zilongwang/ReadingBank huggingface dataset:
10 1.00 MHz As #9 above with reduced cyclic prefix from 1/8 to 1/16 1513.0 kbps 102.1% 6.5% 0.51% spread robustness, i.e. >ISI [1] 6.3.2.3.42, Table 11.18.2, Table 11 1.00 MHz As #1 (PUSC) above with reduced cyclic prefix (cp) from 1/8 to 1/16 835.2 kbps 11.5% vs. #1 3.45% spread robustness, i.e. >ISI [1] 6.3.2.3.42, Table 11.18.2, Table 12 1.00 MHz As #3 (Band AMC) above with reduced cyclic prefix (cp) from 1/8 to 1/16 1113.6 kbps 11.5% vs. #3 3.45% Delay spread robustness, i.e. >ISI
Hypothetical Case 1 (Assumes no changes in MAP or Preample OH) Band AMC Permutation 10 ms Frame Size Cyclic Prefix 1/16 57/50 Sampling Factor DL OH Symbols = 7 UL OH Symbols = 3 1 Symbol for TR Gap 1363.2 kbps Hypothetical Case 2 (Assume reduction of 3 OH symbols with MAP & Preamble OH reduction) Band AMC Permutation 10 ms Frame Size Cyclic Prefix 1/16 57/50 Sampling Factor DL + UL OH Symbols = 7 1 Symbol for TR Gap 1420.8 kbps A more detailed of the OFDMA parameters for the above hypothetical scenarios is shown in Appendix II. References [1] IEEE Std 802.16-2012, IEEE Standard for Air Interface for Broadband Wireless Access Systems, August 2012 [2] 16-16-0034-02-000s, IEEE 802.16s System Requirements Document, [3] 16-16-0037-02-000, An Evaluation of Alternatives for 1 MHz Channels, [4] 16-16-0015-00, FullMAX vs Standard IEEE802.16 Air Interface Protocol Overhead – v1, Feb 25, 2016, [5] DCN 16-16-0059-00-000s, Proposed MAC Layer Overhead Reduction Schemes for IEEE 802.16s, October 27, 2016,
Dilation: IXL:7.X.1-7.X.8, 8.Q.1-8.Q.11 Activity 1 pg. 296 Big Idea Text Division Common Assessment for Unit 9 Third Nine Weeks Total 45 days Fourth Nine Weeks SOL Chapter/Sections/Topic Suggested Activities through DOE links or other resources Suggested Activities through Big Ideas Text Time Frame (suggested) 7.6 7.7 8.6 a Unit 10: Chapter 6.1-6.5 Geometry Congruency and Similarity Angles (Complementary, Supplementary, Vertical and Adjacent) Classifying Quadrilaterals Congruency/Similarity: Angles: Quadrilaterals: *Focus on Venn Diagrams and Flow Chart IXL: 7.X.1-7.X.5, 7.X.7-7.X.9, 7.X.12-7.X.16 Congruency/Similarity: Big Ideas Game Closet – Geometry (It’s All About the Details and Picture This) Activities 1-2 pg. 246-247 Big Ideas Text Quadrilaterals: Activities 1-2 pg. 240-241 Big Ideas Text 10 days Division Common Assessment for Unit 10 7.9 7.10 Unit 11: Chapter 10.2-10.5 Independent/Dependent Events Compound Events Fundamental Counting Principle Theoretical and Experimental Probability Probability: IXL: 7.BB.1-7.BB.4, 7.CC.1, 7.CC.3, 7.CC.5-7.CC.7, 7.CC.10 Independent/Dependent Events: Activities 1-3 pg. 458 Big Ideas Text Big Ideas Game Closet – Probability Theoretical Probability: Activities 1-3 pg. 412-413 Big Ideas Text Experimental Probability: Activity 2 pg. 419 Big Ideas Text Compound Events: Activity 1 pg. 424 Big Ideas Text 12 days Division Common Assessment for Unit 11 Fourth Nine Weeks Total 22 days Division Common Simulation *Simulation should be administered at least 3 weeks prior to SOL testing
Sequence of Instruction & Pacing Suggestions – First Nine Weeks SOL Topic/Chapter/Sections Suggested Activities through DOE or other resources Suggested Activities through Big Ideas Text Time Frame 6.5 6.8 6.19 a, b, c Unit 1: Expressions and Number Properties Chapter 1.1-1.2 and 1.5 Powers and Exponents Order of Operations Perfect Squares Properties of Addition and Multiplication Enhanced Scope and Sequence (ESS) Lesson– ESS Lesson – ESS Lesson – (use SOL vocabulary) NOTE: The commutative, associative and distributive properties are taught in previous grades. Big Ideas Puzzle Time 1.1 Worksheet Big Ideas Puzzle Time 1.2 Worksheet Big Ideas Game Closet – Order of Operations and Expressions and Equations *NOTE* Big Ideas does not use the same property names as stated in the SOL – need to make alterations 12 days Division Common Assessment for Unit 1 6.18 Unit 2: Equations Chapter 7.1-7.3 Solving Equations Review before chapter 7 using Website: ESS Lesson – ESS Lesson – Big Ideas Game Closet – Expressions and Equations (Let’s Race) 14 days Division Common Assessment for Unit 2 Review Addition & Subtraction of Mixed Numbers 5 days
Equivalent Fractions, Decimals, and Percents Comparing and Ordering Fractions, Decimals, and Percents Activity 1 pg. 204 8 days Division Common Assessment for Unit 6 6.1 6.2 a 6.9 Unit 7: Ratios, Rates and Data Analysis Chapter 6.1-6.2 and 6.4 Ratios Ballpark Comparisons ESS Lesson – DOE Instructional Video – Mathematics/Number Sense/Ratios (Grade 6) ESS Lesson – Big Virginia Support Additional Resources – Converting Between Systems with Benchmarks Activities 1-2 pg. 252 10 days Division Common Assessment for Unit 7 Division Midyear Benchmark Test (Units 1-7) Second Nine Weeks Total 43 days Sequence of Instruction & Pacing Suggestions – Third Nine Weeks SOL Topic/Chapter/Sections Suggested Activities through DOE or other resources Suggested Activities through Big Text Time Frame 6.15 a, b 6.14 a, b, c Unit 8: Data Analysis Chapter 6.5-6.7 Mean as Balance Point Measures of Center Circle Graphs DOE Mathematics Videos – Probability and Statistics, Means as Balance Point ESS Lesson – ESS Lesson – Big Idea Game Closet – Data Analysis Big Ideas Virginia Support Additional Resources - Mean as A Balance Point Activity 3 pg. 260 Activities 1-2 pg. 266 8 days Division Common Assessment for Unit 8
First Nine Weeks SOL Chapter/Sections/Topic Required Activities (VDOE or Other) Required Activities (Big Ideas) Time Frame 8.1 a, b 8.4 8.15 c Unit 1: Chapter 10.1 & 10.4 of Operations Properties Exponents Scientific Notation Evaluating Expressions Order of Operations: Properties: Scientific Notation: VDOE ESS: Ordering Numbers Evaluating Expressions: Pretest Students and use as necessary: Skills Review 3.4 pg.12 Skills Review 3.1 & 3.2 pg. 9-10 Exponents: Skills Review 3.3 pg. 11 16 days Division Common Assessment for Unit 1 8.15 a, b, c Unit 2: Chapter 1.1 – 1.3 Solving Equations Chapter 1.5 -1.7 Inequalities Equations & Inequalities: Solving Multistep Equations: Activities 1 & 3-4 pg. 10-11 Solving w/ Variables on Both Sides: Activities 1-4 pg. 16 -17 Solving Inequalities: Activities 1-6 pg. 36 - 37 18 days Division Common Assessment for Unit 2 8.12 Unit 3: Chapter 9.3- 9.4 Probability Independent & Dependent Events Probability: Activities 1-4 pg. 426-427 7 days Division Common Assessment for Unit 3 First Nine Weeks Total 45 days Second Nine Weeks
SOL Chapter/Sections/Topic Required Activities (VDOE or Other) Required Activities (Big Ideas) Time 8.16 Unit 4: Chapter 2.1 – 2.5 & 2.8 Graphing and Writing Linear Equations VDOE ESS: Graphing/Writing Linear Equations Activity 1 pg. 62 Activity 1 pg. 82 Activity 3 pg. 91 Activity 1 pg. 110 16 days Division Common Assessment for Unit 4 8.14 8.17 Unit 5: Chapter 3.1 – 3.4 Functions VDOE ESS: VDOE ESS: Table=Equation=Graph Activities 1-3 pg. 126-127 Activity 1 pg. 140 12 days Division Common Assessment for Unit 5 8.3 a, b Unit 6: Chapter 4.1 – 4.4 Percentages VDOE ESS: VDOE ESS: VDOE ESS: Percents, Discount, Interest Activities 1-4 pg. 162-163 Activities 1-3 pg. 176-177 Activity 1 pg. 182 12 days Division Common Assessment for Unit 6 Division Midyear Benchmark Test (Units 1-6) Second Nine Weeks Total 43 days Third Nine Weeks SOL Chapter/Sections/Topic Required Activities (VDOE or Other) Required Activities (Big Ideas) Time Frame 8.6 a, b 8.8 a, b 8.11 Unit 7: Chapter 5.1 – 5.2 & 5.4 – 5.7 Angles Transformations Composite Figures VDOE ESS: VDOE ESS: VDOE ESS: Composite Figures Activity 1 pg.198 Activities 1 & 3 pg. 234-235 Activities 2 & 5 pg. 241 17 days Division Common Assessment for Unit 7
Junior Junior Free Skate OR Junior Free Dance Senior Free Skate OR Senior Free Dance 2:40 max Senior Senior Free Skate OR Senior Free Dance 2:40 max Event Must meet requirements* Must have passed Free Figure, or Dance Test (solo or partnered, standard, adult, or masters track) Must not have passed Free Skate, Figure or Dance Test (solo or partnered; standard, adult, or masters track) Age Time Adult Bronze Adult Bronze Free Skate Preliminary Free Skate Juvenile Free OR Pre-Bronze Dance Test (prior to 4/30/17) Adult Silver Free Skate Pre-Juvenile Free Skate Adult Silver Free Dance Intermediate Free Preliminary Free Dance (prior to 9/2/2000) OR 3rd Figure (prior to 10/1/77) 21 and older 1:40 max Adult Silver Silver Free Skate Juvenile Free (prior to 10/1/94) Pre-Juvenile Free Skate Silver Free Dance Intermediate Free Dance Preliminary Free Dance (prior to 9/2/2000) OR 3rd Figure (prior to 10/1/77) Adult Gold Free Skate Juvenile Free Skate (On/after 10/1/94) Adult Gold Free Dance Novice Free Dance Bronze Free Dance (prior to 9/2/2000) OR 4th Figure (prior to 10/1/77) 21 and older 1:40 max Adult Gold Adult Gold Free Skate Juvenile Free Skate Adult Gold Free Dance Novice Free OR 3rd Figure (prior to 10/1//77) Intermediate Free Skate (on/after 10/1/91) Junior Free Dance Silver Free Dance (Prior to 9/2/2000) OR 5th Figure Test (prior to 10/1/77) 21 and older 1:40 max
Attachment 1 – Application Checklist Required Application Items Nonprofit Applicant Nonprofit Fiscal Sponsor Local Government Applicant Local Government Fiscal Sponsor Regional Application (ESG Lead Agency does not have to submit documents that are available on the website) Tab A-Signed, completed Regional application (Word document) X X Tab B-Regional budget worksheet (Excel spreadsheet X X Tab C-CoC Policies and Procedures X X Tab D -Materials used to solicit and evaluate CoC/Regions ESG project applications X X Project Application Note: Each project must be submitted with separate, lettered tabs as outlined on the ESG Checklist i.e. Tab E – Project Application; Tab F – Project Budget; Tab G – Federal Certification, etc… Tab E- Signed, completed Project Application (Word document) X X Tab F - Project budget worksheet spreadsheet) X X Tab G - NC DHHS Required Contract Certification Forms 1. Federal Certifications X X X X 2. State Certification X X X X 3. No Overdue Certification Form X X 4. Annual IRS Tax Exemption Verification Form X X 5. Annual Conflict of Interest Verification X X 6. Current Certificate of Insurance X X Tab H- Formal and informal agreements with mainstream resources X X Tab I- A copy of the HMIS or comparable system contract between the applicant organization and the database provider X X Tab J-Matching funds form (see Attachment 5) X X Tab K-Program X X Tab L-Program Intake Form X X Tab M-Organizational Chart X X Tab N Current year operating budget (with Revenues and Expenditures) X X Tab O-of Incorporation, Bylaws and any applicable amendments X X
Glenwood Elementary School OPTIONS BE Bus # 44 (P.M.) MEDICAL ALERT FOLDER IN BUS 3:40-3:45 Depart Glenwood Elementary School 3:48 Elm Avenue x Chestnut Avenue 3:49 Chestnut Avenue x Highland Avenue 3:50 Chestnut Avenue x Woodlark Lane 3:51 South Pennell Road x Laurel Lane 3:53 Parkmount Road x Burnt Church Court 3:54 353 Parkmount Road 3:55 363 Parkmount Road 3:56 219/227 Lungren Road 3:59 222 Lenni Road 4:05 79 Pennell Road 4:06 **48 South Pennell Road-Drop off right side 4:07 62 South Pennell Road-Drop off on right side 4:07 South Pennell Road x Overlook Circle-Drop off on right side 4:12 1016 West Baltimore Pike-(Riddle Glen Apts) 4:15 Valeria Way x Skylar Circle 4:17 5 Blackhorse Lane 4:18 16/18 Penn Charter Road 4:18 113 Blackhorse Lane 4:19 107 Blackhorse Lane 4:25 Children’s Academy-(Kdg) 4:27 129 North Middletown Road SCROLL DOWN FOR NEXT BUS
Spotlights and curtains are not required for showcase events at nonqualifying competitions. GROUP SIZES AND FINAL ROUNDS: Maximum sizes of initial rounds will be 18 contestants. In adult events, groups larger than 18 participants will be split by age. Final rounds may be held at the discretion of the referee and the local organizing committee. EVENT LEVELS, AGES, TEST REQUIREMENTS AND PERFORMANCE TIMING Except for Adult events, skaters must compete at the highest level for which they qualify. Event Must meet requirements* Must have passed Free Skating or Dance test (solo or partnered standard track) Must not have passed Free Skate or Dance (solo or partnered) Test Age Time Singles or Duets (Duets must compete at the highest test level of the two skaters and both members of a duet must meet at least the minimum test pre-requisite for Preliminary Free Skating or Adult Bronze Level.) Preliminary Preliminary Free Skate Pre Juvenile Free OR Juvenile Free No minimum age (max age 20) 1:40 max Pre Juvenile Pre Juvenile Free Skate Juvenile Free Skate OR Juvenile Free Dance No minimum age (max age 20) 1:40 max Juvenile Juvenile Free Skate OR Juvenile Free Dance Intermediate Free Skate OR Intermediate Free Dance 13 and under 2:10 max Teen Juvenile Free OR Juvenile Free Dance Intermediate Free OR Intermediate Free 14-17 2:10 max Intermediate Intermediate Free Skate OR Intermediate Free Dance Novice Free OR Novice Free Dance 17 and under 2:10 max Young Adult Juvenile Free Skate OR Juvenile Free Dance Novice Free Skate OR Novice Free Dance 18-20 2:10 max Novice Novice Free Skate OR Novice Free Dance Junior Free Skate OR Junior Free Dance 2:10 max Junior Junior Free Skate OR Junior Free Senior Free OR Senior Free Dance 2:40 max Senior Senior Free Skate OR Senior Free Dance 2:40 max Event Must meet requirements* Must have passed Free or Dance Test (solo or partnered, standard, adult, or masters track) Must not have passed Free Skate or Dance Test (solo or partnered; standard, adult, or masters track) Age Time
School or Institution Name & Location Years Completed & Date Did you graduate? Course of Study Degree or Certificate High School ☐Yes ☐ No NA Junior College (if applicable) ☐Yes ☐ No Other College or University ☐Yes ☐ No Graduate School ☐Yes ☐ No Military ☐Yes ☐ No Subject Grade Received (High school or College) Tutoring Ability and/or Comments (Please check whether you are comfortable or not comfortable tutoring each subject) Pre-Algebra Comfortable Not Comfortable Comments: Algebra I Comfortable Not Comfortable Comments: Geometry Comfortable Not Comfortable Comments: Algebra II Comfortable Not Comfortable Comments: Trigonometry Comfortable Not Comfortable Comments: Calculus Comfortable Not Comfortable Comments: English: Comfortable Not Comfortable Comments: Spelling NA Comfortable Not Comfortable Comments: Grammar NA Comfortable Not Comfortable Comments: Composition NA Comfortable Not Comfortable Comments: Sciences List courses taken: List the highest course you have completed for the following subjects: Math: _______________________________ English: _____________________________ List other volunteer and/or extra-curricular activities/clubs/sports you are currently involved in:
_________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Previous Employment: List your four most recent jobs, beginning with your current or most recent job(s). Employer Name and Address: Job Title: Start Date Reason for Leaving: Supervisor’s Name/ Phone number: May we contact this employer? Job Duties: End Date # of weekly hours Employer Name and Address: Job Title: Start Date Reason for Leaving: Supervisor’s Name/ number: May we contact this employer? Job Duties: End Date # of weekly hours Employer Name and Address: Job Title: Start Date Reason for Leaving: Supervisor’s Name/ number: May we contact this employer? Job Duties: End Date # of weekly hours Employer Name and Address: Job Title: Start Date Reason for Leaving: Supervisor’s Name/ number: May we contact this employer? Job Duties: End Date # of weekly hours
Project IEEE 802.16 Broadband Wireless Access Working Group <> Title IEEE 802.16s Approved System Description Document Date Submitted 2017-07-11 Revised 2017-08-14 Source(s) GRIDMAN Task Group Voice: E-mail: Re: GRIDMAN Task Narrowband Channel Abstract Approved system requirements document Purpose System Description Document Notice This document does not represent the agreed of the IEEE 802.16 Working Group or any of its subgroups. It represents only the views of the participants listed in the “Source(s)” field above. It is offered as a basis for discussion. It is not binding on the contributor(s), who reserve(s) the right to add, amend or withdraw material contained herein. Copyright Policy The contributor is familiar with the IEEE-SA Copyright Policy <http://standards.ieee.org/IPR/copyrightpolicy.html>. Patent Policy The contributor is familiar with the IEEE-SA Patent Policy and Procedures: <> and <rmation is located at <> and <>. IEEE 802.16s System Description Document
1 1. A copy of proceedings Issued by the Director of Medical Education for recognition of the hospital 2 1 2. Emergency Certificate/O.P in original duly signed with stamped by the treating doctor attested By Forwarding Officer 1 3. Essentiality Certificate in original duly signed with stamped by the treating doctor Attested by Forwarding Officer 1 4. Discharge Summery/Discharge Memo.(OP card in respect of OP treatment) in original duly signed with stamped by the treating Doctor attested by Forwarding Officer 1 5. Abstract of (All original Medical Bills should be signed with stamp by the treating Doctor) Attested by Forwarding Officer. 1 6. Details proposal along with justification/need in case of claims where relaxation of Rules in involved Further, all the District Educational Officers in the State are requested to direct all the Drawing and Disbursement Officers in their instructions to furnish to the proposal in triplicate to the Commissioner and Director of School Education (Original plus Two (2) sets of Xerox copies should be Attested by the Forwarding Authority including Medical One set of Xerox copies of Bills shall, Invariably, be kept with the Forwarding Officer even after the disposal of the claim. Separate proposal for the treatment obtained at NIMS/SVIMS/RIMS and other private Recognized hospitals shall be submitted. They are further requested to arrange the proposal in the above order only serially Numbered (model copy enclosed). claimant. All the District Educational Officers in the State are requested to issue necessary instructions to all the Concerned Drawing and Disbursement Officers under their instructions issued by the Commissioner and Director of School strictly and submit the proposals accordingly. Any deviation in this regard will be viewed seriously and Necessary disciplinary action will be initiated against them as per CCA Rules 1991. The concerned Forwarding Authorities/ Drawing and Disbursement Officers are personally held responsible for fake and fabricated bills and Misappropriation of public funds. Top priority should be given to this item of work. Sd/….. AR.SATYANARAYANA Commissioner and Director of School Education. To ALL THE DISTRICT EDUCATIONAL OFFICERS IN THE STATE
SECTION 504/ADAAA COMPARED TO THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) Eligibility for protections and services Section 504 is not the same as eligibility for IDEA. Section 504 has a much broader definition of what constitutes a disability. Under IDEA, students must need specialized instruction and meet various criteria for the program of suspected disability. Specialized instruction is provided to the student via an Individualized Education Plan (IEP). Section 504, however, is the provision that protects the civil rights for a student and is created to “level the playing field” for students with mild to moderate disabilities. These students are in a general education setting and do not need specialized instruction to meet their needs, However, they may need limited support with medication, accommodations for testing and/or class work, or for behavior support. Some individuals may be eligible for protections under Section 504, yet may not require specific accommodations or supports due to mitigating measures such as medication or therapy. IEP SECTION 504 DEFINITION Individualized Education Program: student program or curriculum that is essentially different from what peers utilize – fundamentally a special education program at its core Section 504 of the Rehabilitation Act of 1973: equal opportunity for those students with disabilities – fundamentally a general education program at its core with supports extended to access it PURPOSE Specialized instruction with modification of actual program or curriculum materials Accommodations for accessing standard program or curriculum materials ELIGIBILITY Only under specified disability categories: Autism, Emotional, Specific Learning Disability, Sensory (Hearing, Vision, Deaf- Blind), etc. Less discriminatory – available to students with physical or mental impairment substantially limiting at least one major life activity, have a record of such impairment or regarded as having such an impairment OVERSIGHT Individuals with Disabilities Education Act (IDEA) – Education Law Americans with Disabilities Act (ADA) – Civil Rights Law CONTENTS Disability listing, vision statement, progress impact, short-term goals, accommodations/modifications, behavior and/or social skills plan if applicable, summer services, transport needs, placement recommendation Plan objectives, definitions, care and self- care details, resource access, health/medical monitoring, emergency planning, testing and classroom dynamics, communication and notification instructions, additional contact details FUNDING Federal funding No federal funding RECIPROCITY A student covered IDEA on an IEP is automatically covered under ADA’s Section 504 A student covered under ADA’s Section 504 is not necessarily covered by education law under IDEA TESTING Standardized testing accommodations available Standardized testing accommodations available TRACKING Progress reporting No progress reporting
REFERRAL SOURCE REFERRAL SOURCE CAMERON MCKEAN POTTER TOTAL SELF 0 0 1 1 2 COMM.SERV./AGENCY/IND. 0 0 0 9 9 COUNTY PROBATION 0 0 2 3 5 COUNTY PAROLE 0 0 1 0 1 COURT 0 0 1 0 1 EMPLOYER 0 0 1 0 1 0 0 6 13 19 AGE BREAKDOWN AGE CAMERON MCKEAN POTTER TOTAL 18-25 0 0 0 5 5 26-35 0 0 2 5 7 36-45 0 0 2 3 5 46-55 0 0 2 0 2 0 0 6 13 19
INPATIENT DEMOGRAPHICS FOR FISCAL YEAR 2016-2017 SEX CAMERON ELK MCKEAN POTTER MALE 3 15 45 24 33 120 FEMALE 0 3 12 8 20 43 TOTAL 3 18 57 32 53 163 Total Completed: 3 17 46 26 38 130 Treatment Days: 84 454 1372 753 1179 3842 Occupancy Rate: 81% Completion Rate: 78% Average Days Per *Other- Warren, Clarion, Tioga, Clearfield, Jefferson Counties and New York County (Cattaraugus) RACE CAMERON ELK MCKEAN POTTER OTHER* TOTAL CAUCASIAN MALE 3 15 42 24 32 116 FEMALE 0 3 12 8 20 43 AFRICAN AMERICAN MALE 0 0 1 0 0 1 FEMALE 0 0 0 0 0 0 HISPANIC/LATINO MALE 0 0 2 0 1 3 FEMALE 0 0 0 0 0 0 3 18 57 32 53 163
DRUG OF CHOICE DRUG OF CHOICE CAMERON ELK MCKEAN POTTER OTHER* TOTAL ALCOHOL MALE 0 4 23 11 18 56 FEMALE 0 0 4 4 9 17 OPIATES MALE 3 11 15 8 12 49 FEMALE 0 3 6 4 10 23 COCAINE MALE 0 0 3 1 3 7 FEMALE 0 0 2 0 0 2 SEDATIVES MALE 0 0 0 1 0 1 FEMALE 0 0 0 0 0 0 MARIJUANA MALE 0 0 3 2 1 6 FEMALE 0 0 0 0 0 0 AMPHETAMINES MALE 0 0 1 0 0 1 FEMALE 0 0 0 0 0 0 HALLUCINOGENS MALE 0 0 0 1 0 1 FEMALE 0 0 0 0 0 0 3 18 57 32 53 163
2 Diversity trainings per academic year RESIDENTIAL PROGRAMMING CAMPUS COLLABORATIONS AS Productions Moonlight Movies Welcome Week Hypnotist First Friday Concerts Keepin’ it Reel Films GSEC Queer Week Events Transgender Awareness Sex Week Poetry Night Coming out Day Transgender day of resiliance CADEC ROAR Training Open Mic Nights Up Late Events Halloween Cesar Chavez UMatter/ Wellness Before I Die Wall Suicide Prevention Wellness Workshops Safe Place Denim Days Sexual Assault Awareness Healthy Relationships Dance Student Health Center Health and Wellness Presentations Flu Shot Awareness Fraternity and Sorority Affairs Meet the Greeks IFC/PHC/MGC Information Meetings Presentations Office of Diversity & Inclusion Pink Shirt Day Black History Month Trans Week Queer Week Love Body Week Hispanic Heritage Month Cesar Chavez Events Chico State Pride Mardi Gras Education Coming out Day AS Government Affairs Cats in the Community Election Events CCLC Brave Space Indian Student Association Holi Festival Nu Alpha Kappa Posada Navidena Day of the Dead Career Center Workshops LeadCat Career Fair Academic Advising Community Advising Professor Palooza AACE Workshops College of Business Business Major advising options Workshops Speakers Wildcat Food Pantry Wildcat Walk Run Dance St. Baldricks Discernment Dinne OTHER ACCOMPLISHMENTS In partnership with the Institute for Sustainable Development, University Housing became part of the campus “Living Lab” curriculum.
FACILITIES/EQUIPMENT UV North roof UV carpet replacement Whitney carpet (Triples and Quads) Whitney chiller repair UV South lounge furniture Furniture for triples and quads (Whitney & Konkow) In-house minor maintenance projects: Lassen RCC apt exhaust fan UV deck and siding repair UV gate maintenance UV resource room PROGRAM ASSESSMENT FOR PAST YEAR PROGRAM OBJECTIVES ONGOING ASSESSMENT EFFORTS SERVICE USAGE SUMMARY Fall 2016 Occupancy 101.3% Waitlisted Students at Opening 0 Spring 2017 Occupancy 97.9% Average Occupancy 16-17 97% Summer Conference Groups 23 Summer Conference Guests 2,200 ANALYSIS – MOVING TO THE NEXT LEVEL University Housing has been fortunate to have demand that outweighs its capacity over the past several years. Achieving a first rate program will require significant attention in the following areas: Create 10-year building maintenance and renewal plan Reinvest to solve deferred maintenance Increase board and room rates 1% Work with financial aid to establish need-based grant funding Institute programming based on best practice to bolster academic achievement
Providing Education for All Major new works and upgrades to education facilities across the Territory continued. Some of the key progress during the December quarter 2015 was as follows: Belconnen High Modernisation – Stage 1: work is 90 per cent complete with the landscaping and external learning environment works nearing completion. Belconnen Regional Trade Skills Centre: work is 98 per cent complete with final defect rectification and minor works being finalised. Coombs P-6 School Construction: work has reached 95 per cent completion with the handover of the facility to the Education and Training Directorate occurring in this quarter. Final minor works, ICT, furniture and building commissioning was to be finalised for commencement of the 2016 school year. Hazardous Material Removal Program – Stage 3: construction work is 27 per cent complete and remains on schedule to be completed in the 2016-17 year. Schools for the Future – North Gungahlin and Molonglo: registrations for Expressions of Interest for the design and construction contractor opened during the quarter and will close on 1 March 2016. The project is on schedule to be open for the 2019 school year. Charles Weston School - Coombs Improving Recreational, Lifestyle and Cultural Opportunities The key projects in this area seek to improve community recreational facilities, lifestyle opportunities and cultural facilities. They include works on sporting facilities, parks, urban spaces and cultural institutions across Canberra. Some of the key progress during the December quarter 2015 was as follows: Lyneham Sports Precinct Development – Stage 1: the project is 75 per cent complete. Grant for Development of a New Basketball Centre and Player Amenities: location for development has been confirmed and purchased (Block 16, Section 6 Belconnen). A Development Application has also been lodged for a new outdoor court amenity adjacent to existing Belconnen facility. Gorman House Multi-Art Hub: capital works are complete. Public Art Scheme: two kinetic artworks, ‘In the Stream’ and ‘Breezing in Canberra’ by Japanese artist Kozo Nishino were installed at the National Arboretum. Supporting Environmental and Management Works continued on a number of environmental, sustainability and waste management projects during 2015-16. Some of the key progress during the December quarter 2015 was as follows: Lane – Replace Asbestos Disposal Site: construction reached 75 per cent completion. 2 Quarry – Remediation: construction reached 25 per cent completion. East Lake Sustainable Urban Renewal: has been physically completed.
Astronomy Facts Asteroids Comets contain rock and metals like iron and nickel. are a mixture of ices (water and frozen gases) and dust. They are mostly found orbiting Jupiter and Mars. They are called minor planets. They are called "dirty or "icy mud balls." is a Greek word are except when they are close to the Sun.
Website: Contact Information: Nancy Marshall 916.874.2796 Training Opportunities: Prevention program for families and newborns to address care, bonding Type of Trainee: Someone interested in providing supportive services to families with newborns Agency: CARLIN COPPIN ELEMENTARY SCHOOL Location: 150 E. 12th Street, Lincoln, CA 95648 Website: Contact Information: Shamryn Coyle, Principal 916-645-6390 Training Opportunities: Coordinate through Teacher Ed at WJU Site: Provide “friendship” social skills groups on elementary school campus. Type of Trainee: Interested in working with elementary school children providing skills based groups C.A.S.A. – Appointed Special Advocates Auburn, CA 530.887.1006 Contact: Kathryn Hart, Program Director – Kathryn@casaplacer.org Site: Must be at least 21 yrs of age, advocate for abused and neglected children in foster care court system. No legal experience required, extensive training. This is not traditional field study but is volunteer. One year commitment required, you become a child advocate with assigned cases. CALIFORNIA PARTNERSHIP TO END DOMESTIC VIOLENCE 926 J Street, Suite 210 Sacramento, 916-444-7163 Kathy Moore info@cpedv.org CENTER FOR AUTISM AND RELATED DISORDERS (CARD) 2473 Ramco Drive, Sacramento, CA 916.374.0800 Contact: Laura Widgel or Kelly Soulies – CARDSacramento@centerforautism.com Site: Paid position providing 1-to-1 behavioral intervention with autistic children CHILDREN’S RECEIVING HOME OF SACRAMENTO 3555 Auburn Blvd, Sacramento 482.2370 x303 Contact: Taunya Kravchuk – tkravchuk@crhkids.org Paid and volunteer positions working with abused and neglected children ages 1-18 years old. Interviews start in July CHRISTIAN ENCOUNTER
Awards of These are given to the next five highest scores for each arts category in each division. National award recipients will be notified via email by National PTA in May. National awards and certificates are mailed after the National PTA Convention, by the end of July. Any awards or certificates returned to the National PTA office due to insufficient or incorrect addresses will be mailed to the appropriate state office. For more details on national awards and events, visit . 6. Wrapping Up You’re almost done! This section covers other important items including recognizing volunteers, returning artwork and sharing program information with your PTA president. 6.1 Recognize Partners and Volunteers After your Reflections program concludes for the year, one of the most important tasks is to thank those who helped make it a success. Use the at to thank student and parent leaders, school personnel and community judges and partners for their support. 6.2 Return Student Artwork National PTA recommends that original photography and visual arts pieces be returned to student artists as soon as possible after judging and/or recognition. Artworks submitted electronically, including those in the dance choreography, film production, literature and music composition categories, typically are not returned. Non-advancing artwork can be returned immediately after judging or after your local PTA celebration. National PTA recommends that artwork be returned by the end of the school year. Please be sensitive to secondary students needing their artwork for college admission. If student artwork advances, it will be returned according to state and/or national policy (see below). State PTA Policies: State winners honorees will be displayed at the DPTA Reflections Celebration that will be held in April, 2017. Date, time and Location to be determined. Pickup of visual arts entries not needed for the award ceremony and drop off of Photography entries needed for the award ceremony will take place the week of March 6th. Times/places TBD. Pickup of honored visual art and photography entries will take place after the April award ceremony.
13 (b) How many people will benefit from project? _____ If your programme contains Training/Awareness please provide information on: Who will provide the facilitation/training? (Provide the names of the relevant individuals/organisations) ______________________________________________ do you expect project to start and end? Start date (day/month/year) End date (day/month/year) *All projects/programmes awarded have a deadline of 28th February 2017 with return of evaluation forms sent to the CLEAR Project by no later than end 15th March 2017 provide a detailed breakdown of funding requested. Item / Activity / Requirement Cost of each unit (if applicable i.e. hourly rate / session rate, etc) Funding requested from CLEAR Other Funding sources including in-kind contributions Totals £ £ £
Denver School of the Arts 2016-2017 school year Instructor: Señor Mark Mallaney E-Mail: mark_mallaney@dpsk12.org Phone: 720-424-1813 Classroom: 207 Office: 208 Office Hours: 7:30-7:55 Wednesday mornings Overview In this class we will explore the Spanish Language at the intermediate level. Students will expand their command of the language through listening, reading, writing and speaking activities. Goals Students who successfully complete the Honors Spanish program at Denver School of the Arts will meet the following goals (based on CO standards): Participate in conversations (written or oral) on a variety of familiar topics using sentences. Understand increasingly complex (written or oral) messages, stories, conversations and presentations on a variety of topics. Present information about familiar topics (written or oral) in various time frames using a variety of phrases, idioms and sentences. Demonstrate an understanding of the relationships between the practices and perspectives of the cultures studied. Demonstrate an understanding of the nature of language through comparisons of the language studied and their first language. Classroom Rules Be on time and ready to participate Spanish is the language of communication during class Do not distract or disrupt learning No food or drinks is OK, and planned food days are exceptions) Follow the guidelines of the interpersonal communication rubric No electronics unless directed Materials Everyday you will be expected to arrive in class on time and with the following materials A folder for handouts A notebook for notes and writing assignments Writing utensils (pencils and/or pens, no markers please) Milestones 8/22/2016 – 12/21/2016 (semester 1) Review of the most important structures from beginning Spanish in a variety of timeframes and perspectives. Work on compound verb structures, nouns and adjectives. Read various mini-stories in Spanish, and self selected novels. 1/9/2017 – 6/1/2017 (Semester 2) Work with complex verbal phrases and a wide variety of nouns, adjectives, adverbs and pronouns. Explore the past, conditional, future and subjunctive tenses of Spanish
Incidents of misbehavior which do not reach the level of administrative attention will continue to be resolved by the classroom teacher or staff member Administrative Student Contact Admin parent contact Admin student parent contact term suspension Long Term Suspension Expulsion Seek Restitution Referral for Legal Action Suspension of Extracurrucular Counselor-Social worker Referral Occurrence Behavior Violation Minimum Mandatory Consequence Repeated Academic Dishonesty X X Any offense x x x x x x 1st offense Assault/Bullying/Hazing x X 2nd offense x X 1st offense Assault, Aggravated x x x 2nd offense x x x x Any offense Battery/Fighting x x Any offense Bomb Alarms x x x x Any offense Bus Disruption (field trips) x x Repeated Dress Code x x Any offense Drug Possession/Paraphernalia x x x x Any offense Drug Sale or Distribution x x x x Any offense Drug Use or Under the Influence x x x x 1st offense Defiance of School Personnel/Authorities 2nd offense x x 1st offense Extortion x x x x 2nd offense x x X x Any offense Accusations x Any offense Firearm Possession x x x Any offense Gang Related Activity x x 1st offense General Disruptive Conduct x 2nd offense x x 1st offense Harassment, threats x 2nd offense x Repeated Language, Profane, and/or Abusive x x 1st offense Materials, Obscene x x 2nd offense x x Repeated Public Display of Affection x x 1st offense Robbery x x x x x 2nd offense x x x x
Winter Sports BASKETBALL: Tryouts October 28th Varsity Dr. Scott Rogers (H) Varsity Sonny Tudor (A) J.V.. Nick Baltimore (H) J.V…………………………………… Michelle Jones (A) Freshman & Varsity Grayson FitzHugh (H) Freshman Tom Harsch (A) SWIMMING & DIVING: Tryouts November 4th Varsity Pete Wagner (H) Varsity Chelsea Theobald (A) Diving Lori Rapp (H) BOWLING: Tryouts November 4th Varsity. Brad Walker (H) J.V. Emily Linder (H) Spring Sports Tryouts Begin March 6th except as indicated Lacrosse: Coaches Varsity Russell Mackey (H) J.V. Mark Vonderbrink (H) J.V. …………………………………Jordan Widmeyer (A) SOFTBALL: Coaches Feb. 20th Varsity Julie Joseforsky (H) Varsity Elting (A) TRACK & FIELD: Coaches Varsity Jeff Johnson (H) Varsity Fallon Lane (A) Varsity Alex Boyd (A) Varsity Mattie Boyd (A) Varsity…………………………………….Emily Linder (A) Greater Catholic League (GGCL) Mount Notre Dame belongs to the Girls Greater Catholic League along with McAuley, Mother of Mercy, Seton, St. Ursula and Ursuline. The league honors a Player of the Year and of the Year in each sport, decided upon by a vote of the coaches near the end of the season. The league also awards a trophy to the champion team in each sport. The school with the most total points accumulated by league standings in each sport will be honored as the all-sports champion for the year. The People of MND Athletics At the heart of the athletic program are, of course, the athletes and their coaches, but many other people work behind the scenes to make MND sports a reality. Athletic Director, Mr. Mark Schenkel: directs and coordinates the athletic program and assists the coaches, athletes, and parents; office is located on the upper level of the gym. Assistant Athletic Director, Ms. Keri Heedum: assists the Athletic Director with the operations of the athletic program.
INTRO Destination Imagination Challenges are designed as a fun and engaging system of learning to teach students the creative process—a powerful tool that is at the root of all innovation in the arts, sciences and entrepreneurship. Each Challenge is designed to help students achieve their highest potential. Participants will gain knowledge and experience in areas including creative and critical thinking, project management, team building, conflict resolution, STEM, perseverance, and a completion mindset—the very skills needed to thrive in any chosen career. In addition to the Central Challenge, teams will participate in an Instant Challenge at their tourna- ment. Instant Challenges are team-building activi- ties that must be solved in a short period of time and account for 25% of a team’s overall score at a tournament. For many, the ability to think critically and creatively on one’s feet in a short period of time takes a lot of practice. Our Roadmap resource includes a variety of Instant Challenges to practice. Team Managers are also encouraged to download our Instant Challenge Practice Set, available in the Resource Area on DestinationImagination.org.
surrounding “attendance for credit or final grade.” [See also Attendance for Credit or Final Grade on page 23.] A student involved in an extracurricular activity must notify his or her teachers ahead of time about any absences. A student will be permitted to make up tests and to turn in projects due in any class missed because of absence. Teachers may assign a late penalty to any long-term project in accordance with time lines approved by the principal and previously communicated to students. DAEP Makeup Work A student removed to a disciplinary alternative education program (DAEP) during the school year will have an opportunity to complete, before the beginning of the next school year, a foundation curriculum course in which the student was enrolled at the time of removal. The district may provide the opportunity to complete the course through an alternative method, including a correspondence course, another distance learning option, or summer school. The district will not charge the student for any method of completion provided by the district. [See policy FOCA(LEGAL).] In-school Suspension (ISS) Makeup Work (All Grade Levels) A student removed from the regular classroom to in-school suspension or another setting, other than a DAEP, will have an opportunity to complete before the beginning of the next school year each course the student was enrolled in at the time of removal from the regular classroom. The district may provide the opportunity by any method available, including a correspondence course, another distance learning option, or summer school. The district will not charge the student for any method of completion provided by the district. [See policy FO(LEGAL).] MEDICINE AT SCHOOL (All Grade Levels) The district will not purchase medication to give to a student. District employees will not give a student prescription medication, nonprescription medication, herbal substances, anabolic steroids, or dietary supplements, with the following exceptions: Only authorized employees, in accordance with policy FFAC, may administer: Prescription medication, in the original, properly labeled container, provided by the parent, along with a written request. Prescription medication from a properly labeled unit dosage container filled by a registered or another qualified district employee from the original, properly labeled container. Nonprescription medication, in the original, properly labeled container, provided by the parent with a written request. Herbal or dietary supplements provided by the parent only if required by the student’s individualized education program (IEP) or Section 504 plan for a student with disabilities.
Trainee Last name(s) First name(s) Date of birth Nationality Sex [M/F] cycle Field of education Sending Institution Name Faculty/ Department Erasmus code (if applicable) Address Country Contact person name; email; phone Receiving Name Department Address; website Country Size Contact person name; position; e-mail; phone Mentor name; position; e-mail; phone < 250 employees > 250 employees Before the mobility Table A - Traineeship Programme at the Receiving Organisation/Enterprise Planned period of the mobility: from [month/year] ……………. to [month/year] ……………. Traineeship title: … Number of working hours per week: … Detailed programme of the traineeship: Knowledge, skills and competences to be acquired by the end of the traineeship (expected Learning Outcomes): Monitoring plan: Evaluation plan: The level of language competence in ________ [indicate here the main language of work] that the trainee already has or agrees to acquire by the start of the mobility period is: A1 A2 B1 B2 C1 C2 Native speaker Table B - Sending Institution Please use only one of the following three boxes: traineeship is embedded in the curriculum and upon satisfactory completion of the traineeship, the institution undertakes to: traineeship is voluntary and, upon satisfactory completion of the traineeship, the institution undertakes to: traineeship is carried out by a recent graduate and, upon satisfactory completion of the traineeship, the institution undertakes to: Accident insurance for the trainee Table C - Receiving Organisation/Enterprise Organisation
Depth of Knowledge/Rigor Chart and Checklist Use the following chart to help create and categorize assessment items. The range of rigor of the assessment items should reflect the rigor of the course content and instruction. Use in conjunction with the wheel and transfer this information to your assessment blueprint. Level Learner Action Key Actions Sample Question Stems Question Numbers/Portfolio Components 1: Recall Requires simple recall of such information as a fact, definition, term, or simple procedure. List, Tell, Define, Identify, Name, State, Write, Locate, Find, Match, Measure, Repeat How many...? Label parts of the…. is true or false...? Level 2: Concept Involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity. Estimate, Compare, Organize, Interpret, Modify, Predict, Cause/Effect, Summarize, Graph, Classify Identify patterns in... Use context clues to... Predict what will happen when... What differences exist between...? If x occurs, y will…. Level 3: Strategic Thinking Requires reasoning, planning, using evidence, and thinking at a higher level. Critique, Formulate, Hypothesize, Construct, Revise, Investigate, Differentiate, Compare Construct a defense of…. Can you illustrate the concept of…? Apply the method used to determine...? Use evidence to support…. Level 4: Extended Thinking Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains. Design, Connect, Synthesize, Critique, Analyze, Create, Prove, Support Design x in order to….. Develop a proposal to…. Create a model that…. Critique the notion that…
Daily Class Schedule Students may enter 7:55 (Door O or H) Doors open 8:05 _____________________________________________ Period 1 8:25 – 9:23 Period 2 9:27 – 10:25 Period 3 10:29 – 11:27 Period 4 (HS) 11:31 – 12:29 7-8 Lunch 11:27 – 11:55 5-6 Lunch 11:55 – 12:23 HS Lunch 12:29 – 12:55 7-8 Period 4 11:55 – 12:55 5-6 Period 4 11:31 – 12:55 Period 5 12:59 – 2:02 Period 6 2:06 – 3:08 All teacher 7:25am – 3:25pm Lockers & Personal Possessions
Respect of teachers and staff Students are expected to follow teachers and/or instructions. Defiance and insubordination 1st offense: Parent notification by the teacher. 2nd offense: Detention with the teacher. 3rd offense: ISS (1-3 days) 4th offense: ISS (1-3 Days) & possible notification of police. 5th offense: 3 days OSS. Gestures, verbal abuse, profanity directed at teacher and/or staff member 1st offense: 1 – 3 days OSS. 2nd offense: 5 days OSS, parental conference and write a re-admittance plan. Physical force and/or attack on a teacher or staff member Any offense: Up to 10 days OSS, referral to School Board for expulsion, law enforcement will be notified and charges may be filed. Cheating or Plagiarism 1st offense: An automatic zero or “F” for the assignment, project or test. 2nd offense: Detentions with teacher, and an automatic zero or “F” for the assignment, project or test. 3rd offense: ISS (1-3 days), and an automatic zero or “F” for the assignment, project or test. Tobacco in any form 1st offense: 3 days OSS and police notification. 2nd offense: 5 days OSS and police notification. 3rd offense: Expulsion from school for the remainder of the semester with no credit and police notification. Reinstatement is possible after successful completion of treatment program. Expulsion means a School Board action to prohibit an enrolled pupil from further attendance for up to 12 months from the date the pupil is expelled. Use or possession of alcohol, illicit drugs and/or drug paraphernalia 1st offense: 5 days OSS, referral for chemical dependency evaluation, parent conference and police notification. 2nd offense: 5 days OSS, referral for chemical dependency evaluation, parent conference, police notification and reinstatement based on evaluation. 3rd offense: Recommendation for expulsion from school for the remainder of the semester with no credit. Reinstatement on successful completion or rehabilitation program. Vulgar language, assault, or fighting Vulgar language, assault or fighting will not be tolerated. Violations may be reported to law enforcement. Severe teasing, intimidation and/or threats: ISS Using vulgar language, gestures, inappropriate written material: ISS (1-3 days) and OSS Pushing, shoving and/or scuffling: ISS