 Gym 74 57 217 76 57 232 73 56 414 73 56 312 73 56 313 73 56 222 74 56 226 74 56 415 74 56
326 72 55 307 72 55 422 72 55 408 72 55 277 73 55 413 73 55 Art Room 72 54 Library 72 54 420 72 54 421 72 54 417 78 54 316 72 53 213 73 53 418 73 53 419 73 53 PT & OT 77 53 418 77 53 419 77 53 318 71 52 317 72 52 212 74 52 416 78 52
Alexander Hamilton Thomas Jefferson Tecumseh Charles Grandson Finney Harriet Tubman John Quincy Andrew Jackson William Lloyd Garrison Sojourner Truth John Brown John Marshall Henry Clay Frederick Douglas Cady Stanton/S B Anthony, Lucretia Mott Jefferson Davis John C Calhoun Lewis and Clark Dorthea Dix Abraham Lincoln Robert E Lee Ulysses S Grant Henry David Thoreau Ralph Waldo Emerson George McClellan Thaddeus Stevens George Custer (7th ) Andrew Carnegie Vanderbilt Rockefeller JP Morgan Frederick Jackson Turner Queen Lili William Seward Alfred T Mahan Rough Riders Ida Tarbell Steffens Upton Sinclair Frank Norris Jacob Riis Carrie Nation Ida B Wells Robert La Follette Marcus Garvey Henry Ford WEB Du Bois Booker T Archduke Franz Ferdinand Jeanette Rankin John J Pershing US History Important People Henry Cabot Lodge Woodrow Wilson A Mitchell Palmer & Vanzetti John T Scopes Albert Fall Langston Hughes Louis Armstrong F Scott Fitzgerald Aimee Semple Mcpherson/Billy Sunday Margaret Sanger FDR John Maynard Keynes Dr Francis Townsend Huey Long Frances Perkins Douglas McArthur George Patton Oppenheimer Castro George Marshall Alger Hiss/Rosenbergs Joseph McCarthy Stokely Carmichael (SNCC) James Meredith Thurgood Earl Warren Gloria Stenem Phyllis Schlafly Cesar Chavez Neil Armstrong John Glen Betty Friedan Rachel Carson Harriet Beecher Stowe Ho Chi Minh William Westmoreland Yasser Arafat OPEC Shah of Ayatollah Khomeini Nelson Mandela Colin Powell Mikhail Gorbachev Saddam Hussein Sandra Day O’Connor Geraldine Ferraro Dee Brown Helen Hunt James Fennimore Cooper Edgar Allen Poe Nathaniel Hawthorne Alex De Tocqueville Herman Melville Mark Twain John Steinbeck Cyrus McCormick/John Deere Robert Fulton Peter Cooper Alexander Graham Bell Thomas Edison Sumner/Brooks Stephen Douglas Cold War Presidents 1945-1991 Vietnam War Presidents 1954-1975 WWI Allied Powers WWI Central Powers WWII Allied Powers WWII Axis Powers Eugene V Debs Samuel Gompers John Jay Charles Pickney Marbury v 1803 Schneck v 1919 Northern Securities v 1904 Plessy v 1896 Brown v Board 1954 v Charlotte Mecklenburg 1971 v Johnson 1989 Worchester v 1832 Roe v Wade 1973 Anti Trust Act 1890 Clayton Anti Trust Act 1914 Interstate Commerce Commission (ICC) 1887 Robert Fulton Freedman’s Bureau Carpetbaggers Scalawags Stalwart Halfbreed Charles Lindbergh Santa Anna Grant Act 1862 Homestead Act 1862 Pendleton Civil Service Act 1883 Act 1854 GI Bill of Rights 1944 Equal Rights Amendment 1972 No Child Left Behind (NCLB) 2001 Dawes Act 1877 War Powers Act 1973
EDUCATION 09/2009 – 08/2010 Advanced Food Hygiene: Level 4 | Institute (2012) 09/2001 – 07/2005 BTEC Hospitality Management | Sands University • Awarded best academic performance for level II 2004 • Awarded overall best student 2004 • Awarded student of the year 2002 – 2003 CROSS-EXPOSURE TRAINING • XXXX, London – pre-opening cross-exposure (2012) • XXXX, Edinburgh – Acting Executive Chef cover (Apr 2013) • XXXX, London – fine dining (Aug 2012) REFERENCES ON REQUEST
Responsible for diagnosing faults and completing servicing on a fleet of 150 tractor units and trailers, as well as being the face of the service team for the depot EDUCATION 08/2013 NEBOSH – General Certificate 10/2012 – 08/2015 BEng (Hons): Mechanical Engineering University, City, Country Key Modules: Engineering Mathematics ● Electrical and Electronic Principles ● Mechanical Principles ● Principles of Design and Manufacture ● CAE and programming ● Theory of Machines and Thermodynamics ● Product Design and Development ● Advanced Engineering Mathematics ● Project Management ● Solid Mechanics ● Dynamics and Control 10/2011 – 06/2012 Foundation Engineering University, City, Country 10/2010 – 08/2011 City & Guilds 1, 2 & 3: Automotive Maintenance and Repair University, City, Country SOFTWARE Microsoft Office (Microsoft PowerPoint, Word, Excel and Project) ● Cambridge Engineering Selector ● SOLIDWORKS ● Solid Edge ● Autodesk 3ds Max ● Autodesk Simulation Mechanical ● Autodesk Simulation CFD ● Autodesk Mudbox ● Autodesk Inventor ● ANSYS CFX ● MATLAB ● Simulink ● Midas NFX ● Python ● LabVIEW ● OpenFOAM ● PTC Mathcad Prime 3.1 PERSONAL INTERESTS 3D modelling and animation ● Electric guitar ● Classic car restoration and modification ● Golf REFERENCES ON REQUEST
Expanded client base by setting up meetings and telephoning marketing decision-makers and agencies Achieved monthly/quarterly revenue targets Provided accurate revenue forecasts to Sales Manager on a weekly basis Generated and targeted leads in specialist market/industries Used and monitored Salesforce, accurately inputting data and ensuring applications were up to date executing stock and warehouse check processes, management reporting to Credit Committees and MT Commodities 06/2012 – 10/2013 Sales Executive, Company Sourced leads and cold-called to promote the products, and regularly called/visited both new and existing customers to discuss requirements, negotiate terms and maximise business opportunities Built and retained long-term friendships/relationships with customers Acted as key point of contact for the company, ensured a high standard of customer service by discussing technical problems or repairs required and recommending suitable products Responsible for negotiating contracts from year to year (i.e. price increases and stock agreements) EDUCATION 10/2009 – 08/2012 BA: Business Management University, City, Country Key Modules: Business Skills; Operations Management; Economics, Business and Sustainability; Financial Accounting; Marketing Principles; Organisational Behaviour and Analysis; Business Ethics; Business Decision-Making 10/2007 – 08/2009 A Levels: (C) Business Studies (A) Further Maths (B) School, City, Country IHG: Sales Approach and Coaching NVQ Level 3: Business Administration and Customer Care ALDP Level 1: Leadership Fundamentals, Crucial Conversations, Project Delivery, Strength Based Leadership, Presentation skills Focus of degree, eg this included modules in social media management and public speaking SOFTWARE Microsoft Office (PowerPoint, Word, Excel and Outlook), CRM and ERP systems PERSONAL INTERESTS Parasailing, mountain climbing, travelling and mountain biking REFERENCES ON REQUEST
“Monster are Due on Maple Street” IDENTIFY the following terms from the script. EXPOSITION: INCITING INCIDENT: RISING ACTION: CLIMAX: FALLING ACTION: RESOLUTION: DENOUMENT: Answer the following using COMPLETE sentences. PLOT: What important background information about the characters and their home is given in the exposition of this story? What mood does the narrator establish (on page 138); what words and phrases does the narrator use to draw attention into the text? Still on page 138, after considering the genre and the mood, what tone is set for the play? Looking at the opening descriptions of the setting of Street, what does the author want the reader to understand about the situation and the characters? Cite examples to support your answer? What does the narrator’s dialogue on page 138 tell the reader about will occur later in the plot? What is the effect of the author including the “Voices” dialogue on page 139?
Name of Attorney Office Mailing Address Telephone Number Facsimile Number E-Mail Address State Bar I.D. Number (Attorney for Debtor(s)) IN THE UNITED STATES BANKRUPTCY COURT FOR THE DISTRICT OF MONTANA IN RE: , , Debtors. Case No. NOTICE OF CONVERSION TO CHAPTER 7 The Debtor hereby converts [his/her/its] Chapter [12/13] case to a case Chapter 7. DATED this ____ day of___________________, 20___. ____________________________________ [Name of attorney] (Attorney for ____________________) CERTIFICATE OF SERVICE I, the undersigned, do hereby certify under penalty of perjury that on the ___ day of ______________________, 20___, a copy of the foregoing was served by electronic means pursuant to LBR 9013-1(d)(2) on the parties noted in the Court’s ECF transmission facilities and/or by mail on the following parties: See attached mailing matrix [Insert the name and address of each individual or entity served.] * The attached list will not be mailed out to creditors but will be on file with the United States Bankruptcy Court. A copy will be
IN THE UNITED STATES BANKRUPTCY FOR THE DISTRICT OF MONTANA IN RE: , , Debtors. Case No. ORDER At Butte in said District this ____ day of___________________, 20___. In this Chapter ___ bankruptcy, the [Debtor(s); trustee; name of creditor; etc.], as the Movant(s), filed a ______________________________on [month, date], 20___. As required by Mont. LBR 9013-1(d), the Movant’s [motion; objection to exemption; etc.] provided a “NOTICE” provision which granted the opposing party fourteen (14) days to respond to the [motion; objection; etc.] and schedule the matter for hearing. The “NOTICE” provided that “[I]f no objections are timely filed, the Court may grant the relief requested as a failure to respond by any entity shall be deemed an admission that the relief requested should be granted.” The fourteen (14) day period has expired and _____________________ has not filed a response to the _______________________. In accordance with the Notice provision attached to the Movant’s________________________, the failure of ____________________ to respond is deemed an admission that the Movant’s _________________ should be sustained without further notice or hearing. Accordingly, IT IS ORDERED the Movant’s ________________________ is [GRANTED; SUSTAINED; etc.], and [describe the relief obtained by the Movant].
If you are interested in being a volunteer, please contact our school counselors who coordinate the volunteer program. Please be aware that all volunteers and field trip chaperones are required to undergo a criminal history check prior to volunteering or serving as a chaperone. To submit a request for a background check, please go online to , select the “Sp Programs Volunteer App” link and follow the on-line directions. WITHDRAWING A STUDENT When withdrawing a student, parents must notify the office and should allow at least five days for the preparation of records. A withdrawal form will be provided to parents when a student withdraws. For transfers within the district, records will not be released to parents. If you intend to hand carry records to your new assignment, you must sign the necessary release in the office after giving proper notification. All fines, textbooks and library books must be cleared before records will be released. Additionally, as part of military out-processing, a form must be signed by a school official indicating that the student has cleared all the necessary fines and books. Out of School/Youth Supervision Policy Out of School/Youth Supervision Policy (con’t) Out of School/Youth Supervision Policy (con’t) Your teacher may allow a snack-break during the school day. This list includes nutritious snacks from which you may choose. Please see for additional nutrition information. Montague Village Elementary Standard Dress Policy
Development of a master list of training capabilities and qualified personnel availability for each Indian Nation. The development and implementation of interoperable communications system. Development of emergency management training in an effort to assist and support each other during an emergency or disaster. Barriers to overcome are: The improvement of participation from non-participating Indian Nations, Federal and State Agencies in the meetings. Lack of education and understanding of the importance of emergency management services and homeland security. The non-availability of tribal funding to match EMPG. Continuity of emergency management personnel. Indian Nations Points of Contact Confederated Salish & Kootenai Tribe Homeland Security – – 675-4700 Emergency Management – Dale Nelson – 690-2880 FAX 676-2554 TERC – Dale Nelson – 690-2880 FAX 676-2554 Bio-Terrorism grant – Barb Plouffe – Tribal Chair – Ernest Moran 675-2700 Blackfeet Homeland Security – Robert DesRosier – 338-7667 cell 450-0646 Emergency Management – – 338-7667 cell 450-0646 TERC – – 338-4326 or 338-2481 – or Health – June Tatsey – 338-6317 Bio-Terrorism grant – Nora Kennedy – 338-4326 or 338-2481 – Tribal Chair – Willie Sharp or 338-5194 Glacier Co DES Coordinator – 873-2084 cell 450-1105
Fort Peck Homeland Security – – 650-6731 Emergency Management – Chris Headdress – 650-6731 Linda Weeks – 768-2337 Dana Buckles – 768-5322 TERC – Linda Weeks – 768-2337 Dana Buckles – 768-5322 FAX 768-5323 Health – Gary Melbourne, 768-5301 Bio-Terrorism grant – Ken Hull – – 768-5322 Brownsfield – – Tribal Chair – A.T. – 768-5155 Chippewa Cree Risk Management –Marva Stump –395-5705 Homeland Security and Emergency Management – Ted Whitford 395-4875 or 262-3598 cell Tim Martin, Public Safety Director – 395-4513 or 212-5321 TERC – Ted Whitford 395-4875 or 262-3598 cell Health – Fawn Tadios 395-4486 PHEP (PHN) – Janet Runnion - 395-4486 ext 2102 Tribal – – 395-5705 Chief of Staff – – 395-4478 Crow Homeland Security – William Driftwood Sr. – 638-4036 cell 620-2220 Emergency Management – -Spang 638-4036 cell 620-1643 TERC – Henry Rides Horse Jr. – 638-3752
Health – Sharon Peregoy – 638-3966 Bio-Terrorism grant – William Driftwood Sr. – 638-3724 cell 620-2220 Tribal Chair – Cedric Black Eagle 638-3715 Northern Cheyenne Homeland Security – – 477-6775 Emergency Management – 477-6914 Otto Braided Hair 477-8161 TERC – Ed Joiner 477-6914 FAX 477-6882 Health – J Roundstone, 477-6722 Tribal Chair – LeRoy Spang – 477-6284 Fort Belknap Homeland Security – Emergency Management – Buddy Horn – 353-3173 or 390-2903 TERC – Buddy Horn – 353-3173 or 390-2903 Tribal Health – Velva Doore - 353-8486 Bio-Terrorism grant – – 353-3221 – and Tribal Chair – Tracy King – 353-8302 or 353-2205 Little Shell Tribal – John Sinclair, 1-800-300-1614 or 452-2892 Indian Health Services Carol Boyner (406) 247-7096
– 338-7667 Tribes Assiniboine/Sioux – 650-6731 Weeks – 768-5155 ext 337 Chippewa Cree Tribe of Rocky Boy’s Reservation 395-4207 Crow Nation Susette Nanto-Spang cell 620-1643 – 638-3775 or 638-3832 Tribe – 477-6914 Merlin Sioux – 447-8161 or 477-6787 /Gros Ventre – 353-3221 Horn – 353-3173 or 390-2903
MONTANA PAYROLL CARD AUTHORIZATION I consent to have my wages deposited onto a [NAME OF ISSUER] payroll card as the method of receiving my wage payments. I understand that my consent to receive wage payments on a payroll card is purely voluntary and is not a condition of hire or continued employment. If I do not choose to receive wage payments through payroll card, I may choose to be paid by the following methods: Cash [IF APPLICABLE, MUST OFFER AT LEAST CASH OR CHECK] Check Direct deposit (with my written authorization) I may make an initial withdrawal of up to and including the net amount my wages, without cost. I am entitled to change my method of receiving wage payments at any time, and any requested change will be made as soon as feasible. [NAME OF EMPLOYER] has provided me with a full and complete description of the terms and conditions of the use of my [NAME OF ISSUER] payroll card, including a schedule of all applicable fees. I have read and received a copy of this form. ____________________________________________________ _______________ Signature Date
Montana American Legion Baseball State Champions by Class* Year Class “AA” Class “A” Class “B” 2012 Billings Royals Mission Valley Mariners 2011 Billings Scarlets Laurel Dodgers 2010 Missoula Mavericks Laurel Dodgers 2009 Billings Scarlets Laurel Dodgers 2008 Billings Scarlets Vauxhall Spurs 2007 Bozeman Bucks Mission Valley Mariners 2006 Billings Scarlets Bitterroot Bucs 2005 Billings Royals Gallatin Valley Outlaws 2004 Lethbridge Spitz Elks Glendive Blue Devils 2003 Helena Senators Bitterroot Red Sox 2002 Helena Senators Glendive Blue Devils 2001 Helena Senators Bitterroot Red Sox 2000 Billings Scarlets Bitterroot Red Sox 1999 Lethbridge Elks North Stars 1998 Missoula Mavericks Bitterroot Red Sox 1997 Missoula Mavericks Bitterroot Red Sox 1996 Miles City Mavericks Billings Blue Jays 1995 Missoula Mavericks Sidney 1994 Missoula Mavericks Ft. McCleod 1993 Billings Scarlets Dillon 1992 Billings Royals Laurel 1991 Missoula Mavericks Bitterroot Bucs 1990 Billings Scarlets Vauxhall
MONTCALM COUNTY MEDICAL EXAMINER General Email: Fax#231-440-0806 Records Request Email: Records.MMMEG@gmail.com Death Certificate / Cremation Permit / Reports The Medical Examiner is required by Michigan to investigate deaths that are sudden, suspicious, unexpected, accidental, or violent deaths. The Medical Examiner has the authority to order an autopsy if it is necessary to determine the cause of death. A family member should choose a funeral home as a first step in the process. The funeral homes or cremation facilities work with crematories and vital records for death certificates and also with the family involved. RECORDS REQUESTS Please email: Records.MMMEG@gmail.com FUNERAL HOME PROCEDURES DEATH CERTIFICATE REQUESTS- Please email or fax the Medical Portion of the DC to fax or email listed above. CREMATION PERMIT REQUESTS Montcalm County policy is a $50 permit fee. Fees are to be paid in advance as detailed below. 1. Death Certificates that are to be signed by the PCP…. Cremation Permit Requests a. Please obtain a PCP signature on the DC b. Please go to www.govpaynow.com, 1-888-604-7888, or visit the Clerk's Office to prepay i.www.govpaynow.com PLC: 1957 ii.Or What would you like to do? (Pay Permits) --State? (Michigan) --Agency? (Montcalm County Clerk) iii.Case File Number: Not Necessary iv.Payment Type (Cremation Permits) v.Notes: Name of Deceased and Date of Death c. Please fax or scan the (3) Documents (Payment Receipt- DC- Cremation Permit filled out) to the M.E. office midmichiganmegroup@gmail.com or fax 231-440-0806. d. Please include your email address and fax number. e. A cremation permit review will be conducted and requests fulfilled. Our Policy is a 24hr turnaround period. Please call if you have an extenuating circumstance. 2. Medical Examiner Death Certificates …. Cremation Permit Requests a. All of the above except you will include a DC for the ME to fill out
Cluster Outreach Center 137 Walnut Street Pottstown, PA 19464 Ph: 610-970-5995 Wednesday& Friday, 9 am - 12 pm Cluster Outreach Soup Kitchens Christ Episcopal: 316 High St Monday Trinity Reformed: Hanover/King Tuesday Salvation Army, 137 King St Wednesday 1st Presbyterian, 750 N. Thursday 1st United Meth., 414 High St Friday Ph: 610-970-5995 Mon, Wed, Fri: 11:45-12:15 (lunch) Tues, Thurs: 5:00 pm (dinner) Jerusalem Lutheran Church 311 Second Street Schwenksville, PA 19473 Ph: 610-287-7104 Thursdays, 6 pm - 8 pm Saturdays, 9 am - 11 am The Open Door 350 Main Street Royersford, PA 19468 Ph: 610-948-7747 Most Thursdays, Noon-4pm Last Thursday of the month, 4-7pm Pottstown Salvation Army Cupboard 137 King Street Pottstown, Pa 19464 Ph: 610-326-1621 Tues, Thurs: 1 - 3 pm North Penn Area Church of the Brethren 1333 Cowpath Road, PO. Box 26 Hatfield, PA 19440 Ph: 215-855-3064 1st and 3rd Tuesday, 12-2 2nd Saturday, 10 - 11:30 4th Monday, 6:30 - 7:30 Community Housing Services 311 North Broad Street Lansdale, PA 19446 Ph. 215.362.5250 Tuesday, Thursday 1 pm - 3 pm Keystone Opportunity Center 104 Main Street Souderton, PA 18964 Ph: 215-723-5430 Tues-Thurs, 10 - 2 Crisis only: Weekdays 9 - 5 The Lamb Foundation 499 E. Walnut St. North Wales, PA 19454 Ph: 215-699-5600 1st & 3rd Tuesday, 10 am - noon Open Line Inc. 452 Penn Street Pennsburg, PA 18023 Ph: 215-679-4112 Tues, Thurs, Fri, 1 - 3:30 pm Emergencies M-F 8 am - 4 pm By appointment
Indications. Fomepizole is recommended for the management of EG poisoning. It is also used as an antidote for methanol intoxication (Lexi Comp., 2013) Contraindications. Fomepizole is contraindicated in patients with history of hypersensitivity to the drug (Lexi Comp., 2013). Dosage. Initially Fomepizole is given as a loading dose of 15 mg/kg intravenously (IV). Subsequently the dose consists of 10 mg/kg IV administered every 12 hours for 4 doses. Further dosages consist of 15 mg/kg every 12 hours while waiting for EG levels to decline to <20 mg/dL, witness improvement of patient’s symptoms, and normalization of pH (Lexi comp., 2013). If patient develops renal failure and requires hemodialysis, adjustment of dosage is required (Lexi Comp, 2013). Precautions. Fomepizole should be administered carefully in patients with liver and kidney impairment since the drug is metabolized in the liver and excreted by the kidneys. If severe kidney impairment is noted, and when ingested levels of EG are high, hemodialysis may be necessary (Lexi Comp., 2013). Administration. Fomepizole should always be administered diluted in 100 ml of 0.9% sodium chloride or 5% dextrose solution, and as a slow IV infusion over a period of half hour. Fomepizole should never be given as a bolus (Lexi Comp., 2013). Adverse Effects. Fomepizole can cause the following adverse effects, headache, GI distress, cardiac dysrhythmia, hypotension, rash, elevated liver enzymes, anemia, phlebitis, arthralgia, visual changes, anuria, hiccups, pharyngitis, and multi organ failure (Lexi Comp, 2013). Drug Concentration. Literature supports Fomepizole levels of greater than 0.8 mg/L is sufficient to deliver continuous inhibition of the enzyme ADH (Lexi Comp., 2013).
Communicate & Sustain Momentum We will ensure transparency using multiple modes of communication. School and/or newsletters, family/staff survey (school perception), BOE reports, Communicate messages in multiple formats (use email, child contact, home calls, etc.), learning walks, staff/department