zilongwang/ReadingBank huggingface dataset:
SECTION TWO: THE PUBLIC 1.0 CURRENT SITUATION 1.1 In 2011 the census confirmed (for Bridgend County Borough) that 9.7 per cent of respondents (13,103 people aged over three) answered yes to the question ‘Can you speak Welsh?’ The age range of these respondents is broken down in the table below: Age band Number % of total in band 3 – 4 473 15.3 5 – 9 1843 24.3 10 – 14 2450 29.3 15 – 19 1740 20.7 20 – 24 937 11.4 25 – 29 803 9.5 30 - 34 663 8.0 35 – 39 698 7.6 40 – 44 589 5.6 45 – 49 445 4.2 50 – 54 430 4.6 55 – 59 386 4.5 60 – 64 363 4.0 65 - 69 323 4.3 70 – 74 272 4.4 75 – 79 247 5.2 80 - 84 201 6.1 85+ 240 7.9 Total 13103
Payment Details Pay by Card: The Archaeology Institute is based at Orkney College, which is part of Orkney Islands Council. Payment for the conference is to be made using the Orkney Islands Council online payment system. All payments must be accompanied by a completed registration form which should be emailed to Go to the Orkney Islands Council online payment page at Follow the “Click here to make a payment” link – this will take you to a new page Select “Other Payments” from the list In the dropdown box select “UHI Archaeology Institute” In the next dropdown box select “Our Islands Our Past 2017” You will now see the payment form to complete – the system requires a UK post code, so if you are paying from outside the UK, you should enter KW15 1NY in the Post Code box – this will allow the payment to go through. Any other information, including dietary requirements or mobility needs: Please note that registrations should be submitted by post or email to by 25th August Speakers and other contributors must register by 15th August
Registration Form for the University of the Highlands and Islands Archaeology Institute Archaeology Conference 2017 – Our Islands, Our Past – Kirkwall Orkney Title : Name: Affiliation: Address for Correspondence: Tel: Email: No. of places wishing to book at the conference: Concession: Student Y/N Retired Y/N Booking Event Date Waged Concession No. Required Total cost Our Islands, Our Past Delegate Fee (2.5 days, includes all speakers / contributors, lunch included) 15-17/09/17 £60 £50 Our Islands, Our Past Delegate Fee – day attendance only, lunch: Friday 15th afternoon 15/09/17 £15 £10 Our Islands, Our Past Delegate Fee –day attendance only, lunch: Saturday 16th all day 16/09/17 £30 £25 Our Islands, Our Past Delegate Fee – Orkney resident day attendance only, lunch: Sunday 17th all day 17/09/17 £30 £25 Field Trip: West Mainland. Day Trip (09:45-18.30) 14/09/17 £30 LIMITED SPACES Packed lunch provided UHI Student Conference (09:30-16:25) 15/09/17 FREE LIMITED SPACES Evening OIC Reception at Orkney Theatre 15/09/17 FREE LIMITED SPACES Conference dinner at Lynnfield Hotel 17/09/17 £45 LIMITED SPACES remittance to be paid in advance of conference: £
Registration Form for the University of the Highlands and Islands Archaeology Institute Archaeology Conference 2017 – Our Islands, Our Past – Kirkwall Orkney : Name: Affiliation: Address for Correspondence: Tel: Email: No. of places wishing to book at the conference: Concession: Student Y/N Retired Y/N Event Booking Event Date Waged Concession No. Required cost Our Islands, Our Past Delegate Fee (2.5 days, includes all speakers / contributors, lunch included) 15-17/09/17 £60 £50 Our Islands, Our Past Delegate Fee – day attendance only, lunch: Friday 15th afternoon 15/09/17 £15 £10 Our Islands, Our Past Delegate Fee –day attendance only, lunch: Saturday 16th all day 16/09/17 £30 £25 Our Islands, Our Past Delegate Fee – Orkney resident day attendance only, lunch: Sunday 17th all day 17/09/17 £30 £25 Field Trip: West Mainland. Day Trip (09:45-18.30) 14/09/17 £30 LIMITED SPACES Packed lunch provided UHI Student Conference (09:30-16:25) 15/09/17 FREE LIMITED SPACES Evening OIC Reception at Orkney Theatre 15/09/17 FREE LIMITED SPACES Conference dinner at Lynnfield 17/09/17 £45 LIMITED SPACES Total remittance to be paid in advance of conference: £
Payment Details Pay by Card: The Archaeology Institute is based at Orkney College, which is part of Orkney Islands Council. Payment for the conference is to be made using the Orkney Islands Council online payment system. All payments must be accompanied by a completed registration form which should be emailed to Go to the Orkney Islands Council online payment page at Follow the “Click here to make a payment” link – this will take you to a new page Select Payments” from the list In the dropdown box select “UHI Archaeology Institute” In the next dropdown box select “Our Islands Our Past 2017” You will now see the payment form to complete – the system requires a UK post code, so if you are paying from outside the UK, you should enter KW15 1NY in the Post Code box – this will allow the payment to go through. Any other information, including dietary requirements or mobility needs: Please note that registrations should be submitted by post or email to by 25th August Speakers and other contributors must register by 15th August
Name: ______________________________ Ottoman Empire DBQ Document A What regions of the world did the Ottoman Empire conquer? Why do you think the Ottoman Empire didn’t conquer further into Africa or parts of the Arabian Peninsula (Saudi Arabia)? During what time period did the Ottoman Empire conquer the most land? Document B What areas of the Ottoman Empire were lost during 1878-1912? What land remained the control of the Ottoman Empire as of 1914? Document C What areas did the French take control of in 1922? What areas did Britain take control of in 1922? Document D As of 1923, what countries were independent? What countries did Britain have a mandate over? What countries did France have a mandate over?
Our Rights calendar The following themes are explored in both schools across the year two years, in addition to current events: Half term Year 1/ 2 Value Right Themes Other 1 Autumn 1 Respect Article 28 The right to learn and go to school Harvest Diwali People who help us Respect for different points of view 2 Autumn 1 Peace Article 19 The right to be kept safe Eid Christmas Guy Fawkes Good Samaritan Lost Sheep Town Mouse and Country Mouse Remembrance Day 3 Spring 1 Determination Article 29 The right to become the best that we can be Chinese New Year Martin Luther king Day New Year resolutions Keeping a promise New beginnings- The story of Zacchaeus Being held together- caring for one another as a school 4 Spring 1 Love Article 2 All children have rights no matter what! St Valentine’s Day St David’s Day Easter Santes Dwynwen 5 Summer 1 Honesty Article 6 Right to life and be healthy 6 Summer 1 Positivity Article 31
The right to relax and play 1 Autumn 2 Collaboration Article 15 The right to meet with friends and join groups and clubs Harvest Diwali Story of the Welsh Dragon Reflect on community Working together to 2solve problems 2 Autumn 2 Fairness (Freedom) Article 14 The right to follow your own religion Eid Christmas Guy Fawkes Fairtrade Freedom to make choices 3 Spring 2 Perseverance Article 29 The right to become the best that you can be Chinese New Year Martin Luther king Day New Year resolutions The Bear that Wheel of friendship Making and keeping friends 4 Spring 2 Kindness Article 27 The right to a good standard of living St Valentine’s Day St David’s Day Easter The Wisdom of Solomon A lie has a short life, but truth lasts forever 5 Summer 2 Friendship (Tolerance) Article 21 The right to a home wherever it is Celebrating differences and discussing racism Bullying 6 Summer 2 Relaxation Article 31 The right to relax and play Holidays
Then, we put a Steering Group together, consisting of teachers, parent, community leader and several children from Primary 4 -7. We accessed the RRSA website and spoke to our local Children’s Rights and Information Officer to guide us on our way. One of our teachers visited a Children’s Rights Showcase in Glasgow to get ideas and to speak to people already on the journey. The Steering Group 2012-13 What we did: From August 2012 we decided that all of the monthly assemblies would focus on an Article from the CRC (UN Convention of the Rights of the Child). The whole school and parents were then invited to the assembly to see what the children had learned. The Steering Group met regularly and produced an Action Plan to help the school achieve Level 1 status of the RRSA. The Steering Group developed a whole school awareness of the CRC by creating and developing a noticeboard at the Reception
Activity 1, exercise 1 Cut up these cards to create a deck of 12 for learners. I came to live in the UK when I was 16 years old, but I was not born here. I am learning English as a new language and studying Maths and IT. I like to spend time with friends. I’d like to go to university and train to be a doctor. I enjoy food – I’ll eat almost anything! I like to stay fit and go to the gym to use things like the running machine. In my time I enjoy watching YouTube videos and watching action movies. I like to listen to Eritrean music, as I don’t understand the words in English music. I enjoy playing games with friends. I like to make films about refugees living in the UK. I school, but I worry about if I’ll get the right grades to go to university. If I need support I can go to the Red Cross centre.
Activity 4: values Venn diagram Activity 5: Values – attitudes – actions Use this template to think about how your chosen values for “Our Shared Future” link to attitudes and actions. Making the link: Values → Attitudes → Actions Action plan Values Attitudes Actions
ILLNESS & INFECTION CONTROL IN CARE Educators are able to provide education and care for children with mild illness e.g. colds, and if the child is well enough to participate in the activities programmed for the day. However, Health Department regulations do not permit children with an infectious illness to attend education and care services. A child with an infectious illness/condition jeopardises not only the health of the other children, but also the health of the Educators and their children. A medical certificate will be required before a child who has had an infectious illness can return into care. Each Educator has a copy of the current Health Department Schedule 6 Exclusion List for Infectious Diseases. (Refer also Appendix – Document 1. of this handbook, Source: National Health and Medical Research Council). 4.1 ADMINSTRATION OF MEDICATION When medication is to be administered to the child by the Educator on behalf of the Parent, the appropriate Medication Record must be completed by the Parent. The Medication Record will show when the last dosage was given in the previous 24 hours, and the requested times and manner for administering doses by the Educator. Parents and Educator will sign against the entries to confirm the appropriate administration of medication throughout the childcare period. Administration of all mediations will be in accordance with the Scheme’s medication Policy. 4.2 ASTHMA PLANS / ALLERGY PLANS / ANAPHYLAXIS PLANS Any with diagnosed Asthma, Allergy or Anaphylaxis condition will need to have a plan available at the initial interview or as soon as possible after diagnosis. The Plan must be completed by the child’s Doctor and given to the Coordination Unit and a copy to the child’s Educator. The child’s parent and educator need to also discuss and document a communication and risk minimisation plan, with the assistance of a coordinator if required. Should there be any changes during the course of provision of education and care, new plans must be completed. Refer to Service Policy Document.
http://0.tqn.com/d/archaeology/1/0/0/D/1/islamic_astrolabe.jpg http://oarnorthwest.com/wp-content/uploads/2013/02/dhow.jpg Slide 15: Slide 16: 17: Slide 18: 19: http://www.sariahspicesandteas.com/files/Spices.gif Slide 20: http://characterq.files.wordpress.com/2011/04/world-flat.jpg http://www.merkelbachschool.org/userimages/flat%20world.jpg Slide 21: http://wilber5.pbworks.com/f/1221837359/00169a35.jpg 22: http://bvapush.pbworks.com/f/map.jpg Slide 23: http://www.southafrica.to/history/Vasco-da-Gama.jpg Slide 24: Slide 25: http://www.nndb.com/people/033/000045895/chrisColumbus.jpg Slide 26: http://www.jimwegryn.com/Names/Images/pinta.jpg Slide 27: Slide 28: http://poster.4teachers.org/imgFilePoster/357528.jpg 29:
CHAPTER 35: Slide 3: http://static.neatorama.com/images/2010-07/1900-rush-hour-nyc.jpg http://www.trains-worldexpresses.com/400/410-02m.JPG http://static.ddmcdn.com/gif/subway-2.jpg Slide 4: http://themavesite.com/TMS-Pictures/2012-01/1909RushHour.jpg Slide 5: http://s1.hubimg.com/u/766076_f520.jpg Slide 6: Slide 7: http://img137.imageshack.us/img137/5250/1919battleofgeorgesquar.jpg http://boingboing.net/filesroot/electricityclass.jpg http://boingboing.net/filesroot/electricityclass.jpg Slide 8: Slide 9: http://25.media.tumblr.com/tumblr_lisgjqZNxO1qhnxzlo1_500.jpg 10: Slide 11: Slide 12: http://www.mapsphotos.net/ggbain/landscape/main/ggbain04080u.jpg http://media.novinky.cz/766/257667-original1-5o2bl.jpg http://athena.uky.edu/drf/images/keeneland_track.png Slide 13: Slide 14: Slide 15:
http://www.orange-papers.org/orange-NaziPartyDay_1934e.png Slide 4: http://www.ushmm.org/lcmedia/photo/wlc/image/80/80487.jpg Slide 5: Slide 6: Slide 7: 8: http://www.distributedrepublic.net/port/images/Finn_ski_troops.jpg Slide 9: Slide 10: Slide 11: http://www.ww2incolor.com/d/588716-1/Soviet+soldier+surrendering Slide 12: Slide 13: Slide 14:
Slide 60: http://ntcredazione.sbn.it/upload/immagini/kruscev1.jpg Slide 61: http://www.gwu.edu/~nsarchiv/nukevault/gallery/image05.jpg 62: http://www.gwu.edu/~nsarchiv/nukevault/gallery/image05.jpg Slide 63: http://name-list.net/img/images.php/Gorb_3.jpg Slide 64: Slide 65: CHAPTER 42: Slide 3: Slide 4: Slide 5: Slide 6: Slide 7: Slide 8: http://crossedcrocodiles.files.wordpress.com/2010/09/map-literacy.jpg Slide 9:
SPARKLING WINE | PROSECCO N.V. Guerrieri Rizzardi 'Extra Dry' DOC Veneto, Italy 50 N.V. House of Arras 'Elite Cuvée' Brut Multi, TAS 55 2012 Clover Hill 'Méthode Traditionelle' Pipers River, TAS 70 SPARKLING ROSÉ | CHAMPAGNE ROSÉ 2011 Ashton Hills 'Salmon' Brut Piccadilly Valley, SA 85 2005 of Arras Rosé Brut Tasmania 140 N.V. Billecart-Salmon Rosé Brut Mareuil-sur-Ay, France 180 1988 Louis Roederer 'Vintage Rosé' Reims, France 180 CHAMPAGNE N.V. Veuve Clicquot Ponsardin Reims, France 110 N.V. Bollinger 'Special Cuvée' Ay, France 110 N.V. Billecart-Salmon 'Reserve' Brut Mareuil-sur-Ay, France 120 2006 House of Arras 'Blanc de Blanc' Tasmania 140 2004 Moet & Chandon 'Grand Vintage' Epernay, France 140 1990 Veuve Clicquot 'Vintage Reserve' Reims, France 200 1990 Veuve Clicquot 'La Grande Dame' Reims, France 300 2006 Moet & Chandon 'Dom Perignon' Brut Epernay, France 350 M.V. Krug 'Grande Cuvée' Brut Reims, France 350 1996 Salon 'Blanc de Blanc' Brut Mesnil-sur-Oger, France 800 SPARKLING SHIRAZ 2008 Ashton Hills Clare Valley, SA 95 2006 Leasingham 'Classic Clare' Clare Valley, SA 120
Ms. Sarnovsky 8:15 – 8:40 Morning Announcements Morning Tasks 8:40 – 8:50 Morning Meeting 8:50 – 10:00 Math 10:00 – 11:30 Language Arts Reading Writers’ Workshop Small Groups 11:30 – 12:00 Lunch 12:00 – 12:20 Recess 12:20 – 1:00 Group / Wide Reading/ Calendar Math 1:00 – 2:00 STEAM Projects – Science/Social Studies 2:05 – 2:55 Special 3:05 Dismissal
Every relationship has conflict of some nature. Arguments are a vehicle by which we can improve our relationship if we handle them fairly and honestly. If we’re unhappy with something our partner does or doesn’t do, only by creating awareness can we give ourselves a chance to allow needs to be understood. After a collaborative communication, and armed with new information, we can then both make the appropriate adjustments in our relationship, so that these needs can be fulfilled. The goal is to come together as a couple by creating awareness about any issues that we have, and if we do this sincerely, we can actually improve the bond that we have. We make this agreement to indicate our desire and commitment to handle conflict in the following manner; 1 – We agree that our style we will be; Mostly as - Collaborators. With a little – Compromising, Empathy and Exploring. Without –Avoiding, Bullying, Sulking, Victimizing, Vindictiveness or Winning. 2 – We accept that this is a process that requires continuous practice and a commitment to ongoing growth and development. 3 – We to follow the 10 Commandments of Fair Fighting, both in letter and spirit. 4 – We agree that we will think like a team. 5 – We agree that we will allow our partner to save face. 6 – We agree that we will come to a resolution. 7 – We agree that we will reset our relationship. Signatures __________________________ ___________________________
Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. Think before you share. Respect your network and our community. Our Guide to Connected Learning Devices out, face down. Use networks to enhance your learning. Use networks with the permission of your teacher. before you share. Respect your network and our community. Access all of your online learning resources through your AirHead account: http://knox.airhead.io Login with your @edubuzz.org account.
For the purposes of the standard risk-rated portfolios we are able to make use of Old Broad Street Research Ltd, a leading independent asset allocator in the UK and abroad. OBSR‘s key attributes: -Focus on Asset Allocation- Management of asset allocation portfolios is their core business. -Academic Underpinnings- their corporate culture is built upon a strong foundation of academic research. -Independence- they create customized and innovative solutions for financial institutions. -Experience and Expertise-with many years experience and an accomplished staff, OSBR is a leader in asset allocation. The funds that populate each portfolio are chosen by OSBR. emphasis is on forward looking research, based upon a qualitative analysis informed by quantitative information. OBSR takes a long-term approach aligned with the needs of long term savings. It relies upon a rigorous timetable of quarterly face to face meetings with fund managers. It will review the funds being used at the end of each quarter and make changes as they think appropriate. OBSR Model Portfolios: Provided that one of our core investment propositions is felt to be suitable, based on your attitude to risk, we identify the most suitable of the six risk- rated OBSR Portfolios as follows: -Cautious - Cautious Balanced - Managed - Adventurous - Aggressive - Very Aggressive The Vestra Wealth model portfolio service gives clients the benefit of having a professional discretionary manager, with access to a fully diversified portfolio, without having to invest large sums. They offer both a bespoke portfolio service as well as five model portfolios, managed by a highly experienced investment team to suit clients’ investment objectives and attitude to risk. Benefits of the Vestra portfolio service • Choice of competitively priced models or a personalised bespoke service. • Provides access to a full discretionary management service to clients with a professional investment manager, overcoming minimum investment restrictions. • Whole of market approach with no bias towards funds or managers, clear investment parameters and active risk monitoring. • Management of funds can be held within the tax shelter of an ISA, SIPP, income drawdown pension or offshore bond, as well as general investment account. • Discretionary model portfolios enabling rebalancing and switching within portfolios to be carried out more efficiently.
2013 Frogmore Creek pinot noir Coal River, TAS 14 2014 La Maldicion para beber' tempranillo Madrid, SP 11 2013 Henschke Seven' shiraz grenache mataro viognier Barossa Valley, SA 15 2011 Xanadu 'DJL' cabernet sauvignon Margaret River, WA 12 2013 Nick O'Leary shiraz Canberra District, NSW 14 APERETIF Yeni Raki Turkey 9 Hunkar Raki Turkey 10 COCKTAILS Turkish delight I vodka, cassis, pomegranate juice, rose 18 Martini l gin or vodka, vermouth, olives 18 Champagne cocktail l champagne, cognac, bitters 18 Cosmopolitan l vodka, cointreau, cranberry juice, lime juice 18 Mojito l white rum, lime juice, mint leaves 18 Pina Colada I white rum, malibu, pineapple juice, coconut 18 Martini I apple vodka, apple schnapps, sour-mix, apple juice 18 Midori Colada I midori, malibu, pineapple juice, coconut 18 Caprioska l vodka, lime juice, mint leaves 18 French Martini I vodka, chambord, pineapple juice, sour mix, champagne 18 Lychee Martini I gin, lychee liqueur, lemon juice, lychee juice 18 Moscow Mule l ginger beer, sour mix, triple sec 20 Chocolate Martini I vodka, kahlua, baileys, frangelico, cream, chocolate 20 Romeo & Juliet l campari, vermouth, prosecco 20 Negroni I gin, campari, sweet vermouth 20 BEERS Cascade Light Tasmania 6 Boags Premium Tasmania 7 Crown Lager Victoria 7 Efes Turkey 8 Peroni 8 Corona Mexico 8 Stella Artois Belgium 8 Heineken Holland 8 Stone & Wood Pacific Ale Byron Bay 9 Little Creatures Pale Ale Victoria 9 Kosciuszko Pale Ale Multi 9 Trois Monts 750ml France 30
SEMILLON 2009 Brokenwood 'Latara' Vineyard Hunter Valley, NSW 90 2010 Tyrrell’s 'Vat 1' Hunter Valley, NSW 100 CHARDONNAY 2014 Phillip Shaw 'No 11' Orange, NSW 55 2013 Eden Road 'Tumbarumba' Tumbarumba, NSW 66 2013 Lark Hill Canberra District, NSW 75 2011 Voyager Estate Margaret River, WA 75 2014 Shaw & Smith 'M3 ' Adelaide Hills, SA 76 2013 Moreau Naudet Chablis Chablis, FR 82 2010 Joseph Drouhin Chablis Chablis, FR 90 2012 Ten Minutes by Tractor 'Wallis' Mornington Pen. VIC 90 2010 Tyrrell’s 'Vat 47' Hunter Valley, NSW 100 2013 Vasse Felix 'Heytesbury' Margaret River, WA 100 2011 Bannockburn Geelong, VIC 100 2012 Tolpuddle Vineyard Coal River Valley, TAS 110 2010 Yering Station 'Reserve' Yarra Valley, VIC 120 2012 Pierro 'Margaret River' Margaret River, WA 130 2009 Cullen 'Kevin John' Margaret River, WA 140 2007 Leeuwin Estate 'Art Series' Margaret River, WA 150 2008 Penfolds 'Yattarna ' Tumbarumba & TAS 180 ROSÉ 2014 La Prova Aglianico Rosato Adelaide Hills, SA 45
What was the geographic and historical context for the founding of the Ottoman Empire? Describe the geographic context for founding of the Ottoman Empire. Directions: Examine the images below, then complete the questions that follow. Think Like a Geographer Source: At the height of its the Ottoman Empire
be eligible to receive under section 47635 of the Education Code to cover such owed amounts. Charter School further understands and agrees that the District shall make appropriate deductions from the in lieu property tax amounts otherwise owed to Charter School. Should this revenue stream be insufficient in any fiscal year to cover any such costs, Charter School agrees that it will reimburse the District for the additional costs within forty-five (45) business days of being notified of the amounts owed. Audit and Inspection of Records Charter School agrees to observe and abide by the following terms and conditions as a requirement for receiving and maintaining its charter authorization: • Charter School is subject to District oversight. • The District’s statutory oversight responsibility continues throughout the life of the Charter and requires that the District, among other things, monitors the fiscal condition of Charter School. • The District is authorized to revoke this Charter for, among other reasons, the failure of Charter School to meet generally accepted accounting principles or if Charter School engages in fiscal mismanagement. Accordingly, the District hereby reserves the right, pursuant to its oversight responsibility, to audit Charter School books, records, data, processes and procedures through the District Office of the Inspector General or other means. The audit may include, but is not limited to, the following areas: • Compliance with terms and conditions prescribed in the Charter agreement, • Internal controls, both financial and operational in nature, • The accuracy, recording and/or reporting of Charter School’s financial information, • Charter School’s debt structure, • Governance policies, procedures and history, • The recording and reporting of attendance data, • Charter School’s enrollment process, • Compliance with safety and procedures, and • Compliance with applicable grant requirements. Charter School shall cooperate fully with such audits and shall make available any and all records necessary for the performance of the audit upon 30 days notice to Charter School. When 30 days notice may defeat the purpose of the audit, the District may conduct the audit upon 24- hours notice. Internal Fiscal Controls Charter School will develop and maintain sound internal fiscal control policies governing all financial activities.
Names of Important Leaders on all of the information you have gathered from the Mughal Empire and Ottoman Empire, why do you think both empires became so powerful? Based on all the information you have gathered from the Mughal Empire and Ottoman Empire, what are the differences in the ways both empires became powerful? Regents Multiple Choice Check for Understanding 1. Which characteristic is associated with the rule of both Akbar the Great and Suleiman the Magnificent? (1) equal 2. One similarity in the rule of Akbar the Great and the rule of Elizabeth I is that both leaders implemented policies that encouraged 3. form of government is associated with the reigns of Suleiman the Magnificent, Akbar the Great, and Peter the Great?
rights for women (2) the role of bodies (3) forcing the of citizens to (4) toward of society (1) (2) military (3) voter (4) (1) (2) direct (3) (4) 4. One way in which Akbar the Great, Suleiman the Magnificent, and Philip II are similar is that they (1) to 5. Akbar the Great, Suleiman the Magnificent, and Louis XIV are all rulers associated with (1) natural rights (2) filial piety 6. One way in which Suleiman the Magnificent and Akbar the Great are similar is that they both brought about periods of (1)
colonize the (2) reforms in their (3) tried to make the religion of Asia (4) large empires at the height of their power (3) religious toleration (4) absolutism and (2) and (3) and cultural (4) and
Includes a coherent description of the students the school expects to serve (including demographics, educational and social-emotional needs) based on a thorough understanding of the district population and the location in which the school expects to operate. Includes Surrounding Schools Demographics & Performance Data (see Appendix F) and demonstrates sufficient understanding of the educational of the target population and explains how the proposed school will meet those needs in conjunction with the schools in the surrounding area. Describes meaningful, diverse outreach efforts and involvement with parents/guardians and community members in creating the charter petition as well as representation on the school's and/or founding team. Includes Meaningfully Interested Signatures, (see Appendix J) and provides evidence of support from prospective parents, teachers, and/or students and community partners. Includes a description of the manner in which community feedback impacted the contents of the charter petition. Target Population & Community Need Meets or Exceeds Partially Meets Does Not Meet Strengths Weaknesses B. Philosophy & Approach to Instruction (Element 1) In addition to containing all District Required Language, a petition sufficiently meets this standard if it: Specifies a clear, concise school vision and mission statements, which align with all elements and programs of the school and meet the needs of the targeted population. Provides a persuasive explanation of why the philosophy and approach, grounded in educational practices and high standards for student learning, are appropriate for and likely to result in improved educational performance for the target population, including any
Appx. C – Certification Statement Appx. D – Charter School Roster of Key Contacts Appx. E – Statement of Assurances Appx. F – Surrounding Schools Demographic and Performance Data Appx. G – Instructional Minutes & Days Calculator Appx. H – State Priorities under LCFF Appx. I – District & Surrounding School Racial & Ethnic Demographics Appx. J – Meaningfully Interested Signatures Appx. K – Due Diligence Questionnaire Appx. M–Exclusive Employer Declaration Strengths Weaknesses
TOTAL * Number of worked per year. Fulltime for a full year is 2,080 hours. Section 12 – Fringe Benefits: Type of Benefit Cost Explanation Workers Compensation FICA State Unemployment Health/Dental Insurance Other (vehicle, housing, life, etc.) TOTAL Section 13 – Program General Information, Update, Service Goals, and Objectives. Please attach a document that separately answers the following questions (reference each question by number). 1. Please LIST the program’s mission, goals, and objectives. 2. Describe the program and/or general operations for which you request this money. 3. Break-down the monies as to which area they will be used is $ amount. 4. Please describe how this program evaluates and measures effectiveness. 5. Describe how and how many (in hours) volunteers this program uses. 6. Describe your program’s efforts re: cooperation and collaboration with agencies. 7. Describe your program’s target population. 8. Please LIST any major changes in service since your last review. Were changes due to funding cuts, reduction in program, increased efficiencies? 9. Please LIST the number of new positions next year. 10. Please LIST the number of positions eliminated next year. 11. LIST and describe any major purchases the program plans for next year. 12. LIST past year fund raising events and detail amounts received (gross/net), are these events to be held again this year. 13. Does this program use a sliding fee scale (describe)? 14. Please LIST the unit of service in of dollar cost per hour per individual served, and describe a unit of service for this program. Is the unit of service a full hour? 15. How many units can the program provide? 16. How many perspective recipients are on your waiting list? 17. How long will it be (in days) before your program can serve the first person on the waiting list? Section 14 – Program Beneficiary Statistics Prior Current Projected 1. Total count of clients
Proposed Programme Orientation to Tertiary Teaching @ CDU July 2017 Day 1 Wednesday 5th July Day 2 Thursday 6th July Day 3 Friday 7th July 08:45 – 09:00 Arrival, Registration, Tea & Coffee Arrival, Tea & Coffee Arrival, Tea & Coffee 09:00 – 10:30 CONTEXT The CDU context & the unique nature of teaching at CDU The 6 Key Principles for Online Teaching PLAN Developing units for online and blended teaching Lessons from practice TEACH Lessons from practice Academic Toolkit Introduction to CDU Services 10:30 – 10:45 Tea Break Tea Break Tea Break 10:45 – 12:30 Learning & teaching policies and practices Unpacking the role of the lecturer TEACH Engaging students online REVIEW Developing scholarship of teaching & learning Review of OTT@CDU 12:30 - 13:15 Lunch Finish 13:15 – 15:15 PLAN Key unit information Designing units for online and blended teaching Assessment and feedback TEACH Teaching practices in Learnline and in teaching spaces Library and OER resources 15:15 – 15:25 Refresh Refresh 15:25 – 16:00 Introduction to CDU Services Introduction to CDU Services
Name:_______________________________ Ottoman Empire Map activty 1300-1683 World History Mr. Butryn Directions: Locate, draw a star and label where Constantinople/ Istanbul is on the map Draw a Red line and shade red the territory controled by the Ottomans by 1683 Locate and label the following important cities: Alexandria Algiers Athens Baghdad Belgrade Beiruit Benghazi Budapest Bucharest Cairo Damascus Florence Jerusalem Milan Riyadh Rome Sarajevo Tiblisi Tunis Tripoli Vienna Venice Locate and label modern-day countries which made up the Ottoman Empire Croatia Georgia Israel Jordan Lebanon Turkey Yemen Locate and label the major bodies of water Mediterranean Sea Caspian Sea Black Sea Red Sea Gulf of Aden Persian Gulf Nile River Euphrates River Tigres River
Supporting Living Organ Donors Program Out-of-Pocket Expenses Log Donor name: Program reference number: Transplant Hospital: Date of expense (DD/MM/YY) Type of expense (travel, accommodation, parking etc) Details (name of hotel, road toll, car hire details etc) Amount Receipt included* (Yes/No) For Official Use Only
Supporting Living Donors Program Out-of-Pocket Expenses Log Donor name: Program reference number: Transplant Hospital: Date of expense (DD/MM/YY) Type of expense (travel, accommodation, parking etc) Details (name of road toll, car hire details etc) Amount Receipt included* (Yes/No)
A. HAS YOUR SCHOOL EVER: * If any question in this section is answered “yes”, you must attach to this application a written explanation of your answer Been denied operation of a school in Colorado? No Yes Documentation: Attached Been denied operation of a school in any other state? No Yes Documentation: Attached Been closed or otherwise required to cease operation in any other state as part of a disciplinary or legal action? No Yes Documentation: Attached B. HAS ANY PRINCIPAL OWNER(S), OFFICER(S), DIRECTOR OR ANY PERSON IN AN EXECUTIVE MANAGEMENT CAPACITY: * If any question in this section is answered “yes”, you must attach to this application a written explanation of your answer. You must also include official documentation which Ever been involved in a bankruptcy? No Yes Documentation: Attached Ever been convicted of or pled to a felony; or are felony charges pending? No Yes Documentation: Attached Ever been convicted of or pled to a misdemeanor other than a minor traffic violation; or are misdemeanor charges pending? No Yes Documentation: Attached
Clayton State University APPLICATION FOR OUT-OF-STATE TUITION DIFFERENTIAL WAIVER NON-RESIDENT STUDENTS Prior to submitting a Non-Resident Students out-of-state tuition waiver application, students are advised to review the University System of Georgia Non-Resident Students out-of-state tuition waiver policy found in Section 7.3.4.1 of the Board of Regents Policy Manual (. Section I – To be completed by the STUDENT Name: Student ID: Address: City: Zip: Email: Phone: Term applying for waiver: Fall Spring Summer Year: This out-of-state tuition waiver request is based on the Georgia domicile of: Parent (students under the age of 24 only) U.S. legal guardian (students under the age of 24 only) Spouse Name of the above individual upon whom this waiver application is based: Will Georgia have been the present and permanent home (domicile) for the above individual for at least 12 consecutive months immediately preceding the first day of classes for the term the waiver is requested? Has the above individual ever lived outside of the state of Georgia? If Yes: They have continuously in Georgia since: (mm/yyyy) Briefly explain the reason they moved to Georgia: Regarding the individual listed above, please provide the following information: Do they hold a current driver’s ID? Yes No State issued? _____________ Do they own a motor vehicle? Yes No State registered? __________ Are they registered to vote? Yes No State registered? __________ Did they file a income tax return for the most recent tax year? Yes No State filed? _______________ Section II – STUDENT Oath and Affirmation
November 2018 Monday Tuesday Wednesday Thursday Friday Saturday 29 12pm – Pub lunch at The Old Bell Tigers Eye 6pm Cinema 30 11pm Poppy Fall tour 6pm – Pub and pool evening. 31 10am Bristol Aquarium 7:30pm Newark Park Castle 1 9am Simply Christmas - The Crafty Christmas Show 7pm Treasure seekers 2 1pm Queens fish and chips 7pm The Long Road to Peace Clearwell Caves 3 6pm Cheltenham race course fire work display 5 12pm Zizzi meal out 7pm Treasure seekers 6 12pm – Mullings golf and lunch. 6pm Tenpin Bowling 7 9am Car boot sale 6pm – Go karting 8 2.30pm Hound of the Baskervilles 7.30pm Nando’s meal 9 12pm Severn and Wye Valley Smokery 10 10am Wellesbourne market 12 10am – Bristol Cribb’s Causeway shopping 6pm Lazor tag 13 12pm - Paul Nicholls Photography Exhibition 6pm Skittles 14 1pm Brasserie blanc 7.30pm Karaoke at treasure seekers 15 9am Art & Antiques for Everyone 9am Festive Gift Fair 6:30 Gala 16 12pm Mary Howard’s Christmas Fair 7.30 Rugby Gloucester V Leicester Tigers 17 2pm Trial By Laughter 19 11am – At Bristol 7pm Treasure seekers 20 12pm – Bella Italia 6pm Quiz night at Greyhound pub. 21 9am – Car boot 6pm – White horse Chinese restaurant 22 1pm Cinema 7pm Archery 23 11am All day trip to West midlands safari park. 24 11am Morton in the marsh Christmas market. 26 6pm The Blenheim Palace lights 27 12pm – Toby Carvery 7.30pm Spirit of Christmas Concert at Gloucester Cathedral 28 11am Puzzle wood 7pm – Karaoke at Treasure seekers 29 9am BBC Good Food Show Winter 7pm Za za Bristol 30 12pm Pub lunch Bumble Bee Hardwicke 7pm –Spirit of Christmas Concert at Gloucester Cathedral 1 10am – Christmas card workshop.
December 2018 Monday Tuesday Wednesday Thursday Friday Saturday 3 1pm Queens Fish and chip 7pm – Treasure Seekers 4 11am Bouton on the water model village and lunch at the old new inn. 6pm – Bierkeller Chelt pub quiz. 5 9am Car boot 6pm hut 6 11am – Gloucester quays Victorian market. 7pm The Old Curiosity Shop 7 12pm Meal out at Greek on the docks Quays, 5pm – Stroud good will evening 8 7pm – Christmas carols by train. 10 2pm Tea Cheltenham Town hall. 6pm Skittles 11 11am Cirencester Christmas markets 7.30pm G4 Christmas 2018 at Gloucester Cathedral 12 1pm Seven and Wye Valley Smokery 6:30 Gala 13 12pm Pizza Hutt 7pm - Bohemian Rhapsody at theatre 14 1pm Snowman showing and live orchestra. 6pm – Sudeley Castle of light. 15 3pm – Aladdin Panto 17 11am Swindon Outlet shopping trip. 7pm Treasure seekers 18 1pm Pub lunch at So Pie Glos Quays 5pm Tenpin bowling 19 1.30pm The Snow Queen 7pm – Christmas with Buddy Holly 20 12pm – Mullings adventure golf and lunch. 6pm- Festive Christmas Eve Eastnor Castle 21 1pm Pub lunch at The Royal Exchange Hartpury 7pm That'll Be The Day - The Christmas Show 2018 22 7pm – Westonbirt Enchanted Christmas. 24 11am Winter wonderland Prinknash Abbey 25 CHRISTMAS DAY 26 BOXING DAY 27 CHRISTMAS BREAK 28 CHRISTMAS 29 CHRISTMAS BREAK 31 11:30 – Forest of Dean railway and mince pies. 1 NEW YEARS DAY. 2 11am Team meeting 6pm Pub dinner at The George Dursley 3 1pm Brasserie Blanc 7pm – Treasure seekers 4 10am Cotswold Wildlife Park all day trip. 5 3pm Dick Whittington Panto
Morning session 7am – 9am Afternoon session 3pm – 6.15pm Vacation Care: 7am – 6.15pm Staff Development Days: 7am – 6.15pm Fees Morning session $16.00 Afternoon session $23.00 Vacation Care: $44.00 Staff Development Days $44.00 Staffing All staff working at our Centre have experience working with children and schools to provide a safe, nurturing environment with consideration of the needs of all children. At our Centre the program is delivered by staff with the following qualifications: Manager – Degree in Primary or Early Childhood Education; Authorised Supervisor – Diploma of Children’s Services (Outside School Hours Care); Additional staff – Diploma of Children’s Services. All our staff have a current First Aid Certificate and have undergone a comprehensive recruitment process that includes a Working with Children Check. Enrolment Contact Learning Links for further information and to register your interest: Phone: Hesina Akbari 0438 391 759 Email: Hesina Akbari
May – or may not – co-exist with SMD Difficulty in sensing the world in 3-D (to paraphrase Ricki Robinson) “What am I supposed to do/know/say/feel?” (SDD) Figure 17 A photo of a classroom environment with children sitting on T-Stools. Also another picture of a boy with his hands on his head. Beside the boy's head are the circled pairs of letters "d or b" and "p or q". Motor Disorder: Postural Disorder “Sensory slumper” Difficulty with: Movement Bilateral coordination, balance, and crossing the midline Stabilizing body moving or resting May involve fatigue, slumping, overflow, and associated movements Figure 18 A young girl rests her head on her arm while writing in a workbook on her desk. Sensory-Based Motor Disorder: Dyspraxia “Sensory fumbler” Dysfunction in praxis → poor ideation, motor planning, and/or execution of new motor action Difficulty with gross-motor, fine-motor, oral-motor output Clumsy, inflexible, inactive behavior Preference for familiar rather than What Helps Improve Sensory-Based Motor Skills? • Break tasks down into manageable chunks. • Go slowly and allow time to practice. Active, 3-D games like Jumpland. Not computer games! Figure 19 Drawing of a girl jumping down steps. Figure 20 of a baby in front of a computer; the photo has an "X" across it.
“We will also be premiering a range of products developed by our young people’s working group. Noffs Street University artists will be painting on site or you can collaborate with their Rap crew. Share your thoughts at the activation station. Everyone completing an Expo passport will have the chance to win some great prizes generously donated by Telstra. Booyah Beans and some of Brisbane’s great food trucks will help keep your energy levels up.” The digital world provides us with a sense of community to be better equipped to deal with the risks, come out of the dark and head to the Expo on Saturday 11 March. We all have a part to play in keeping our kids safe when they are online. Find out more at the Out of the Dark Expo Facebook event page or visit qfcc.qld.gov.au. [ENDS] 03 March 2017 Media Contact: Queensland Family and Child Commission – Jane Reid ph: 0423 565 108/07 3900 6075
All Transmission System Equipment Outages that could significantly affect CRR’s must be submitted 30 days prior to the month the outage is to begin. NOTE: Refer to Section 8 for “Significant Facilities” definition. Real-Time Outage Horizon To meet the Reliability Coordinator’s outage submission requirements, the ISO runs daily feasibility outage analysis on a 4 day rolling basis for Maintenance Outages submitted up to one calendar day prior to the Reliability Coordinator’s OPA lockdown time. Outage plans are updated and analysis performed for Outages submitted from D+2 through real-time. In analyzing Real-Time outages, the ISO: Implements market constraints Calculates ETC’s for scheduling imports Evaluates reliability impacts on exported market and bids Approved Outages are sent to the Reliability Coordinator. Outages are designated as ISO Forced Outages. Application to Parties The BPM for Outage Management applies to the ISO and the following parties: All Generators with a Participating Generating Agreement All Participating Transmission Owners Scheduling Coordinators/ Participating Generators All EIM Entities Connected Entities, to the extent the agreement between the Connected Entity and ISO to provide outage reporting. Participating Transmission Operators
Cancelled An outage is “cancelled” when the outage requester submits a change request with a cancel action. Disapproved An outage is “disapproved” when it is not accepted by the ISO. IN OK An outage becomes “in OK” via a manual transition by the outage requester/ISO operator to indicate that an outage is about to be completed IN Service Editable An outage becomes “in service editable” either via an automatic transition by the system or a manual transition by the outage requester to indicate the actual end time of an outage IN Service An outage becomes “in service” after 24 hours in the “in service editable” state. Late to End An outage is “late to end” when the outage requestor has not submitted an “in OK” request before the scheduled end time. Late to An outage is “late to start” when the outage requester has not acted before the scheduled start time. OE Recommended An outage becomes “OE recommended” when ISO OE staff have completed review in Long Term Planning horizon and determined the outage can be accommodated. OUT An outage becomes “out” when the outage requester provides the actual time of the outage OUT OK An outage becomes “out OK” either via a manual transition by the outage requester/ISO operator or automatically via the OMS system to indicate that an outage is ready to start Pre-approved An outage is “pre-approved” when ISO staff are waiting for more detailed information prior to approval of the outage. Received An outage is “received” when the outage request passes all validation rules. Study An outage is in the “study” state when ISO staff are studying an outage. The Outage States above and the relative state transitions observed in the ISO OMS are shown in the figure below. The diagram also demonstrates the state transitions expected to occur between the ISO and Reliability Coordinator’s outage states, including state transition mapping between the two systems.