zilongwang/ReadingBank huggingface dataset:
Current Step in the Process: Preparing for the 20XX/XX academic year Teaching assistants who are eligible to receive at one subsequent assignment in 20XX/XX, as per Article 16:06(5) of the CUPE 3902, Unit 1 Collective Agreement, were asked to make their choice to continue or decline their 20XX/XX offer by March XX, 20XX. If you did not respond and make your choice online by March XX, 20XX, the system has automatically assumed that you are declining your offer. Please note that we are currently making updates to this system. The system will be unavailable until July XX at which time any TA who is guaranteed an offer for 20XX/XX and chose to continue by the deadline will be able to view their offer and DDAH form and accept or decline the offer. If you have any questions or comments about the system, please don't hesitate to email [enter administrator’s name here] at [enter administrator’s email here].
digital, or multi-media resources or materials (with some exceptions) for a person with a disability. January 1, 2020 Digital/multime dia Special Education departments. Employment Develop a procedure to notify, consult with, and/or inform its employees and the public about the availability of accommodation for applicants with disabilities in its recruitment and selection processes. Notify job applicants who are selected for further consideration that accommodations are available upon request; Consult with job applicants who request an accommodation and provide or arrange to provide suitable accommodation in a manner that into account their needs due to disability; Notify the successful applicant(s) of its policies for accommodating employees with disabilities when making an of employment; and Inform employees of its accessibility and accommodation policies and procedures as soon as practicable after starting employment and in the event of January 1, 2014 Employee Services Labour & Legal Employee Services job postings include the following statement: We strive to meet the accommodation needs of persons with disabilities. Applicants are encouraged to make their needs for accommodation known in advance during the application process. Employee Services will update its intranet and internet websites to incorporate this notice to apply to all recruitment, assessment and selection procedures. Notification made in a variety of ways, including for example: Job offer letters Documentation (onboarding) Orientation/new employee workshops Employee handbooks Employee Services websites TDSB website Training Notification of changes to policies and procedures will be done primarily through DirectLine e-newsletter. Updated policies and procedures are also available to employees and the public on the TDSB websites. Completed
Step One: Open and log in to the app with your password, following the process detailed in . The ‘My Clients’ page will be displayed. Select the Client’s Name from the client card. Step Two: From the ‘Client’ page, you can remove the record from the device by selecting ‘Remove from Device’. The select ‘Remove’ to remove the record. Alternatively, if you have already uploaded a client to the assessor portal, you can select to remove the record from the client card. Clients with uploaded assessments will still appear in the app when you select ‘Refresh referrals’ until you complete the client’s support plan in the assessor portal. myAssessor app troubleshooting and diagnostics The troubleshooting and diagnostics functionality assists the My Aged Care contact centre with diagnosis and resolution of issues in coordination with the support teams in the Department of Health. These functions are accessed from the ‘Settings’ icon on the top right corner of the homepage of the myAssessor app. Information about the current downloaded version of the myAssessor app is displayed, and assessors can also ‘Check connectivity’ or ‘Share App Diagnostics’ from this screen. If you experience connection issues whilst using the App, you can check for issues by selecting ‘Check connectivity’. Any connection issues will be displayed. There are also quick suggestions provided to help with connectivity issues. If you experience technical issues whilst using the App, you can choose to share your App device logs and diagnostics. This will assist the support teams to more easily identify,
Lottery could make a series of generous grants to PROFMEX in order to help fund the expansion of Jim’s Model to Eastern Europe, putting Mexico into an innovative new light. Here is my beloved organization PROFMEX : where I currently work as Director of Research & Development. Mr Manuel Alonso of the Loteria Nacional in Mexico City, was appreciative of the fact that Jim, while serving as Consultant to the U.S. Council on Foundations, had become involved since 1990 with his Model for helping Mexican Foundations (including, for example, charities, human rights organizations, hospitals, universities, biospheres, etc.) to help them re-write their constitution and by-laws to be compatible with the U.S. tax requirement that they mirror U.S. Not-for-Private Profit Organizations (NPPOs). The question of “mirroring” involved Jim’s explanation that: As NPPOs, U.S. Foundations are legally responsible for controlling expenditure of funds granted to organizations that do not mirror the U.S. foundations do not want to be involved in the day-to-day activities of its grantees. Indeed, “they want to transfer “expenditure responsibility” (including misuse or illegal use of grant funds) to the recipient foundation to which they grant funds but can only do
Preface Our study of Abraham and Sarah will begin in a rather peculiar place – with Moses at the burning bush. In Exodus 6:3 the angel declares to Moses: ‘And I appeared unto Abraham, unto Isaac, and unto Jacob, by the name of God Almighty, but by my name Yahweh was I not known to them.’ There are 2 names or titles of deity that appear here in this verse. The first Is “God Almighty” and the second is “Yahweh.” Why do you think that the angel would say to Moses that Abraham, Isaac and Jacob did not know him by the name Yahweh, but rather by the name of God Almighty? First we should look at the meaning of the names. Use your concordance to look up the names from verse Exodus 6:3 then write this name out in the Anglicized Hebrew (i.e. Adonai). God Strong’s # Word: Meaning: Almighty Strong’s # Word: Meaning: Yahweh Strong’s # Word: Meaning: (Hint Exodus 3:14) Using your concordance, please find the first occurrence of each title. a) “God Almighty” - b) “Yahweh”- c) to see if the name “Yahweh” appears anywhere in the life of Abraham and Sarah (Genesis chapters 12-25) and note any occurrences If the name Yahweh appears in the life of Abraham, why do you think here in Exodus, Moses is told that Abraham didn’t know him by this name? What is so significant about the name “God Almighty”? (Hint: Consider the first occurrence of this phrase, and the specific blessing that was given to Abraham – “I will make thee a father of a multitude of nations”) The “Almighty” is derived from two different root words which have two different connotations, and understanding them both will be valuable when seeing future occurrences of this name in Scripture. Use your concordance to define the root words that help to define the name “Almighty”: Strong’s # H7699 Word: Meaning: Strong’s # H7703 Word: Meaning: How would both of these root words apply in the life of Abraham? Consider how they might apply in the first occurrence of “Almighty God” in Genesis 17. trial
Strengths Weaknesses DRIVER Strong Willed Determined Independent Optimistic Practical Productive Decisive Leader Confident Unforgiving Opinionated Domineering Inconsiderate Unemotional Impatient Independent Insensitive Hard to please PROMOTER Friendly Compassionate Carefree Talkative Outgoing Enthusiastic Warm Personable Fun Generous Expressive Unstable Undisciplined Restless Loud Exaggerates Disorganised Untimely Gossipy Impulsive Unfocused Excitable SUPPORTER Likeable Diplomatic Caring Calm Dependable Efficient Practical Reliable Good Listener Stingy Fearful Indecisive Unmotivated Timid Unenthusiastic Quiet Protective Unchanging ANALYSER Sensitive Perfectionist Idealist Self-sacrificing Thorough Orderly Logical Cautious Precise Self-centered Moody Critical Negative Impractical Unsociable Inflexible Rigid My
RC V Record Keeping Forms Provide samples of record keeping forms that you use or have used. Include an accident report form, an emergency form, and a completed tool or form that you have used to observe for and document a child’s developmental / learning progress (DO NOT INCLUDE CHILD’S NAME). Place the three samples of record keeping forms behind this page. Accident Report Emergency Form Completed Observation Form
Competency Standard IV: To establish positive and productive relationships with families CDA Competency Standard IV Functional Areas Definitions IV. To establish positive and productive relationships with families. 11. Families 11. Candidate establishes a positive, responsive, and cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family. I will
First ‘window’ the Hopkins MyCloud Desktop session: Drag/stretch the session across both monitors: Maximize the session back to ‘Full Screen’ mode. The session will automatically expand to use both monitors: (Continued) Example for Creating a ‘Favorite’ On the Citrix StoreFront landing page, click the ‘Desktops’ or ‘Apps” tab at the top: Locate the target ‘Desktop’ or ‘App’, click ‘Details’, and then click ‘Add to Favorites’: Your Desktop or App can now be found on your Favorites Tab. **NOTE: You can also remove a favorite by clicking ‘Remove’ from the same ‘Details’ view: Resetting Your MyCloud Desktop from Storefront While at the “Favorites” or “Desktop” tab, click “Details” next to the icon: Restart: (Continued)
Columbus Programs and Campus Staff 380 Polaris Parkway Westerville, OH ~ 614-891-3200 Registration Number 12-03-1987T Faculty and Staff Mike SanFilipo – Campus Director Jane Nebel – Assistant Campus Director Matt Mosley – Executive Dir. of IDL Operations Jennifer Price – Financial Aid Director Hollye LaBrosse – Financial Aid Counselor Tricia Mosher – Career Services Director Taylor Maxson – Sr. Career Services Specialist Brittany Rees – Admissions Director Lindale Smith – Admissions Director Michael Brown – Admissions Director Mary Ann Smith – Office Administrator Samantha Aguirre – Office Administrator Lise Neville – Office Administrator Tiffany Hopkins – Office Administrator Jerry Bastien – Lead Instructor Valdez – Instructor Phillip – Instructor Dan Neville – Instructor Matthew Weakley – PT Lab Assistant Nate Hopkins – Flextime Instructor Programs Columbus Gainful Employment Program Disclosures: Information Technology Systems Administrator (ITSA) Learning Methodology: Resident, Hybrid IDL, Full IDL Program Clock Hours: 720 Quarter Credit Hours: 36 Enrollment Term: 30, 42 or 48 Award Attainment: Certificate
Full IDL Programs Faculty and Campus Matt Mosley – Executive Dir. of IDL Operations J. Dwyane Garnett – Executive Director of Student Success Teo Pittman – Senior Career Services Specialist Jessica Richey – Career Services Director Beth Nichols – Pathways Director Dara Cox – Pathways Facilitator Justin Cannata – Success Coordinator Felicia Robinson – Success Coordinator Jeffery Edge – Success Coordinator Sara Ackerman – Success Coordinator Austin Galati – Admission Director Corey White – Admission Director Daniel Marshall – Admission Director Butch Dyer – Admission Director Greg Moody – Admission Director Sarah Sattelburg – Admission Director Amanda Miller – Financial Aid Director Melanie Rahlfs – Financial Aid Counselor Alan Kuttner – Lead Instructor Rick Harrison – Lead Instructor Carrie Lundell – Lead Instructor Jill Schaumloeffel – Instructor Matt Lack – Network Administrator/Instructor Terrance Robinson - Instructor Mentor Rocky Thomas – Instructor Mentor Kimberly Warwick – Instructor Mentor Andron Stallion – Instructor Mentor Brian Tracy – Instructor Mentor David Carter – Instructor Mentor Tami Berner – Instructor Mentor Elizabeth Owens – Instructor Mentor Karen Strong – Instructor Mentor
Columbus Programs and Campus 380 Polaris Parkway Westerville, OH 43082 ~ 614-891-3200 Registration Number 12-03-1987T Faculty and Staff Mike SanFilipo – Campus Director Jane Nebel – Assistant Campus Director Matt Mosley – Executive Dir. of IDL Operations Jennifer Price – Financial Aid Director Hollye LaBrosse – Financial Aid Counselor Tricia Mosher – Career Services Director Taylor Maxson – Sr. Career Services Specialist Brittany Rees – Admissions Director Lindale Smith – Admissions Director Michael Brown – Admissions Director Mary Ann Smith – Office Administrator Samantha Aguirre – Office Administrator Lise Neville – Office Administrator Tiffany Hopkins – Office Administrator Jerry Bastien – Lead Instructor Jason Valdez – Instructor Phillip – Instructor Dan Neville – Instructor Matthew Weakley – PT Lab Assistant Nate Hopkins – Flextime Instructor Programs Columbus Gainful Employment Program Disclosures: Information Technology Systems Administrator (ITSA) Learning Methodology: Resident, Hybrid IDL, Full IDL Program Clock Hours: 720 Quarter Credit 36 Enrollment Term: 30, 42 or 48 Award Attainment: Certificate The IT Systems Administrator program includes six courses to prepare students to earn numerous computer industry certifications. Upon completion of the program, the candidate will have valuable understanding and skills in basic hardware installation, troubleshooting and maintenance, networking and topology support, security configuration and analysis, as well as the configuration, securing, maintenance and troubleshooting of a computer network. This includes security measures, web authentication, and extensive TCP/IP familiarity. Completion (14’, 15’, 16’) 48 week: 67.88%, 82.05%, 69.05% 42 week: n/a, n/a, 72.09% 30 week: 73.17%, 74.29%, 82.86% 2015 New Methodologies: 30 week Hybrid IDL – n/a, n/a, 83.78% 42 week Hybrid IDL – n/a, n/a, 94.12% Full IDL – n/a, n/a, n/a
Beth Nichols – Pathways Director Dara Cox – Pathways Facilitator Justin Cannata – Success Coordinator Felicia Robinson – Success Coordinator Jeffery Edge – Success Coordinator Sara Ackerman – Success Coordinator Austin Galati – Admission Director Corey White – Admission Director Daniel Marshall – Admission Director Butch Dyer – Admission Director Greg Moody – Admission Director Sattelburg – Admission Director Amanda Miller – Financial Aid Director Melanie Rahlfs – Financial Aid Counselor Alan Kuttner – Lead Instructor Rick Harrison – Lead Instructor Carrie Lundell – Lead Instructor Jill Schaumloeffel – Instructor Matt Lack – Network Administrator/Instructor Terrance Robinson - Instructor Mentor Rocky Thomas – Instructor Mentor Kimberly Warwick – Instructor Mentor Andron Stallion – Instructor Mentor Brian Tracy – Instructor Mentor David Carter – Instructor Mentor Tami Berner – Instructor Mentor Elizabeth Owens – Instructor Mentor Karen Strong – Instructor Mentor
MyDiscounts User Guide The website is for use by NTU staff only, but store-cards/vouchers purchased can be given to friends and family. Registration is required to access the discounts website using the NTU access code (available on the Lifestyle Discounts ‘I want to know more’ section). If you experience any technical issues or have questions about cards purchased please contact the supplier on 01709 303107, email at , or view the Help section on the My Discounts website. SEARCHING FOR SHOPS AND BUSINESSES OFFERING DISCOUNTS From the home page, either: Enter the name of a specific shop/business within the ‘Search’ facility, or Expand the relevant category the ‘More’ button at the base of the category section to reveal all shops and businesses within that category then click on your chosen one OBTAINING YOUR DISCOUNT ON-LINE/VIA TELEPHONE Once you have selected your shop/business, if discount is only available direct from them on-line or via telephone you will see the following on your screen. If you choose to shop on-line your discount will be applied automatically when you click on the ‘Redeem Offer’ button which directs you to their website. If you prefer to place your order for their services/products over the phone you will need to provide the discount code revealed by clicking the ‘Reveal Code’ button. Buying Your DISCOUNT Store-Card/VOUCHER Once your shop/business is selected click on ‘Redeem offer’. When ordering a store-card/voucher your discount is calculated automatically when you enter the amount you wish to load onto your card (as shown below). Once you add your card to your basket you can continue shopping and add other store-cards and vouchers to your basket (postage is a fixed amount and you will not be charged additional postage for the delivery of multiple cards). You can amend/delete items in your basket prior to purchase. The checkout process will request completion of your delivery address, delivery method and debit card details for payment. You will usually receive your store-card(s)/voucher(s) through the post within three days of placing your order. Store-cards will be validated for use the morning after you receive
Purpose of medication(s) symptoms The Prescriber Fact Finding list of topics is: Medication purpose Dosing Interaction Patient allergies Controlled Drug Paperwork issue Doctor's plan of action Potential fraudulent script You may also define your own custom topics and answers as custom questions. Patient and Prescriber fact finding have two options for feedback, basic and advanced. Basic fact finding feedback requires that feedback for the predefined and custom questions be entered in a single text field underneath all of the questions. Advanced feedback uses a separate field for each question, which is accessible when editing the question. Note that when using advanced feedback, Can Ask questions do not require feedback. The feedback options exercise designers to manage the feedback for questions how they see fit. If basic feedback is selected, individual feedback cannot be set per question. Completing predefined patient fact finding topics is optional, nor do all topics need to be defined. If a topic is not defined, it will still appear in the list of questions that the student can ask, but a random response (for example: “Huh?”, “I don’t know”) will be given instead. Thus only questions that an educator want students to ask need to be defined. How to add patient fact finding to your exercise To add patient fact finding do the following: 1. Open the Patient fact finding panel. 2. Select feedback type
1:25pm Company tax – passive investment companies excluded from lower company tax rate Haydn Daw 1:30pm Improving the integrity of GST on property transactions – transitional arrangements Jonathon Colman 1:40pm Superannuation – closing salary sacrifice loopholes Joanne Cameron 1:45pm Superannuation guarantee integrity package – modernising payroll and superannuation fund reporting APRA fund superannuation reporting transformation Ian Morgan 1:55pm Close Scott Rumford You can review background material at .
T.K. Oommen, Western Concepts and Asian Reality: Situating Race and Caste; Nationality and Ethnicity. Asian Regional Exchange for New Alternatives (ARENA). Nagata , Judith (1974). What Is a Malay? Situational Selection of Ethnic Identity in a Plural Society American Ethnologist, Vol. 1, No. 2, pp. 331-350 Shamsul A. B. (2001). A History of an Identity, an Identity of a History: The Idea and Practice of ‘Malayness’ in Malaysia Reconsidered. Journal of Southeast Studies, 32 (3), pp 355-366. Omi, Michael. 2001. "The Changing Meaning of Race," Neil J. Smelser, William Julius Wilson, and Faith Mitchell, Eds. America Becoming: Racial Trends and Their Consequences, Volume 1. [Online Book] National Research Council. Nicholas D. Kristof. July 11, 2003. Is Race Real? The New York Duster, Troy. “Buried Alive: The Concept of Race in Science,” in Alan H. Goodman, Deborah Heath, and M. Susan Lindee, eds., Genetic Nature / Culture: Anthropology and Science Beyond the Two-Culture Divide, Berkeley and London: University of California Press, 2003, 258-277. Greenwald, Anthony G. et al. (2003). Journal of Social Psychology 39: 399–405. Darity, William. (2001)."End of Race?" Transforming Anthropology 10(1): 39–43. American Association of Physical Anthropologists Statement on Biological Aspects of Race, 1996. American Sociological Association. "The Importance of Collecting Data and Doing Social Scientific Research on Race." 2003. Alba, Richard. (1990). "The Transformation of Ethnicity among Americans of European Ancestries," in Ethnic Identity: The Transformation of White American, pp. 1–36. Max Hocutt. (2002). Is the Concept of Race Illegitimate? The Independent Review 7(1): 115-128. Kaplan, Erin A. LA Weekly. October 7, 2003. Wu, Frank. (2002) "Where Are You Really From? Asian Americans and the Perpetual Foreigner Syndrome." Civil Rights Journal 6: 14–25. .
Course Schedule Date Topic Assignment Team-Led Discussion Exam 1/22/2014 Introductions and Overview PART 1: Foundations 1/29/2014 Policy Analysis and Diversity Case Study: Racial Profiling and the University of Minnesota Reflective Essay #1 Submit Policy Brief Topic Team #1 2/5/2014 Defining Diversity Reflective #2 Team #2 2/12/2014 C. Diversity as a component of cognitive functioning and improved team/ group performance Reflective Essay #3 Team #3 2/19/2014 D. Ethnic diversity and economic growth Reflective Essay #4 Team #4 2/26/2014 E. The Legal Foundations of the "Case for Diversity" Reflective Essay #5 Exam #1 PART 2: Institutions, Markets and Organizations 3/5/2014 A. Professional Workforce Reflective #6 Submit Annotated Bibliography Team #5 3/12/2014 B. Professional and Amateur Sports Reflective Essay #7 Team #1 3/19/2014 SPRING BREAK SPRING BREAK 3/26/2014 D. Disability, Diversity and the Workforce Reflective Essay #8 Team #2 4/2/2014 E. Intersections of Gender, Race and Reflective Essay #9 Team #3 PART 3: Policy Debates 4/9/2014 A. Arizona Chicano Studies Dispute Reflective Essay #10 Team #4 4/16/2014 B. Abigail Fisher, et al v. State of Texas, et al (2011) Reflective Essay #11 Submit draft policy brief Team #5 4/23/2014 C. Diversity in the Military Reflective Essay #12 Exam #2 4/30/2014 Summary and Synthesis: What difference does difference make? Student Presentations 5/7/2014 Summary and Synthesis: What difference does difference make? Student Presentations Final Policy Brief Due
Meridian Youth Football, Inc. PO Box 341, Sanford, MI Myfstangs.com www.meridianyouthfootball.com Meridian Youth Football 2018 Calendar 1/17/2018 Board Meeting Bilina 2/21/2018 Board Meeting Bilina 3/22/2018 Board Meeting Bilina 4/18/2018 Board Meeting Bilina 5/1/2018 Registration Opens: Players/Coach Online 5/16/2018 Board Meeting 7:00pm Bilina 5/31/2018 Registration Closes 6/20/2018 Board Meeting / Coach Selection Bilina 6/25/2018 Board Meeting Bilina 7/18/2018 Board Meeting 7:00pm Bilina 7/29/2018 Coaches Meeting TBD Bilina 8/5/2018 Equipment Handout See Legacy Field (3-6th : 4:00pm / 5:30pm) 8/13/2018 First Practices (This Week) TBD TBD 8/19/2018 Board Meeting Bilina 8/30/2018 MYF @ Varsity Game 7:00PM Varsity field 9/4/2018 Game, Flag TBD Legacy Field 9/8/2018 First Game, 3rd – 8th TBD TBD 9/19/2018 Board Meeting (If warranted) Bilina 10/17/2018 Meeting (If warranted) Bilina 10/23/2018 Banquet & Equipment Return 6:00PM Meridian Elementary / Legacy Field
Sanger High School grading guidelines are established to assist students with the mastery of the TEKS for each course. Tests and major grades will count for 50% of the student’s total grade, Common Formative Assessments will count 10% of the student’s total grade, and daily work will count for 40% of the student’s total grade. Grades will be based on the following system: 100 - 90 A 80-89 B 70-79 C Below 70 F In Spanish (elective), and major grades will count for 60% of the student’s total grade, and daily work will count for 40% of the student’s total grade. Grades will follow the system listed above. LATE/MAKEUP WORK Late work for grades will be accepted up to 3 days past the original due date under the following conditions: 1st Late Assignment – No Penalty 2nd Late Assignment – 25 point deduction 3rd Late Assignment – 50 point deduction After the third late assignment in the six weeks grading period any assignments not turned in by the due date will result in a grade of a 0. Assignments that are in the major grade category as determined by the teacher (tests, projects, etc.) are not accepted past the due date. The student’s late assignment count will begin over each six-weeks grading period. Students are afforded the opportunity to make up assignments for which they scored below a 70. They must complete the make-up within 3 days of receiving the graded assignment. When a student is absent from class they are afforded one day for each day missed to complete the assignments. FINAL EXAM EXEMPTIONS To be exempt from finals students must have three absences or less in the class they are wanting to exempt. Students may only exempt a maximum of three semester exams each semester and they cannot exempt the same exam twice in a school year. Student must have an 85 or higher accumulative average for the semester. Students who have been assigned to ISS/DAEP are ineligible for exemptions. CELL PHONE POLICY
2. Located in PE100ZA diary are the exercises for today’s class. To copy the exercises to your diary touch the “wrench.” Then select the option that pertains to you. If performed in class select “copy exercises to today” if you want to set up your diary for the next activity select “copy exercises to a date.” If you select the latter you will be able to select from 4 dates (2 in the past/2 in the future). 3. you have added the exercise to your diary you can now record the intensity for each one as you complete it. Simply touch any exercise to adjust sets/reps/weight. For example if a user touched “Leg Extensions” then the Edit Entry page would appear. In this page adjust the exercises sets/reps/weight by touching each to match your goals for a unit, then click SAVE. 4. After you have saved/logged all the exercises completed for the days workout touch “complete this entry.” After this myfitnesspal will calculate the amount of calories expended during exercise to the amount consumed and show you how your nutrition/exercise habits could potentially affect your weight. That's it! Your exercise should now be logged in your diary. *Estimating the calories burned from strength training is very difficult because it depends on a variety of factors: how much weight you lifted per repetition, how vigorously you performed that exercise, how much rest you took between sets, etc. Because of this, myfitnesspal automatically calculate how many calories you burned by adding "Strength training" as a cardio exercise. This is a rough estimate of how many calories you burned. Please be aware though that this is definitely a rough estimate and can be fairly inaccurate.
My Healthy Meal Rubric Attribute Healthy- 4 Almost There- 3 Slightly Unhealthy- 2 Unhealthy- 1 Name and Title Maximum of 4 Student name on the project as well as a title that incorporates the name of the meal. Student wrote their name as well as the title but is missing the name of the meal. Student is missing name or title incorporating the name of the meal. Student is missing both their name as well as the title of the project incorporating the meal. Accuracy Maximum of 8 Student has all six of the different food groups incorporated (grains, dairy, proteins, fruits, vegetables, and sweets/oils). Student has four or five food groups incorporated. Student has two or three food groups incorporated. Student has only one food group incorporated. Neatness Maximum of 4 The project is easy to read, are no spelling errors, and the different items of food are neatly placed on the plate The project is either a little difficult to read, has a spelling error, or two items of food are on top of each other. The project has two of the following: a little difficult to read, has a spelling or two, or the items of food are on top of each other. The project has several negative qualities such as: difficult to read, has multiple spelling errors, and the food is on top of each other. Labels Maximum of 4 All of the food on the plate is labeled with the correct name. One item is not labeled or labeled incorrectly. Two are labeled incorrectly or not labeled on the plate. Three or more items are labeled incorrectly or are not labeled. Comments: ____/20
29th September 2013 Departing Clifford Park Time: 7am sharp Cost: $115 pp Day Highlights “Yarramalong Park’ at Aratula. Including morning tea ‘Eliza Park’ International ‘Glenlogan Park’ which will include an Alfresco lunch on the property Beaudesert Race Club including afternoon tea. Our Major Multi Raffle will be drawn on this stop. With Thanks To: Yarramalong Park Eliza Park International Glenlogan Park Toowoomba Turf Club Peters Coaches Fitton Insurance (Brokers) Australia Beaudesert Race Club Raffle tickets $5 a ticket or a book of 50 for $200 Prize: Courtesy of Wattle Brae Stud Service to Court Command – Service $13,750 or Service to Easy Rocking- Service $8,800 Second Prize: Spicers Hidden Vale 1 night stay for 2 3 Course Dinner & Breakfast included Third Prize: Qantas Flights Return flights for 2 to Melbourne Courtesy of QIMR Fourth Prize: Hilton Brisbane 1 night stay for 2 Fifth Prize: 20 Bags of Produce Prydes Bio Mare Cubes Sixth Prize: Bikeline $400 Gift Voucher Seventh Prize: Ivy Designs $200 Gift Voucher Eighth Prize: Range Antiques $100 Gift Voucher Prize: Myer Luxury Cosmetic Basket
MyIT Navigation The default home page of MyIT is broken into four sections: Navigation: here you can access your profile, search or see request activity (#1 below) Service Request Forms: these are the forms that are available through MyIT (#2 below) Quick links: These links will take you to valuable web resources (#3 below) View Existing Requests: will take you to your existing requests (#4 below) I. Navigation The Home link takes you to the default view of the MyIT service landing page The My Activity link provides you with insight into: All Activity: shows all requests and approvals Requests: shows the requests you have submitted, both through MyIT or by email Approvals: If your organization uses Change Management, approvals can be viewed here. My Activity -Requests: When you on Requests, you will be able to see all of the request for support that you have made, either by email or through MyIT. The request activity will show: The most recent activity (on top) When it was last updated Request status Any Comments that were added by either the user or by support staff
this was very successful with both students receiving a great deal of praise and positive feedback from visitors. Throughout the year a number of students from various Colleges and Universities have participated in the life of our school and been supported in their studies. From nursery to secondary 4 we have provided very successful placements for a variety of courses. S4 pupils organised and ran the Christmas dance, they worked together to put a really good programme in place and they encouraged every child in the school to participate by having a range of games and dances to suit all ages and personalities. Once again we hosted the Senior Citizens Christmas dinner in the school which was very well attended. Pupils from every age and stage performed a variety of musical pieces to entertain the older members of the community. Secondary pupils then served the meal and helped clear up but most importantly they engaged with the visitors to the school and ensured that everyone left full of the Christmas spirit. We also displayed a gallery of photographs from the old schools in Yell which was very well received. Our Eco-group have participated in a number of activities this year ranging from growing their own potatoes to shredding paper. They have raised the profile of environmental responsibility not only in our school but also in the wider community and have monitored the schools performance in a few environmental areas. They have now established recycling projects for plastic bottles, batteries and ink cartridges. Our school allotment area has been developed and our recycled Greenhouse put to good use, allowing us to produce a range of vegetables for use in the school kitchens and to enter into the Yell show. Pupils from our school have continued to support the Garden area of our Care Centre. They made a considerable difference to this garden and built up some very positive relationships along the way. Some of our older pupils were also involved in participating in a woodworking project alongside residents from the care home. Pupils participated in a CITB Build a Bridge Competition, SIC rocket competition and the construction crafts college open day. Once again they were very successful in these, representing the school brilliantly and winning several national prizes.
Rubric: Career Choice Board 5 Criteria Points Available Points Received Work shows understanding and knowledge of the topic. 2 Work good effort and is of high quality. 1 Student followed all instructions for the task. 1 Work was turned in on time. 1 Total 10 Criteria Points Available Points Received Work shows understanding and knowledge of the topic. 4 Work shows good effort and is of high quality. 2 Student followed all instructions for the task. 2 Work was turned in on time. 2 Total 20 Criteria Average (0-1 points) Average (2-3 points) Above Average (4-5 points) Knowledge Work little to no understanding of the topic. Work some understanding of the topic. Work shows excellent understanding of the topic. Quality Work is very low quality with little evidence of effort. Work some effort and is mostly neat. Work shows excellent effort and is of high quality. Instructions Student did not follow instructions for the task. Student followed some of the instructions. Student followed all instructions for the task. Timeliness Work was submitted more than 1 day late. Work was 1 day late. Work was submitted on time.
6. Choose Next after viewing the End User Patent Agreement. 7. Read the agreement, choose I accept the terms in the license agreement and click Next. 8. Choose Next on the Custom window, leaving the default options settings. 9. Type mylab.dmacc.edu in the Default View Connection Server field, then press Next. 10. Click Next. 11. This will put the icon on your desktop for easy access. Click Next. 12. Click Install to begin copying files to your hard drive. 13. Continuing to copy files… 14. Click Finish to close the Installer window. 15. Choose Yes to reboot your machine AFTER you have saved your work and closed all other programs. 16. After you reboot, locate and open the VMWare View Client from your desktop. 17. Connection Server: type mylab.dmacc.edu. Then click Connect. 18. Enter your DMACC network username and password then click Login. *NOTE - If you any assistance with your user name or password please contact Tech Support at
new vocabulary and grammar throughout this unit Identifying family members using appropriate Language words Use any videos or pictures from earlier lessons to revise known family words, and to introduce new family words. Add a new instructional word. Students show a photo or drawing of their family and point to their mother, father, older sister and/or older brother, using the appropriate Language. Alternatively, introduce a new story involving siblings, such as Tom Tom by Rosemary Sullivan & Dee Huxley, Working Title Press: 2008, reprint 2009, which comes with an array of . Older brother: sister: Note that two words were recorded for each kinship term. Activities involving kinship terminology Use the family and instructional to play a game. For example, sit if you are wearing a cap, stand if you have an older brother. The role-play could involve a familiar family activity, eg, eating dinner at home; or be a re-enactment of a familiar story. Create a role-play involving family members and instructional words. Sharing Ask the students to teach their family to say older brother and older sister in Language. Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 5: Younger Siblings Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1 Farewell routine See Topic 1 Revision Revise known Language using resources created by students or a game. Learned Language Revision is critical to Language learning. Utilise learned
of between 30 – 120 minutes, depending on the age and level of language learning of the students. Each topic provides activities that encourage students to apply their understanding of language, knowledge, culture and identity. Activities may be chosen as class activities or students may be encouraged to pursue their own interests from the range of activities provided. It is expected that students create a product or performance that can be shared with others and the community and demonstrate the use of language to describe their product or performance. Each activity has been designed to take 50- 60 minutes, but this will vary depending on the complexity of the activity and the extent of student engagement. Activities are generally linked to one or more aspects of the cultural investigation. Assessment Before beginning an activity, assess the existing level of students’ knowledge. A range of strategies can be used for assessment, for example, if you greet the students in Language, the responses may range from familiarity with the greeting to no understanding at all. Alternatively, you could examine previous assessments. Each unit includes activities that can be adapted for a range of student abilities. For example, with new students modelling would be appropriate; but for students with an existing knowledge, it may be more appropriate to ask them to lead the activity or to support beginners. Each unit includes both language and culture. The language activities can be modified to cater for different student abilities. It is also possible to extend the cultural activities. Additional information is provided on the page. The can be on the Victorian Curriculum website. When assessing student achievement, assessment criteria can be developed from relevant achievement standards and associated tasks or activities, including teacher observations and records of students’ skills. Possible assessment methods are given in the last row of each topic. Further information on these can be found in the . Teaching, Learning and Assessment Activities Note: This unit has been developed specifically for students learning an Aboriginal Language, and should be taught in line with the protocols in the and the My Mob Levels 7-10 Topic 1: Greetings and Farewells Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greetings Greet the students in Language Students return the teacher’s greeting Students greet any guests in Language Students greet each other in Language Greeting: Use this greeting activity at the beginning of every session and elsewhere if possible. Farewells Farewell the students in Language Farewell: Use this farewell activity at the end of each session and elsewhere if possible.
MAP YOUR NEIGHBORHOOD - "mine" Discussion Tips & Suggestions: Time for this topic: I0 minutes TOPIC ONE: Introduction And Welcome Welcome! Let's begin this evening by going around the room and introducing ourselves. Tell us who you are and where you live - not your house number - that's not as helpful as telling us what's distinctive about your house. Describe it so that we can connect faces to homes. Have everyone introduce themselves and describe house. Thank you, again, for coming to this meeting on neighborhood disaster preparedness. In the next 90 minutes, we are going to: I. the 9 Steps to take Immediately Following Disaster identify the skills and equipment each neighbor has that are useful in an effective and timely disaster response create a map of our neighborhood showing the locations of: each natural gas meter and propane tank (oil tanks can rupture and cause leaks, but because the likelihood of this causing a fire is low, we do not need to map their locations) each neighbor who may need extra help following disasters, including those who are elderly, those with disability, and children who may be home alone for certain hours of the day
Appendix F - Fire Extinguisher Safety your fire extinguishers with care. Fire quickly - quick access can make all the difference. smaller extinguishers located throughout the are better than one large one that may be difficult to quickly get to. Key places for your extinguishers are: kitchen garage, and on every level if your home has multiple floors. extinguishers are recommended: 11A11 fires - ordinary combustibles such as wood, paper, cloth, and many plastics 11B11 fires - flammable liquids such as gasoline, paints, kitchen grease, and oils 11C11 fires - electrical equipment, such as fires in wiring, motors, and appliances Recommended Size: approximately 7 lbs. (this will be printed on the canister) a fire extinguisher Keep an escape route open between you and the small fire. If the fire is large or becomes too large, immediately get out of the house. Close the door on your way out to slow the spread of flames. you are outside, stay outside. Intense heat and fumes can kill you in seconds. P.A.S.S. - a proven and effective system for putting out fire P. Pull the pin. A. Aim at the base of the S. Squeeze the handle. Sweep the hose side to side.
Submitting the PAYG Payment Summary annual return The following instructions describe how to submit the output file using the ECI. Install the ECI application as per the ECI installation instructions . Navigate to the Payment Summary Report menu in the ECI application. Business > PAYG Summary Reports > Payment Summary Report The Send File dialogue appears. Click Find Locate the file described as “EMPDUPE” in the section Producing the Payment Summary Output. Click Check File The ECI application will provide an output report that checks the contents of the output file and validates the values of the data provided. Use this file to report any issues to MYOB Support. Once the file has passed validation, click Send file The annual payment summary output file is submitted to the ATO. Exporting Creditors Creditors can now be exported to MS Excel in the format of the unsecured creditor Import template. The creditor export format matches the unsecured creditor import format. You cannot presently export employees in a format that can be re-imported. To export creditors: Navigate to the Creditors tab and double-click the Creditor Class you want to Export. Each creditor class needs to be exported separately. The Creditor Claims window opens. Click the Exporting tab. Click the Export button. Enter the file name and click Save.
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TREATMENT Were treatment / procedures performed for reported [Y] Yes [N] No [NK] Not known If yes, all that apply: Pharmacotherapy Was there an escalation of pharmacotherapy for ischemia, such as intravenous nitrates or increasing dosages of β-blockers? [Y] Yes [N] No [NK] Not known Were anti-platelet or anticoagulants administered? [Y] Yes [N] No [NK] Not Were fibrinolytics administered? [Y] Yes [N] No [NK] Not Were renin-angiotensin-aldosterone system blockers administered? [Y] Yes [N] No [NK] Not known Was a statin administered? [Y] Yes [N] No [NK] Not known
Drucker NA, Colan SD, Lewis AB, Beiser AS, Wessel DL, Takahashi M, et al (1994). Gamma-globulin treatment of acute myocarditis in the pediatric population. Circulation, 89:252–7. Ontario Regional Blood Coordinating Network (2016). Ontario Intravenous Immune Globulin (IVIG) Utilization Management Guidelines, Version 3.0. [online]. Available at: http://transfusionontario.org/en/download/ontario-intravenous-immune-globulin-IVIg-utilization-management-guidelines-2/. Robinson J, Hartling L, Vandermeer B and Klassen TP (2005). Intravenous immunoglobulin for presumed myocarditis in children and adults (Cochrane Review). Cochrane Database of Systematic Reviews 2005, Issue 1. (Updated May 2015) UK Department of Health (2011) Clinical Guidelines for Immunoglobulin Use: Second Edition Update. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216671/dh_131107.pdf UK Department of Health (2011) Clinical Guidelines for Immunoglobulin Use: Second Edition Update: Summary Poster. Available at: POTENTIAL OPERATIONAL IMPACT Prescribers will need to be advised that Ig therapy will not be available for this condition to enable them to be prepared to manage patients without Ig therapy. Following public consultation and the subsequent endorsement by governments, specific communication with relevant prescribers is planned. As Ig treatment for this condition has historically been short term therapy, it is anticipated that a very small number of patients is likely to be being treated at the time of implementation of this change. To support doctors to provide optimal patient management, advice will be provided to prescribers well prior to the date of implementation of this change. POTENTIAL IMPACT ON PATIENTS, DEMAND AND EXPENDITURE Potential impact on patients: It is recommended that this condition no longer be supported for funding under the national blood arrangements because alternative therapies have been demonstrated to be effective in managing the condition, are available and are being used in Australia. There is very little evidence to support any beneficial effect from Ig therapy and recent scientific reviews have suggested that Ig therapy should not be used as routine treatment in children or adults with this condition.